
تعداد نشریات | 22 |
تعداد شمارهها | 485 |
تعداد مقالات | 5,052 |
تعداد مشاهده مقاله | 9,296,988 |
تعداد دریافت فایل اصل مقاله | 6,139,829 |
بررسی اثربخشی بسته آموزشی انگیزشی-دلبستگی به مدرسه بر پرخاشگری و عملکرد تحصیلی دانشآموزان دختر پایه دهم | ||
راهبردهای شناختی در یادگیری | ||
مقاله 3، دوره 10، شماره 19، 1401، صفحه 61-81 اصل مقاله (1.36 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2022.24000.2296 | ||
نویسندگان | ||
اعظم رجایی1؛ محمدعلی نادی* 2؛ غلامرضا منشئی3 | ||
1دانش آموخته دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران | ||
2دانشیار، گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران | ||
3دانشیار، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران | ||
چکیده | ||
هدف: هدف از پژوهش حاضر، بررسی اثربخشی بسته آموزشی انگیزشی-دلبستگی به مدرسه بر پرخاشگری و عملکرد تحصیلی دانشآموزان دختر پایه دهم شهر اصفهان بود. روش: این پژوهش از نوع نیمهآزمایشی با طرح پیشآزمون، پسآزمون با گروه گواه و پیگیری 3 ماهه بود. جامعه آماری پژوهش را دانشآموزان دختر پایه دهم شهر اصفهان در سال تحصیلی 99-1398 تشکیل دادند. برای انتخاب نمونه به روش نمونهگیری در دسترس 36 نفر که حاضر به شرکت در مطالعه شدند، بهتصادف در دو گروه (18 نفری) آزمایش و گواه قرار گرفتند. ابزار مورد استفاده شامل پرسشنامه پرخاشگری اهواز زاهدیفر، نجاریان و شکرکن (1379) و پرسشنامه عملکرد تحصیلی فام و تیلور (1999) بود. دادهها با استفاده از نرمافزار آماری SPSS نسخه 25 و تحلیل کوواریانس تحلیل شدند. سطح معناداری آزمونها در این مطالعه برابر با 0.05 در نظر گرفته شد. یافتهها: در متغیر پرخاشگری و عملکرد تحصیلی بهترتیب اثر گروه 0.651، (63.52=F) و 0.732، (92.84=F) ناشی از تغییرات گروهی، اثر اصلی زمان 0.730، (91.86=F) و 0.931، (146.28=F) ناشی از مراحل پژوهش و اثر متقابل گروه و زمان 0.812، (146.55=F) و 0.951، (661.81=F) در سطح 0.05>p معنادار بود. نتیجهگیری: کاهش پرخاشگری در دانشآموزان، با آموزش بستهء انگیزشی-دلبستگی به مدرسه میسر است و بهدنبال آن، عملکرد تحصیلی دانشآموزان را میتوان بهبود بخشید. | ||
کلیدواژهها | ||
انگیزشی-دلبستگی به مدرسه؛ پرخاشگری؛ عملکرد تحصیلی | ||
مراجع | ||
Abolghasemi, A., & Narimani, M. (2005). Psychological Tests. Ardabil: Bagh Rezvan Publications, First edition. [In Persian]
Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. H. (2018). Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics. Supremum Journal of Mathematics Education, 2(2), 52-59.
Asarta, C. J., & Schmidt, J. R. (2017). Comparing Student Performance in Blended and Traditional Courses: Does Prior Academic Achievement Matter?, Journal of the Internet and Higher Education, 32, 29-38.
Atashrooz, B., Naderi, F., Pasha, R., Eftekhar Saadi, Z., & Asgari, P. (2018). The Impact of MUSIC® Model of Motivation on Academic Motivation, Educational Engagement and Mathematic Academic Performance of Dezfoul Secondary School Students. Quarterly Journal of Educational Innovations, 17(2), 129-150. [In Persian]
Attride-Stirling, J. (2001). Thematic Networks: an Analytic Tool for Qualitative Research. Journal of Qualitative Research, 1(3), 385-405.
Bashiri, S., & Kizoori, A. H. (2018). Investigating the Relationship between the Source of Control and Students Academic Motivation with the Mediating Role of the Quality of Teacher-Student Relationships in Female Students of the Second Year of Primary School in Sabzevar. Third International Management Conference of Dynamic, Accounting and Auditing, 2018 November 2, Tehran, Iran. [In Persian]
Butler, L., & Shibaz, L. (2014). Striving to Connect and Striving to Learn: Influences of Relational and Mastery Goals for Teaching on Teacher Behaviors and Student Interest and Help Seeking. Journal of Educational Research, 65, 41-53.
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The Influence of Bonding to School for Healthy Development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252-261.
De-Silva, A. D. A., Khatibi, A., & Azam, S. F. (2018). Effect of Motivation on Secondary School Students’ Performance in Science: an Empirical Study in Sri Lanka. SAARC Journal of Educational Research, 12, 54-75.
Dortaj, F. (2004). Investigating the Effect of Mental Simulation of Process and Outcome in Improving Students Academic Performance (Construction and Standardization of Academic Performance Test). PhD Dissertation, Allameh Tabatabayi University of Tehran, Iran. [In Persian]
Ersanli, C. Y. (2015). The Relationship between Students’ Academic Self-efficacy and Language Learning Motivation: A Study of 8th Graders. Journal of Social and Behavioral Sciences, 199, 472-478.
Eslami Harandi, F., Karimi, F., & Nadi, M. A. (2020). Identifying the Components of Educational Justice in Iran's Education. Journal of Research in Educational Science, 13(47), 55-75. doi: 10.22034/jiera.2019.150212.1645. [In Persian]
Fathi Azar, E., Golparvar, F., Mirnasab, M., & Vahedi, SH. (2017). Phenomenological Study of Behavioral Problems in High School Students: Social-Emotional and Academic Challenges. Biannual Journal of Applied Counseling, 6(2), 53-72. doi: 10.22055/JAC.2017.19931.1355. [In Persian]
Fayso, T. (2019). Aggressive Behavior in Secondary Schools of Mesken Woreda: Types, Magnitude and Associated Factors. Journal of Psychology and Behavioral Science, 10(5), 1-8.
Fite, P. J., Rubens, S. L., & Cooley, J. L. (2014). Influence of Contextual Factors on Academic Performance in a Sample of Latino Adolescents: The Moderating Role of School Attachment. Journal of Community Psychology, 42(8), 924-936.
Ganai, M. Y., & Mir, M. A. (2013). A Comparative Study of Adjustment and Academic Achievement of College Students. Journal of Educational Research and Essays, 1(1), 5-8.
Ghadampoor, E., Veiskarami, H., & Alayi Kharaem, R. (2015). The Relationship between Motivational Beliefs (Self-efficacy, Academic Motivation, Test Anxiety) and Academic Performance. Journal of Educational Psychology Sciences, 12(21), 105-126. [In Persian]
Gholamipoor, M. (2017). The Relationship between Academic Hope and Academic Achievement and Academic Motivation with the Mediating role of Academic Optimism. MSc Thesis, Shahid Bahonar University of Kerman, Iran. [In Persian]
Gholtash, A., Oujinejad, A., & Barzegar, M. (2010). The Effect of Teaching Metacognitive Strategies on Students Academic Performance and Creativity. Journal of Educational Psychology, 1(4), 119-135. [In Persian]
Gray, D. L., Anderman, & E. M., Chang, Y. (2015). Conditional Effects of Mastery Goal Structure on Changes in Students ‘Motivational Beliefs: Need for Cognition Matters. Journal of Learning and Individual Differences, 40, 9-21.
Hashemi, F., Kareshki, H., Tatari, Y., & Hoseini, M. (2014). Validity and Reliability of the APRI Aggression Assessment Scale in Mashhad Adolescents. Journal of Applied Researches in Educational Psychology, 1(2), 46-61. [In Persian]
Heydenberk, R. A., & Heydenberk, W. R. (2005). Increasing Metacognitive Competence through Conflict Resolution. Journal of Education and Urban Society, 37(4), 431-452.
Hill, L. G., Werner, & N. E. (2006). Affiliative Motivation, School Attachment, and Aggression in School. Journal of Psychology in the Schools, 43(2), 231-246.
Hudley, C., Graham, S., & Taylor, A. (2007). Reducing Aggressive Behavior and Increasing Motivation in School: The Evolution of an Intervention to Strengthen School Adjustment. Journal of Educational Psychology, 2(4), 251-260.
Kaplan, B., & Aksel, E. S. (2013). The Investigation of the Relationship between Attachment and Aggressive Behavior of Adolescents. Object Journal of Psychology, 1(1), 21-49.
Kashani, F. (2019). Modeling the Relationship between Perceived Teacher Support and Academic Performance in Mathematics: the Mediating Role of Mathematics Self-efficacy, Intrinsic Motivation and Mathematics Anxiety. MSc Thesis, Kashan University, Iran. [In Persian]
Katic, B. (2018). Violence and Aggression in School Settings. Journal of Wisdom in Education, 8(1), 1-9.
Kayalar, F. (2016). Teacher's Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom. Journal of educational research, 4(4), 868-877.
Marengo, S. M., Klibert, J., Langhinrichsen-Rohling, J., Warren, J., & Smalley, K. B. (2019). The Relationship of Early Maladaptive Schemas and Anticipated Risky Behaviors in College Students. Journal of Adult Development, 26(3), 190-200.
Mohseni, S., Mirgol, A., & Miri, A. (2018). Investigating the Relationship between Motivational Strategies with Addictive Talent and Student's Aggression. Journal of Nursing Development in Health, 9(2), 45-54. [In Persian]
Momanyi, J. M., Too, J., & Simiyu, C. (2015). Effect of Students’ Age on Academic Motivation and Academic performance among High School Students in Kenya. Asian Journal of Education and e-Learning, 3(5), 337-342.
Onukwufor, J. N. (2013). Physical and Verbal Aggression among Adolescent Secondary School Students in Rivers State of Nigeria. Journal of Education Learning and Development, 1(2), 73-84.
Özbilen, A., Eranıl, K., & Özcan, M. (2018). Investigation of Relationship between High School Students’ Level of School Attachment and Aggression. Journal of Educational Sciences, 10(2), 97-115.
Petrie, K. (2014). The Relationship between School Climate and Student Bullying. Journal of Christian Education, 8(1), 26-35.
Raufelder, D., Sahabandu, D., MartÌnez, G. S., & Escobar, V. (2015). The Mediating Role of Social Relationships in the Association of Adolescent's Individual School Self-concept and their School Engagement, Belonging and Helplessness in School. Journal of Educational Psychology, 35(2), 137–157.
Sağlam, A., & İkiz, F. E. (2017). Examination of the Relationship between Secondary School Students' Tendency to Violence and their Level of Commitment. Journal of Elementary Education Online, 16(3), 1235-1246.
Sahaya-saila, T. (2013). Psychological Counseling Needs and Academic Achievement of Students at the Secondary Level. Journal of Learning & Development, 3(3), 154-167.
Samavi, A., & Najjarpourian, S. (2019). The Causal Relationship between Internal Motivation, Academic Engagement and Academic Self-Regulation with Academic Performance Mediated by Self-Directed Learning in High School Students in Bandar Abbas. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 47-68. doi: 10.22084/J.PSYCHOGY.2018.15114.1682. [In Persian]
Savi-Çakar, F., & Karataş, Z. (2017). Self-esteem, School Anger and Life Satisfaction as Predictors of Adolescents' Attachment to School. Journal of Education and Science, 42(189), 121-136.
Usán, P. P., Salavera, C., & Teruel. P. (2019). School Motivation, Goal Orientation and Academic Performance in Secondary Education Students. Journal of Psychology Research and Behavior Management, 12, 877-887.
Wentzel, K. R., Battle. A., Russell, S. H. L., & Looney, L. B. (2010). Social Supports from Teachers and Peers as Predictors of Academic and Social Motivation. Journal of Contemporary Educational Psychology, 35(3), 193-202.
Zahedifar, SH., Najjarian, B., & Shokrkon, H. (2000). Construction and Validation of a Scale for Measurement of Aggression. Journal of Educational Sciences, 7(1), 73-102. doi: 10.22055/EDUS.2000.16084. [In Persian] | ||
آمار تعداد مشاهده مقاله: 455 تعداد دریافت فایل اصل مقاله: 386 |