نوع مقاله : علمی- پژوهشی

نویسندگان

چکیده

مطالعه‌ی تعامل‌های اجتماعی در مجموعه‌های آموزشی و تأثیرهای شناختی، انگیزشی و عاطفی آن در امور درسی هدف این تحقیق بوده است. در راستای این هدف الگوی روابط علّی بین پیامدهای عاطفی، انگیزشی و تحصیلی خودکارآمدی ادراک‌شده ریاضی و عوامل اجتماعی کلاس (ارزیابی معلم و همکلاسان از دانش‌آموز)، با توجه به اثر میانجی باورهای خودکارآمدی، در راستای نظریه‌ی شناختی اجتماعی بویژه نظریه خودکارآمدی باندورا (1997) مورد تحلیل قرار گرفت. آزمودنی‌های تحقیق را 273 نفر از دانش‌آموزان پایه‌ی دوم دوره راهنمایی (شامل 150 دختر و 123 پسر) تشکیل می‌دادند که به روش نمونه‌گیری خوشه‌یی چند مرحله‌یی از مدارس نقاط مرکزی شهر شیراز انتخاب شدند. آزمودنی‌ها مقیاس‌های خودکارآمدی ریاضی،‌ انگیزش تحصیلی،‌ عواطف مثبت و منفی و احساس نسبت به مدرسه را تکمیل کردند و به یک آزمون ریاضی پاسخ دادند. با استفاده از شیوه‌های تحلیل رگرسیون چند متغیری و تحلیل مسیر، داده‌ها مورد تحلیل قرار گرفت. نتیجه‌های حاصل از این تحلیل‌ها حاکی از آن است که ارزیابی معلم و همکلاسان به عنوان عوامل اجتماعی کلاس در پیش‌بینی خودکارآمدی تحصیلی (‌ریاضی) دانش‌آموزان سهم معنی‌داری دارند. همچنین تأثیر عوامل اجتماعی کلاس بر متغیرهای انگیزشی و عاطفی صرفاً‌ به واسطه‌ی خودکارآمدی است، به طوری که در حضور متغیر خودکارآمدی اثر مستقیم عوامل اجتماعی کلاس بر متغیرهای انگیزشی و عاطفی معنی‌دار نبود. در پیش‌بینی عملکرد تحصیلی (آزمون ریاضی)،‌ خودکارآمدی و ارزیابی همکلاسان هر دو اثر مستقیم معنی‌داری داشتند. نتایج با توجه به مبانی نظری مورد بحث قرار گرفته است. این نتایج همسو با شواهد قبلی، گویای آن است که قضاوت‌های خودکارآمدی تأثیر قابل توجهی بر سطح انگیزش تحصیلی،‌ عواطف مرتبط با امور تحصیلی و نیز عملکرد تحصیلی دانش‌آموزان دارند.

عنوان مقاله [English]

A model for relationships between classroom social variables and motivational, affective and performance outcomes of perceived math self-efficacy

نویسندگان [English]

  • M Bahrani
  • M Khayyer
  • M Hoseinchari

چکیده [English]

The aim of the present study was to study the social interactions in educational settings and their cognitive, motivational and affective outcomes. For this purpose, the model of relationships between motivational, affective, and performance outcomes with respect to the mediation effect of self-efficacy were analyzed. Participants were 273 middle school students (150 female, 123 male) selectedby cluster random sampling method from central areas of Shiraz City. Subjects completed scales of self-efficacy, academic motivation, positive and negative affects, feeling toward school and a math test. Results were analyzed by regression and path analysis methods. Findings showed that teacher and peer evaluation of students as the classroom social factors were the significant predictors of math self-efficacy. Self-efficacy was the unique factor which had a direct effect on motivational and affective variables. The influence of classroom social factors could affect dependent variables through self-efficacy. Also, self-efficacy and peers evaluation both had a significant direct effect in predicting math performance. Results were discussed in regard to theoretical issues. The results were consistent with the previous findings suggesting that self-efficacy judgments have a salient influence on the academic motivation, affects and performance of students

کلیدواژه‌ها [English]

  • Self-Efficacy
  • academic motivation
  • comparative evaluation
  • positive affects
  • negative affects
  • feelings toward school
بحرانی محمود و رضویه اصغر (1388). بررسی روایی و پایایی مقیاس انگیزش تحصیلی هارتر. فصلنامه مطالعات روان شناختی، دوره 5، شماره 1، صص 51-72.
حجازی، الهه و نقش، زهرا (1387). الگوی ساختاری رابطه ادراک از ساختار کلاس، اهداف پیشرفت، خودکارآمدی و خودنظم بخشی در درس ریاضی. تازههای علوم شناختی، سال 10، شماره 4، صص 38-27.
حسین چاری، مسعود و خیّر، محمد (1381). بررسی جوّ روانی-اجتماعی کلاس به عنوان یکی از مؤلفه‌های فرهنگ مدرسه. مجله علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز، دوره سوم، سال نهم، شماره‌های 3 و 4 صص: 42-25.
قائدی غلامحسین و یعقوبی حمید (1387). بررسی رابطه بین ابعاد حمایت اجتماعی ادراک شده و ابعاد بهزیستی در دانشجویان دختر و پسر. مجله ارمغان دانش، دوره 13، شماره 2، پیاپی 50، صص 81-69.
قاضی طباطبایی، محمود (1377). مدل‌های ساختار کوواریانس یا مدل‌های لیزرل در علوم اجتماعی. نشریه دانشکده علوم انسانی و اجتماعی دانشگاه تبریز. سال 41، شماره 169.
کرامتی، محمدرضا (1380). رقابت یا رفاقت در کلاس درس. مجله روانشناسی و علوم تربیتی، سال سی و یکم، شماره 2، صص 156-139.
Abramson, L. Y., Seligman, M. E. P., & Teasdale, I. (1978). Learned helplessness in humans: Critique and reformulation. Journal of Abnormal Psychology, 87, 49-59.
Akin, A. (2008). Self-efficacy, achievement goals and depression, anxiety, and stress: A structural equation modeling. World Applied Sciences Journal, 5 (5), 725-732.
Arnstein, P. (2000). The mediation of disability by self efficacy in different samples of chronic pain patients. Disable Rehabil, 22, 794-801
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1982). Self-efficacy mechanisms in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1993). Perceived self-efficacy in coginitive development and functioning. Educational Psychologist, 28(2), 117-148.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology: An International Review, 51 (2), 269-290.
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revised. Journal of Applied Psychology, 88 (1), 87-99.
Bandura, A., Pastorelli, C., Bargaranelli, C., & Capara, G. V. (1991). Self-efficacy Pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258-269.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in socialpsychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
Bong, M., & Clark, R. E. (1999), Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist, 34 (3), 139-153.
‍Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and sel-efficacy: How different are they really? Educational Psychology Rewiew, 15 (1), 1-40.
Chan, J. C., & Lam, Sh. (2008). Effects of competition on students’ self-efficacy in vicarious learning. British Journal of Educational Psychology, 78, 95-108.
Chen, P. P. (2003). Exploring the accuracy and predictability of the self-efficacy beliefs of seventh-grade mathematics students. Learning and Individual Differences, 14, 79-92.
Coleman, J. S. (1961). The adolescent society: The social life of the teenager and its impact on education. New York: The Free Press of Glencoe.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
Ehrenerg, M. F., Cox, D.N., & Koopman, R. F. (1991). The relationship between self-efficacy and depression in adolescents. Adolescence, 26, 361-374.
Golightly, Th. R. (2007). Defining the components of academic self-efficacy in Navajo American Indian high school students. A dissertation presented for the degree of Doctor of Philosophy, Brigham Young University. An online Article.
Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29 (4), 462-482.
Grimme, L. G., & Yarnolds, P. R. (1995). Reading and understanding multivariate statistics. Washington, D.C.: American Psychological Association.
Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Contemporary Educational Psychology, 31, 44-63.
Harter, S. (1981). A new self–report of intrinsic versus extrinsic orientation in classroom: Motivational and informational Components, Developmental Psychology, 17 (3). 300-312.
Hembree, R. (1988). Correlates, causes, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Hinsz, V. B. (2005). The Influences of social aspects of competition in goal-setting situations. Current Psychology, 24 (4), 258-273.
Jain, S., & Dowson, M. (2009). Mathematics anxiety as a function of multidimentional self-regulation and self-efficacy. Contemporary Educational Psychology, 34, 240-249.
Kaplan, A., & Maehr, M. L. (1999). Achievement goal and student well-being. Contemporary Educational Psychology, 24, 330-358.
Kim, Y., Hamilton, E. R., Zheng, J., & Baylor, A. L. (2007). Scaffolding learner motivation through a virtual peer. An Online Brif Article.
Lapper, M. R., Corpus, J. H., & Iyengar Sh. S. (2005). Intrinsic and extrinsic motivation in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97 (2), 184-196.
Lent, R. W., Taviera M. C., Sheu, H. B., & Singly, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of Vocational Behavioar, 74, 190-198.
Martin J. A., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79 (1), 327-365.
Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational Psychologist, 37 (2), 107-114.
Moeini, B., Shafii, F., Hidarnia, A., Babaii, Gh., Birashk, B., & Allahverdipour, H. (2008). Percieved stress, self-efficacy and its relations to psychological well-being status in Iranian male high school students. Social Behavior and Personality, 36 (2), 257-266.
Oostedam, R., & Meijer, J. (2003). Influence of test anxiety in measurement of Inteligence. Psychological Reports, 92, 87-102.
Pajares, F. (1997). Current direction in Self-efficacy research. Advance in Motivation and Achievement. 10, 1-49. An online Article: www. Des.emory.edu/mfp/effchapter.html.
Pajars, F. (2002). Self-efficacy beliefs in academics: An outline. Retrieved, 2010, from http://des,emory.edu/mfp/efft alk.html.
Putwain, D. W., & Danials, R. A. (2010). Is the relationship between competence beliefs and test anxiety influenced by goal orientation? Leaning and Individual Differences, 20, 8-13.
Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolecents' psychological behavioral functioning in school: Mediating role of goals and belonging. Journal of Educational Psychology, 88 (3), 408-422.
Rosenhotz, S. J., & Rosenthots, S. H. (1981). Classrom organization and the perception of ability. Sociology of Education, 54, 312-140.
Solberg, V. S., O’Brien, K., Villarieal, P., Kennel, R., & Davis, B. (1993). Self-efficacy and Hipanic college students: Validation of the self-efficacy instrument. Hispanic Journal of Behavioral Sciences, 15, 80-95.
Shunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychology, 26 (3 & 4), 207-231.
Tonge, B., & others (2005). The self-efficacy questionnaire for depression in adolescents (SEQ-DQ): Development and psychometric evaluation. European Child Adolescent Psychiatry, 14 (7), 357-363
Tuckman, B. W. (2003). A performance comparison of motivational self-believers and self-doubters in competitive and individualistic goal situations. Personality and Individual Differences, 34, 845- 854.
Tuckman, B. W., & Sexton T. l. (1992). The effect of informational feedback and self-beliefs on the motivation to perform a self- regulated task. Journal of Research in Personalit, 26, 121-127.
Uhrlass, D. J., Schofield, C. A., Coles, M. E., & Gibb, B. E. (2009). Self-percieved competence and prospective changes in symptoms in depression and social anxiety. Journal of Behavior Thrapy and Experimental Psychology, 40, 329-337.
Urdan, T., & Midgly, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on motivation: Goal structures and competence beliefs. Journal of School Psychology, 44, 331-349.
Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89-101.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
Wentzel K. R. (2000). What id it that I'm trying to achieve? Classroom goals from a contnt perspective. Contemporary Educational Psychology, 25, 105-115.
Wortman, C. B., Panciera, L., Shusterman, L., & Hibcher, J. (1976). Attribution of causality and reaction to uncontrollable outcomes. Journal of Experimental Social Psychology, 12, 30-316.
Yates, Sh. M. (2002). The Influence if optimism and pessimism on student achievement in mathematics. Mathematics Education Research Journal, 14 (1), 4-15.
Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397-417. Available online at WWW. scinencedirect.com.