سهم خودپنداره، راهبردهاي يادگيري، انگيزش تحصیلی خودمختار، و عزتنفس كلي در پيشرفت تحصيلي
الموضوعات : psychology
1 - دانشگاه آزاد اسلامي رودهن ، رودهن، ایران
2 - دانشگاه آزاد اسلامي رودهن، رودهن، ایران
الکلمات المفتاحية: عزتنفس كلي, خودپنداره, انگيزش تحصیلی خودمختار, راهبردهاي يادگيري, پيشرفت تحصيلي,
ملخص المقالة :
بهمنظور تعيين سهم مشترك و اختصاصي چهار متغير عزتنفس كلي، خودپنداره، انگيزش خودتعيينگر، و راهبردهاي يادگيري در پيشبيني پيشرفت تحصيلي دانشآموزان، 417 دانشآموز سال اول دبيرستانهاي شهر سقز (226 پسر و 191 دختر) به روش تصادفي خوشهاي انتخاب شدند و به پرسشنامة عزتنفس كلي روزنبرگ، پرسشنامة خودپنداره ساراسوات، مقياس انگيزش تحصيلي والرند، و پرسشنامة راهبردهاي يادگيري پينتريچ و ديگروت، پاسخ دادند. دادهها با رگرسيون چند متغيري تحليل شدند. يافتهها نشان دادند كه تغييرات پيشرفت تحصيلي از طريق متغيرهاي خودپندارة تحصيلي، راهبردهاي يادگيري، و انگيزش تحصيلي خودمختار، قابل پيشبيني است.
المصادر:
امینی، شهریار (1382). بررسی نقش کارآمدی، خودتنظیمی و عزتنفس در پیشرفت تحصیلی دانشآموزان سال سوم دبیرستان، رشتة علوم تجربی شهرستان شهرکرد. پایان نامة کارشناسی ارشد، دانشگاه تربیت معلم تهران.
دیره، عزت (1386). بررسی سهم عوامل انگیزشی در میزان استفاده از راهبردهای شناختی و فراشناختی در فرایند یادگیری. پایان نامة دکتری، واحد علوم و تحقیقات دانشگاه آزاد اسلامی تهران.
محمدی، مجتبی (1388). ارتباطِ به کارگیری راهبردهای یادگیری با سطح مهارت فراگیران زبان انگلیسی بهعنوان یک زبان خارجی. فصلنامة اندیشههای تازه در علوم تربیتی، سال چهارم، 3،117-103.
نـویدی، احد (1382). بـررسی سهـم مشتـرک و اختـصاصی متـغیرهای عملکرد تـحصیـلیِ قبـلی،
خودپندارة تحصیلی، و هوش عمومي در پیشبینی پیشرفت تحصیلی دانشآموزان. فصلنامة تعلیم و تربیت، سال نوزدهم، 4، 129-97.
هوشمند، عثمان (1376). بررسی رابطه خودپندارة کلی با عملکرد تحصیلی دانشآموزان سرآمد و عادی سال اول راهنمایی شهر گرگان. پایاننامة کارشناسی ارشد، تهران: دانشگاه تربیت معلم، دانشکدة علوم تربیتی و روانشناسی.
Ayub, N. (2010). Effects of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 12(2), 363-372.
Baker, S. R. (2004). Intrinsic, extrinsic, and a motivational orientations: Their role in university adjustments, stress, well-being, and subsequent academic performance. Current Psychology, 23(3), 189-202.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self- determination theory perspective. Science of Education, 84, 740-756.
Bowman, B. T. (2003). Cultural diversity and academic achievement, Learning point, North Central Regional Educational Laboratory. Available online at: http:// www.ncrel.org /sdrs/areas/educatrs/Leadrshp/Leobow.htm.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Be-havior, 26, 741-759.
Cheng, E. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-66.
Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2), 253-262.
Deci, E. L., & Ryan, R. M. (1985). The General Causality Orientations Scale: Self determination in personality. Journal of Personality and Social Psycho-logy, 19(6), 109-134.
Deci, E. L., & Ryan, R. M. (1990). A motivational approach to self: Integration in personality. Nebraska Symposium on Motivation, 38, 238-288.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychological Association, 49(3), 182-185.
Dermitzaki, I., & Leondari, A. (2004). Pra-and primary school student’s self-concept and its Relations to their self-regulatory skills. Available online at: http:// www.self.ox.ac.uk / conferences/2004.
Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relation between young students strategic behaviors, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction, 19,144-157.
Erkman, F., Canver, A., Handesart, Z., Borkan, B., & Sahan, K. (2010). Influence of perceived teacher acceptance, self-concept and school attitude on the academic achievement of school-age children in Turkey. Cross-Cultural Research, 44(3), 295-309.
Flavell, J. H. (1976). Meta cognition and cognitive monitoring: A new area of cognitive developmental inquiry: American Psychologists, 34, 906-911.
Guay, F., Ratell, C. F., Roy, A., & Litalien, D. (2010). Academic self-Concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences Journal, 20, 644-653.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233-240.
Gronlick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner sources for school achievement: Motivational mediators of children's perception of their parents. Journal of Educational Psychology, 83, 508-517.
Hamachek, D. (1995). Self-concept and school achievement: Interaction dy-namics and a tool for assessing the self-concept components. Journal of Counseling and Development, 73, 41-452.
Hein, V., & Hagger, M. S. (2007). Global self-esteem, goal achievement orien-tations, and self-determined behavioral regulations in a physical education setting. Journal of Sports Sciences, 25(2), 149-159.
Lee, F., & Yeung, A. (2007). Specificity of components of self-concept. Available online at: http:// www.aare.ed.au/.
Kaur, J., Rana, J., & kaur, R. (2009). Home environment and academic achievement as correlates of self-concept among adolescence. Studies on Home and Community Science, 3(1), 13-17.
Ireson, J., & Hallmas, S. (2009). Academic self-concept in adolescence: Relations with achievement and ability grouping in schools. Learning
and instruction, 19, 201-213.
Kosnin, A. M. (2007). Self-regulated learning and academic achievement in Malasian undergraduates. International Education Journal, 8(1), 221-228.
Marsh, H. W. (1992). The content specificity of relation between academic achievement and academic self-concept. Journal of Educational Psycho-logy, 84, 35-42.
Marsh, H. W. (1993). Academic self-concept: Theory, measurement and research. In: Suls (Ed). Psychological Perspective on the Self, 4, 59-98.
Marsh, H. W. (2006). Self-concept theory, measurement and research into practice. The role of self-concept in educational psychology. Available online at: http:// www.Researchgate.net / publication /242 268806.
Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of acade-mic self- concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 154-157.
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performanance: A multidimensional perspective beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163.
Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierar-chical structure. Educational Psychology, 20, 107-125.
Marsh, H. W., Trautwein, V., Ludtke, O., Keller, O., &. Baumert, j. (2006). In-tegration of multidimensional self-concept and core personality constructs: Validation and personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74(2), 403-450.
Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achieve-ment of secondary students in online university courses. Educational Technology & Society, 12(3), 4-11.
Peixoto, F., & Almeida, L. (2010). Self-concept, self-esteem and academic achi-evement: Strategies for maintaining self-esteem in students experienceing academic failer: European Journal of Psychology of Education, 25, 157-175.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 37, 459-570.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom learning performance. Journal of Educa-tional Psychology, 82, 33-40.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, Nj: Princeton University Press.
Rodriguez, C. M. (2009). The impact of academic self-concept, expectations and the choice of learning strategy on academic achievement: the case of business students. Higher educational Research anddevelopment, 28(5), 523-539.
Rayan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definetions and new directions: Contemporary Educational Psychology, 25, 54-67.
Rayan , R. M ., & Deci , E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557-1585.
Sanchez, F., & Roda, M. (2003). Relationships between self-concept and aca-demic achievement in primary students. Electronic: Journal of Research in Education, Psychology and Psychopedagogy, 1(1), 95-120.
Saraswat, R. (1984). Manual for Self-Concept Questionnaire: National Psycho-logical Co-operation, India.
Shavelson, R. J., Habner, J. J., & Stanton, G. G., (1976). Validation of cons-truct interpretations. Review of Educational Research, 46, 407-441.
Shin, C., & Gamon, J. A. (2002). Relationships among learning strategies, pa-terns, styles, and achievement in web-based courses. Journal of Agricultural Education, 43(4), 1-11.
Stone, D. N., Deci, E. L., & Ryan, R. M. (2009). Beyond talk: Creating autono-mous motivation through self - determination theory. Journal of General Management, 34, 75-91.
Vallerand, R. J., Pelletier, G., & koestner, R. (2008). Reflection on self-determi-nation theory. Canadian Psychology, 49(3), 257-262.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. B., & Valliers, E. F. (1992). The Academic Motivations Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psycho-logical Measurement, 52(4), 1003-1019.
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communiction style on early adolescent's academic achievement. Child Development, 76(2), 483-501.
Wilson, E., H. (2009). A model of academic self-concept, perceived difficulty, social comparison, and achievement among academically accelerated secondary school students. A dissertation submitted in partial fulfillment of the requirements for degree of Doctor of Philosophy at the Unirersity of Connecticut.
Wondimu, A., & Bruinsma, M. (2006). A structural model of self-concept, auto-nomous, motivation, and academic performance in a cross-cultural pers-pective. Electronic Journal of Research in Educational Psychology, 10, 4(3), 551-570.
Wolters, C. A. (2010). Self - regulated learning and the 21st century competen-cies. Department of Education psychology, University of Houston may 2010. Artikle online.
Yahaya, A., Ramli, J., Boon, Y., Ghaffar, M., & Zakriya, Z. (2009). Relation-ships between self-concept and personality and students academic perfor-mance in a selected secondary school. European Journal of Social Sciences, 19(2), 302-316.
Zho, M. M., Ma, W. J., & Deci, E. L. (2009). The important of autonomy for rural Chinese children's motivation for learning. Journal of Learning and Individual Differences, 19, 492-498.
Zimmerman, B, J. (1990). Self-regulated learning and academic achievement: An overview. Journal of Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J., & Martinez-Pons, M., (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
امینی، شهریار (1382). بررسی نقش کارآمدی، خودتنظیمی و عزتنفس در پیشرفت تحصیلی دانشآموزان سال سوم دبیرستان، رشتة علوم تجربی شهرستان شهرکرد. پایان نامة کارشناسی ارشد، دانشگاه تربیت معلم تهران.
دیره، عزت (1386). بررسی سهم عوامل انگیزشی در میزان استفاده از راهبردهای شناختی و فراشناختی در فرایند یادگیری. پایان نامة دکتری، واحد علوم و تحقیقات دانشگاه آزاد اسلامی تهران.
محمدی، مجتبی (1388). ارتباطِ به کارگیری راهبردهای یادگیری با سطح مهارت فراگیران زبان انگلیسی بهعنوان یک زبان خارجی. فصلنامة اندیشههای تازه در علوم تربیتی، سال چهارم، 3،117-103.
نـویدی، احد (1382). بـررسی سهـم مشتـرک و اختـصاصی متـغیرهای عملکرد تـحصیـلیِ قبـلی،
خودپندارة تحصیلی، و هوش عمومي در پیشبینی پیشرفت تحصیلی دانشآموزان. فصلنامة تعلیم و تربیت، سال نوزدهم، 4، 129-97.
هوشمند، عثمان (1376). بررسی رابطه خودپندارة کلی با عملکرد تحصیلی دانشآموزان سرآمد و عادی سال اول راهنمایی شهر گرگان. پایاننامة کارشناسی ارشد، تهران: دانشگاه تربیت معلم، دانشکدة علوم تربیتی و روانشناسی.
Ayub, N. (2010). Effects of intrinsic and extrinsic motivation on academic performance. Pakistan Business Review, 12(2), 363-372.
Baker, S. R. (2004). Intrinsic, extrinsic, and a motivational orientations: Their role in university adjustments, stress, well-being, and subsequent academic performance. Current Psychology, 23(3), 189-202.
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self- determination theory perspective. Science of Education, 84, 740-756.
Bowman, B. T. (2003). Cultural diversity and academic achievement, Learning point, North Central Regional Educational Laboratory. Available online at: http:// www.ncrel.org /sdrs/areas/educatrs/Leadrshp/Leobow.htm.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Be-havior, 26, 741-759.
Cheng, E. K. (2011). The role of self-regulated learning in enhancing learning performance. The International Journal of Research and Review, 6(1), 1-66.
Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2), 253-262.
Deci, E. L., & Ryan, R. M. (1985). The General Causality Orientations Scale: Self determination in personality. Journal of Personality and Social Psycho-logy, 19(6), 109-134.
Deci, E. L., & Ryan, R. M. (1990). A motivational approach to self: Integration in personality. Nebraska Symposium on Motivation, 38, 238-288.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychological Association, 49(3), 182-185.
Dermitzaki, I., & Leondari, A. (2004). Pra-and primary school student’s self-concept and its Relations to their self-regulatory skills. Available online at: http:// www.self.ox.ac.uk / conferences/2004.
Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relation between young students strategic behaviors, domain-specific self-concept, and performance in a problem-solving situation. Learning and Instruction, 19,144-157.
Erkman, F., Canver, A., Handesart, Z., Borkan, B., & Sahan, K. (2010). Influence of perceived teacher acceptance, self-concept and school attitude on the academic achievement of school-age children in Turkey. Cross-Cultural Research, 44(3), 295-309.
Flavell, J. H. (1976). Meta cognition and cognitive monitoring: A new area of cognitive developmental inquiry: American Psychologists, 34, 906-911.
Guay, F., Ratell, C. F., Roy, A., & Litalien, D. (2010). Academic self-Concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences Journal, 20, 644-653.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233-240.
Gronlick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner sources for school achievement: Motivational mediators of children's perception of their parents. Journal of Educational Psychology, 83, 508-517.
Hamachek, D. (1995). Self-concept and school achievement: Interaction dy-namics and a tool for assessing the self-concept components. Journal of Counseling and Development, 73, 41-452.
Hein, V., & Hagger, M. S. (2007). Global self-esteem, goal achievement orien-tations, and self-determined behavioral regulations in a physical education setting. Journal of Sports Sciences, 25(2), 149-159.
Lee, F., & Yeung, A. (2007). Specificity of components of self-concept. Available online at: http:// www.aare.ed.au/.
Kaur, J., Rana, J., & kaur, R. (2009). Home environment and academic achievement as correlates of self-concept among adolescence. Studies on Home and Community Science, 3(1), 13-17.
Ireson, J., & Hallmas, S. (2009). Academic self-concept in adolescence: Relations with achievement and ability grouping in schools. Learning
and instruction, 19, 201-213.
Kosnin, A. M. (2007). Self-regulated learning and academic achievement in Malasian undergraduates. International Education Journal, 8(1), 221-228.
Marsh, H. W. (1992). The content specificity of relation between academic achievement and academic self-concept. Journal of Educational Psycho-logy, 84, 35-42.
Marsh, H. W. (1993). Academic self-concept: Theory, measurement and research. In: Suls (Ed). Psychological Perspective on the Self, 4, 59-98.
Marsh, H. W. (2006). Self-concept theory, measurement and research into practice. The role of self-concept in educational psychology. Available online at: http:// www.Researchgate.net / publication /242 268806.
Marsh, H. W., Byrne, B. M., & Yeung, A. S. (1999). Causal ordering of acade-mic self- concept and achievement: Reanalysis of a pioneering study and revised recommendations. Educational Psychologist, 34, 154-157.
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performanance: A multidimensional perspective beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1(2), 133-163.
Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierar-chical structure. Educational Psychology, 20, 107-125.
Marsh, H. W., Trautwein, V., Ludtke, O., Keller, O., &. Baumert, j. (2006). In-tegration of multidimensional self-concept and core personality constructs: Validation and personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74(2), 403-450.
Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achieve-ment of secondary students in online university courses. Educational Technology & Society, 12(3), 4-11.
Peixoto, F., & Almeida, L. (2010). Self-concept, self-esteem and academic achi-evement: Strategies for maintaining self-esteem in students experienceing academic failer: European Journal of Psychology of Education, 25, 157-175.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 37, 459-570.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom learning performance. Journal of Educa-tional Psychology, 82, 33-40.
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, Nj: Princeton University Press.
Rodriguez, C. M. (2009). The impact of academic self-concept, expectations and the choice of learning strategy on academic achievement: the case of business students. Higher educational Research anddevelopment, 28(5), 523-539.
Rayan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definetions and new directions: Contemporary Educational Psychology, 25, 54-67.
Rayan , R. M ., & Deci , E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74(6), 1557-1585.
Sanchez, F., & Roda, M. (2003). Relationships between self-concept and aca-demic achievement in primary students. Electronic: Journal of Research in Education, Psychology and Psychopedagogy, 1(1), 95-120.
Saraswat, R. (1984). Manual for Self-Concept Questionnaire: National Psycho-logical Co-operation, India.
Shavelson, R. J., Habner, J. J., & Stanton, G. G., (1976). Validation of cons-truct interpretations. Review of Educational Research, 46, 407-441.
Shin, C., & Gamon, J. A. (2002). Relationships among learning strategies, pa-terns, styles, and achievement in web-based courses. Journal of Agricultural Education, 43(4), 1-11.
Stone, D. N., Deci, E. L., & Ryan, R. M. (2009). Beyond talk: Creating autono-mous motivation through self - determination theory. Journal of General Management, 34, 75-91.
Vallerand, R. J., Pelletier, G., & koestner, R. (2008). Reflection on self-determi-nation theory. Canadian Psychology, 49(3), 257-262.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. B., & Valliers, E. F. (1992). The Academic Motivations Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psycho-logical Measurement, 52(4), 1003-1019.
Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communiction style on early adolescent's academic achievement. Child Development, 76(2), 483-501.
Wilson, E., H. (2009). A model of academic self-concept, perceived difficulty, social comparison, and achievement among academically accelerated secondary school students. A dissertation submitted in partial fulfillment of the requirements for degree of Doctor of Philosophy at the Unirersity of Connecticut.
Wondimu, A., & Bruinsma, M. (2006). A structural model of self-concept, auto-nomous, motivation, and academic performance in a cross-cultural pers-pective. Electronic Journal of Research in Educational Psychology, 10, 4(3), 551-570.
Wolters, C. A. (2010). Self - regulated learning and the 21st century competen-cies. Department of Education psychology, University of Houston may 2010. Artikle online.
Yahaya, A., Ramli, J., Boon, Y., Ghaffar, M., & Zakriya, Z. (2009). Relation-ships between self-concept and personality and students academic perfor-mance in a selected secondary school. European Journal of Social Sciences, 19(2), 302-316.
Zho, M. M., Ma, W. J., & Deci, E. L. (2009). The important of autonomy for rural Chinese children's motivation for learning. Journal of Learning and Individual Differences, 19, 492-498.
Zimmerman, B, J. (1990). Self-regulated learning and academic achievement: An overview. Journal of Educational Psychologist, 25(1), 3-17.
Zimmerman, B. J., & Martinez-Pons, M., (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.