تدوین مدلی به‌منظور تبیین و پیش‌بینی پیشرفت تحصیلی بر پایه نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت تحصیلی
محورهای موضوعی : پژوهش در برنامه ریزی درسیحشمت الله محمودی 1 , نصراله عرفانی 2 , حسین محققی 3
1 - دانشجوی دکتری روان‌شناسی تربیتی دانشگاه آزاد واحد ساوه، ساوه، ایران.
2 - استادیار، دانشگاه پیام نور همدان، گروه روان‌شناسی، همدان، ایران.
3 - استادیار، دانشگاه بوعلی همدان، گروه روان‌شناسی، دانشکده علوم اجتماعی و اقتصاد، همدان، ایران.
کلید واژه: نیازهای بنیادین روان‌شناختی, انگیزش پیشرفت تحصیلی, پیشرفت تحصیلی,
چکیده مقاله :
هدف از این پژوهش بررسی رابطه بین ارضای نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت با پیشرفت تحصیلی دانش‌آموزان است. روش پژوهش از نوع همبستگی به شیوه مدل‌سازی معادلات ساختاری بود که به‌عنوان نمونه 248 نفر از دانش‌آموزان پسر پایه اول متوسطه دبیرستان‌های شهر اسدآباد با استفاده از روش نمونه‌گیری خوشه‌ای- چندمرحله‌ای انتخاب شدند. ابزار پژوهش شامل مقیاس‌های پرسشنامه نیازهای بنیادین روان‌شناختی (BPNS) با پایایی 77/0 انگیزش پیشرفت تحصیلی دانش‌آموزان (AMS) با پایایی 78/0 و مقیاس پیشرفت تحصیلی بود. به‌منظور تجزیه‌وتحلیل آماری داده‌ها علاوه بر شاخص‌های مرکزی، پراکندگی، رگرسیون، ضریب همبستگی از روش آماری مدل معادلات ساختاری با استفاده از نرم‌افزارهای تحلیل آماری SPSS21 و Lisrel8.50 استفاده شد. یافته‌ها نشان داد که به‌طورکلی مدل فرضی با داده‌ها برازش دارد. اثر مستقیم بی‌انگیزگی بر پیشرفت تحصیلی، اثر مستقیم خودفرمانی بر انگیزه درونی و بیرونی و اثر مستقیم پیوستگی بر انگیزه درونی، بیرونی و بی‌انگیزگی معنادار به دست آمد. اثرات کل پیوستگی بر پیشرفت تحصیلی معنادار شد. بر اساس مدل تدوین شده، نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت تحصیلی توان تبیین 33 درصد از واریانس پیشرفت تحصیلی را دارند. بر این اساس می‌توان نتیجه‌گیری کرد که انگیزش پیشرفت (بی‌انگیزگی) نقش واسطه‌ای بین متغیرهای نیازهای بنیادین روان‌شناختی و پیشرفت تحصیلی ایفا می‌کنند.
The aim of this study is to examine the relationship between basic psychological needs satisfaction and achievement motivation with students’ academic achievement. Through correlation study of structural equation modeling selected 248 students in the first grade of secondary schools in Asadabad city by using cluster multiple stage sampling. To check tools validity, used exploratory and confirmatory factor analysis and to ensure reliability used Cronbach's alpha coefficient. The coefficient reliability of psychological basic needs questionnaire was 0.77 and for academic achievement motivation was 0.78. Results show that the model has goodness of fit with data. Direct effects of amotivation on academic achievement, autonomy on intrinsic and extrinsic motivation, and competence on the intrinsic and extrinsic motivation was significant. Total effect of competence on academic achievement was significant. Based on the developed model, psychological basic needs, and academic achievement motivation could have explain 33 percent of the variance of academic achievement. Therefor, it can be concluded that achievement motivation (amotivation) has mediating role between psychological basic needs, and academic achievement.
Askari, S. Kahrizi, S. & Kahrizi, M. (2013). The role of self-efficacy and life satisfaction in predicting academic performance in third grade students in Kermanshah. Journal of school Psychology, Vol. 2, No, 2. [persan]
Bardi, Rahim. Amani Sari Baglo, Javad., Ahrari, Ghafour. Jahadi, Navideh & Mahmoudi, Hojjat. (2014). Students Perceived School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model. The Social Sciences, 9: 219-227.
Biabangard, E. (2006). The relationship between self-esteem, motivation and academic achievement in the third grade of high schools students in Tehran, Journal of Psychological Studies, Vol. 1, No. 4, 5, pp. 5-18. [persan]
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination theory in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. & Wiliams, G. C. (1991). Need satisfaction and the self-regulation of learning. Learning and Individual differences, 8, 165-183.
Ghadampoor, E, o. & Sarmad, Z. (2003). The role of motivational beliefs in Seeking help behavior and student achievement, Journal of Psychology, No. 7, row 26, pp. 112-126. [persan]
Ghasemipour, Y & Ghorbani, N. (2010). Consciousness and basic psychological needs in cardiovascular patients. Journal of iran and Clinical Psychology, Vol. 16, No. 2, pp. 154- 162. [persan]
Ghorbani, M; Delawar, A; Borjali, A. & Asadzadeh, H. (2010). Study of motivational factors and effective approach for predicting the progress of Mathematics achievement, to Codification a structural model Second grade for high school students. Research in educational systems. Vol. 4, No. 9, pp. 9-26. [persan]
Hejazi, E; khezri Azar, H, & Amani, J. (2012). Student perceptions of teacher support of Autonomy and authoritarianism English: the mediating role of basic psychological needs, Journal of Teaching and Learning, Vol. 4, No. 1, pp. 29-50. [persan]
Hejazi, E; Saleh Najafi, M, & Amani, J. (2015). The mediating role of intrinsic motivation on the relationship between basic psychological needs and life satisfaction, Journal of ContemporaryPsychology, Vol. 9, No. 2, pp. 77-88. [persan]
Hooman, H. A. (2005). Structural equation modeling using LISREL software. Tehran: Textbooks and study the liberal arts universities (SAMT). [persan]
Javaheri, J. (2011). The relationship between the satisfaction of basic psychological needs (autonomy, competence and relatedness) with achievement motivation (inner, outer and Lack of motivation) and academic achievement. MA thesis, Tehran University. [persan]
Kabiri, M. (2002). The role of self-efficacy variables math, math anxiety and math attitude on mathematics achievement, abstracts of the iran congress of psychology, the first Congress of Psychology, Tehran Teacher Training University. [persan]
Kadivar P. (2012). Educational psychology, 14th Ed. Tehran: Publication of the study, designing books of Humanities University (SAMT). [persan]
Kavosyan, J; Kadivar, P. & Farzad, V.O. (2012). The relationship between environmentl and educational variables, well-being of school: the role of psychological needs, self-motivation and academic emotions, Quarterly of scientific research in Psychological health, Vol. 6, No. 1, pp. 10-25. [persan]
Khedive, A. & Vakili Mafakheri, F. (2011). The relationship between achievement motivation, locus of control, self-concept and academic achievement of first grade high school students in five areas of Tabriz, Journal of Education, Issue, No. 13, pp. 45-66. [persan]
Khodapanahi, M. K. Baezat, F, Heidari, M. & Shahidi, Sh. (2000). Study of the role of cognitive strategies and motivation in students' academic achievement and reducing psychological problems of students, Journal of Psychology, No. 4, row 16, pp. 331-346. [persan]
Khosh konesh, A; Asadi, M; Sheir Ali Pour, A. & Keshavarz Afshar, H. (2010). The role of basic needs and social support to high school students' social adjustment, Journal of Applied Psychology, Vol. 4, No. 1, pp. 82-94. [persan]
Khwarizmi, A; Kareshki, H. & AbdeKhodaei, M.S. (2012). The basic needs of Self-determination, quality of information and e-learning applications Interest in the continuation of the electronic learning with the mediation of intrinsic motivation and satisfaction, Journal of Education and learning Studies, Vol. 4, No. 2, pp. 1-20. [persan]
Komarraju, M. & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
Mirheidari, Seyed Ali & Neyestani, Mohammad Reza. (2016). The relationship between self –efficacy and educational satisfaction with academic achievement in math: considering the third grade of second cycle of secondary school students In Isfahan In 2013-14. Research in Curriculum Planning. 2016; 2 (20):51-60 [persan]
Mofidi S, Bayani A. (2015). The Study of the effect of teaching the strategies of learning and reading on the level of learning and retention of Physics course among the first grade of female high school students in Gomishan, in academic year 2012-2013. Research in Curriculum Planning. 2 (19):22-32. [persan]
Nouri F, Mirjafari E, Saadatmand Z. (2015) The Relationship between Academic Self-confidence and Academic Achievement in Physics Lesson Based on Academic Motivation. Research in Curriculum Planning. 2 (19):75-89. [persan]
Pintrich, P. R. & De Groot, E. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82: 33-40.
Pirkamali, M.A; Momeni Mahmuei, H, & Pakdaman, M. (2013). Study of the relationship between self-efficacy of teachers of science with motivation, attitude and academic achievement of students in the Fifth grade elementary school students, lesson planning research, Vol. 10, Vol. 2, No. 10, pp. 135-123. [persan]
Putwain, D. Sander, P. & Larkin, D. (2012). Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success. Educational Psychology. Article first published online: 27 SEP
Reeve, Johnmarshall. (2006). understanding Motivation and Emotion, Eral Mcpeek bublisher, third Edition, United State.
Reeve, Johnmarshall & Jang, H. (2006). Providing a rationale in an autonomysupportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
RezaKhani, S. (2007). Study of and external motivations of academic achievement Different fields students of Islamic Azad University Roodehen, new ideas in the Journal of Education, Vol. 2, No, 2, pp. 85-106. [persan]
Ryan, R. M., & Deci, E. L. (2001). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Saif, A. (2001). Educational psychology: psychology of learning and instruction. Fifth Ed
Saif, A. (2013). Modern educational psychology: the psychology of learning and teaching. 7th Ed, Tehran: Dowran. [persan]
Saleh Sedghpour, B, Asadi, M. & Miri, M. (2010). The relationship between basic needs and social support Compatibility educational, social and emotional students, Journal of Psychology, No. 56, pp. 401-416. [persan]
Samadi, M. (2012). Relationship Motivational orientation and learning strategies in explaining academic success. Bimonthly Journal of Medical Education, Vol. 5, No. 2 (16). [persan
Sharifi, H. (2006). Evaluation of inner and outer motivation and attitude in different areas of academic, than educational problems and contribution of these variables in determining academic achievement. Journal of Educational Innovation, Vol.5, No. 18. [persan]
Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of personality and social psychology, 80(2), 325-339.
Spaulding, Cheryl. L. (2000). Motivation in the classroom, translated Biabangard, E & Naeeniyan, M.R. Tehran: the school. [persan]
Tanhaye Reshvanloo, F. & Hejazi, E. (2009). Relationship Perception of parenting style and academic motivation and academic achievement of high school students, Journal of scholar Behavior, Vol. 16, No. 39, pp. 1-14. [persan]
Tuckman, B.W. & Abry, D. (1998). Developing a motivational model of college achievement. Paper presented at the annual meeting of the American Psychological Association, San Francisco, CA.
Vallerand, R. J. Fortier, M. S. & Guay, F. (1993). Self- determination and persistence in a real life setting. Toward a motivational model of high school dropout. Journal of personality and social psychology. 72, 1161-1176.
Yousefi, A; Ghasemi, G. & Firouznia, S. (2009). Its academic motivation and academic achievement of medical students of Isfahan University of Medical Sciences, Iranian Journal of Medical Education, Vol. 9, No. 1, pp. 79-85. [persan].
_||_