رابطة موفقیت‌خواهی، اشتیاق یادگیری و اهداف پیشرفت با معنی تحصیل دانش‌آموزان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
ناصر بجنوردی شلیگانی
1
(کارشناس ارشد مدیریت آموزشی، دانشگاه آزاد اسلامی واحد بجنورد، بجنورد، ایران)
محبوبه سلیمان پور عمران
2
(استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران)
کلید واژه: موفقیت‌خواهی, اشتیاق یادگیری, اهداف پیشرفت, معنی تحصیلی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطة بین موفقیت‌خواهی، اشتیاق یادگیری و اهداف پیشرفت با معنای تحصیلی دانش‌آموزان دبیرستان‌های شهر بجنورد در سال تحصیلی 1395-1394 انجام شد. روش پژوهش، توصیفی از نوع همبستگی بود. جامعة آماری پژوهش را کلیة دانش‌آموزان دبیرستان‌های شهرستان بجنورد به تعداد 2579 نفر تشکیل دادند که از این تعداد با استفاده از جدول مورگان و به روش نمونه‌گیری تصادفی طبقه‌ای، تعداد 335 نفر به‌عنوان نمونة آماری انتخاب شدند. ابزار جمع‌آوری اطلاعات، چهار پرسشنامة موفقیت‌خواهی (انگیزه پیشرفت هرمنس، 1970)، پرسشنامة اشتیاق یادگیری (راهبردهای یادگیری خودتنظیمی، پینتریچ و دی گروت،1990) ، پرسشنامة اهداف پیشرفت (میدلتون و میگلی، 1998) و پرسشنامة معنی تحصیلی (هندرسون-کینگ و اسمیت،2006) بود. روایی پرسشنامه‌ها با استفاده از نظرات اساتید و خبرگان تأیید شد. ضریب پایایی آن‌ها نیز با استفاده از ضریب آلفای کرونباخ برای پرسشنامة موفقیت‌خواهی (80/0)، پرسشنامة اشتیاق یادگیری (79/0)، اهداف پیشرفت (79/0) پرسشنامة معنای تحصیلی (79/0) محاسبه گردید. تجزیه‌وتحلیل داده‌ها در دو سطح آمار توصیفی و استنباطی با استفاده از SPSS انجام گرفت. نتایج تحقیق نشان داد که بین موفقیت‌خواهی، اشتیاق یادگیری و اهداف پیشرفت با معنای تحصیلی دانش‌آموزان دبیرستان‌های شهر بجنورد رابطه معناداری وجود دارد. در این میان متغیر موفقیت‌خواهی دارای بیشترین همبستگی (47/0) و متغیر اهداف پیشرفت نیز کمترین همبستگی (33/0) را با معنای تحصیلی داشتند. همچنین نتایج آزمون تحلیل رگرسیون خطی چند متغیره نشان داد که متغیر های پیش‌بین 32/0 تغیرات معنای تحصیلی را تبیین کنند.
This study aim to examine the relationships between achievement motivation, learning engagement and Goal achievement with meaning of education in Bojnourd high schools in academic year 2015-2016. The study population was comprised of 2579 students of Bojnourd high schools, which by using Morgan sampling table and simple random sampling, 335 people were selected as samples. The data collected in this study consisted of four questionnaires achievement motivation (AMT), the learning engagement Questionnaire (MSLQ by Pintrich and De Groot, 1990), Goal achievement (Middleton & Midgley, 1997) meaning of education (MOE) questionnaire (Henderson-King & Smith, 2006).Formal Validity of the questionnaire was confirmed using the Supervisor and the number of the population comments. Moreover, by using Cronbach's alpha reliability coefficient for achievement motivation questionnaire (0.80), learning engagement questionnaire (0.79), Goal achievement questionnaire (0.79) meaning of education questionnaire (0.79) was calculated. In order to analyze the data, descriptive statistics and inferential statistics . The results showed that there is a significant relationship between achievement motivations, learning engagement and Goal achievement with meaning of education and achievement motivation has the highest correlation (0/47) and variable advance the goals of the lowest correlation (0/37) with the meaning of education. The results of multivariate linear regression analysis showed that predictive variables explain the meaning of education changes as well (0/32).
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