آزمون و مقایسه مدل رابطه علی هدف های پیشرفت و دوستی با عملکرد ریاضی با میانجیگری انواع کمک طلبی در دانش آموزان دختر مدارس استعدادهای درخشان و عادی دوره متوسطه اول شهر اهواز

الموضوعات :

زینب صداقت ¹ (دانشجوی دکترای دانشگاه شهید چمران اهواز.)
علیرضا حاجی یخچالی ² (استادیار دانشگاه شهید چمران اهواز.)
منیجه شهنی ییلاق ³ (استاد دانشگاه شهید چمران اهواز.)
غلامحسین مکتبی ⁴ (دانشیار دانشگاه شهید چمران اهواز.)

تاريخ الإرسال : 23 الأربعاء , صفر, 1438 تاريخ التأكيد : 14 السبت , جمادى الثانية, 1441 تاريخ الإصدار : 10 الخميس , صفر, 1438

الکلمات المفتاحية: کمک طلبی, دانش آموزان تیز هوش, هدف های دوستی,

ملخص المقالة :

هدف از این پژوهش بررسی رابطه بین هدف‌های پیشرفت و هدف‌های دوستی با عملکرد ریاضی با توجه به نقش واسطه‌ای انواع کمک‌طلبی در میان دانش‌آموزان عادی و تیزهوش به روش مدل‌یابی معادله‌های ساختاری بود. جامعه مورد مطالعه دانش‌آموزان دختر تیزهوش و عادی پایه نهم ناحیه 4 شهر اهواز بودند. بدین منظور، 120 دانش آموز تیزهوش به روش سرشماری و 120 دانش آموز عادی با روش تصادفی چند مرحله‌ای نسبتی انتخاب شدند و به پرسش‌نامه‌های پرسش‌نامه کمک‌طلبی، هدف‌های دوستی و پرسش‌نامه هدف‌های پیشرفت تجدید نظر شده پاسخ دادند. نتایج پژوهش نشان دادند که در هر دو گروه تیزهوش و عادی، هدف تبحرگرا و دوستی گرا، کمک‌طلبی سازگار را پیش‌بینی می‌کنند که آن نیز به نوبه خود عملکرد ریاضی بالاتر را پیش‌بینی می‌کند در حالی که هدف های تبحر‌گریز، عملکردگریز، عملکردگرا و دوستی گریز، اجتناب از کمک‌طلبی را پیش بینی می‌کنند و آن نیز عملکرد ریاضی پایین‌تر را پیش‌بینی می‌کند. هم‌چنین، تفاوت‌های بین دو گروه، در مقایسه‌های چند گروهی فقط در مسیر کمک‌طلبی سازگار با عملکرد ریاضی و هدف عملکردگرا با اجتناب از کمک‌طلبی، بالاتر از 96/1 و معنی دار بود و در سایر مسیرها تفاوتی معنی دار بین گروهها مشاهده نشد.

المصادر:

- Ashoori, J. (2010). Role of motivational, cognitive learning strategies and learning from counterparts in predicting academic achievement. Master's Thesis Psychology, University of Semnan.

- Baloglu,  M.,  & Koçak, R. (2006). A multivariate  investigation of  the differences in mathematics anxiety. Personality and Individual  Differences, 40(7), 1325-1335.

- Bar-On, K., & Harackiewicz, J. (2001). Achievement  goals  and optimal  motivation: Testing  multiple  goal  models. Journal of  Educational  Psychology, 80, 706-722.

- Chan, D. (2008). Goal orientations and achievement among Chinese Gifted students in Hong Kong. High Ability Studies, 19(1), 37-51.

- Elliot, A., & McGregor, H. (2001). 2*2 achievement framework. Journal of  Personality and Social Psychology, 80(3), 501-519.

- Elliot, A., & Murayama, K. (2008). On the measurement of achievement goals: Critique illustration, and application. Journal of  Educational  Psychology, 100, 613-628.

- Elliot, A., Gable, S., & Mapes, R. (2006). Approach  and avoidance motivation in the social domain. Personality and Social Psychology  Bulletin, 32(3), 378-391.

- Farahani, F. M. (1994). The relationship of locus of control, extraversion, neuroticism with the academic achievement of Iranian students. For the degree of doctor of philosophy the University of New Soutwales Australia.

- Federici, R. A., Skaalvik, E. M., & Tangen, T. N. (2015). Students’ perceptions of the goal structure in mathematics classrooms: Relations with goal orientations, mathematics anxiety, and
help-seeking behavior. International Education Studies, 8(3), 146-158.

- Foster, J. D., Misra, T. A., & Reidy, D. E. (2009). Narcissists are approach-oriented toward their  money  and  their friends. Journal of Research in Personality, 43, 764-769.

- Ghadampour, E., Sarmad, Z . (2003). The role of motivational beliefs in help seeking behaviors and student achievement. Journal of Psychology. Volume 7, Number 2, pp. 112-126.

- Ghasemi, V. (2010). Structural equation modeling in social science research using AMOS Graphics. Tehran: sociologists pub.

- Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A Study of social achievement goals. Contemporary Educational Psychology, 32, 667-698.

- Hooman, H. (2006). Multivariate data analysis in behavioral research. The second edition, Tehran: Courier culture Pub.

- Jackson, C. D., &  Leffingwell, R. J. (1999). The  role  of  instructor in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92(7), 583-586.

- Kaplan, A., & Maehr, M. (1999). Achievement goals and students well-being: Contemporary Educational Psychology, 24, 330-358.

- Karabenick, S. (2003). Seeking help in large college classes: A person centered approach. Contemporary Educational Psychology, 28, 37-58.

- Karabenick, S. (2004). Perceived achievement goal structure and college student help-seeking. Journal of  Educational Psychology, 96(3), 569-581.

- Khankeshi Zade, T., & Rezayee, A. (2012).Relationship between metacognitive knowledge, implicit theories of intelligence and attitude to help seeking behaviors with the Mathematics performance of third grade high school  students in Tabriz. Journal of Education, 5 (18), pp. 89-108.

-Kline, R, B. (2005). Principles and practices of structural equation modeling (2^rd ed.). New York: Guilford Press.

- Marzooghi, R., Sheikholeslami, R., & Shamshiri. B. (2009). Comparing  achievement  goal  orientations of  Iranian gifted  and nongifted schoolchildren. Journal of Applied Sciences, 9(10), 1990-1993.

- Masumi, M., Hossein zade latifi, F., Shahvarani, A ., & Rashidian, Z. (2007). Investigate the causes of academic failure Khorramabad high school students in Math. Journal of Applied Mathematics Branch unit, Issue 14, pp. 75-88.

- Newman, R. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.

- Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary  Educational  Psychology, 24, 124-139.

- Pintrich, R. P. (2002). Role of  metacognitive knowledge in learning, teaching, and assessment. Theory into Practice, 41(4), 219-225.

- Pintrich, P., &  Schunk, D. (2002). Motivation in education: Theory, research, and applications. New Jersey: Johnston.

- Ramezani Peyani, F. (2010). Relationship between achievement goals, self-esteem and perceived competence with help seeking behaviors and academic performance of male high school students in Ize. Educational Psychology . Master's Thesis  of Chamran University.

- Rosen, S. (1983). Perceived inacequacy and help- seeking. In B. M. Depaulo, A. Nadler., &  J. D. Fisher (Eds.) New directions in help- seeking. Vol 2. Help-seeking. (pp. 73-107).  San Diego, CA: Academic press.

- Roussel, P., Elliot, A., & Feltman, R. (2011). The influence of zachievement goals and social goals on help seeking from peers in an academic context. Learning and Instruction, 21, 394-402.

- Ryan, A. M., & Midgley, C. (1998). Changes in students
 help-seeking across the transition to middle school. Paper presented at American Educational Research Association annual meeting in San Diego.

- Ryan, A. M., & Pintrich, P. (1997). Should I ask for help? The  role  of  motivation and  attitudes in adolescents’ help-seeking  in math class. Journal of Educational Psychology, 89, 329-341.

- Ryan, A. M., & Shin, H. (2011). Help-seeking  tendencies during early adolescence: An examination  of motivational correlates and  consequences for achievement. Learning and Instruction, 21, 247-256.

- Ryan, A. M., Hicks, L., & Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17(2), 152-171.

- Ryan, A. M., & Hopkins,  N. B. (2003).  Achievement  goals  in  the social  domain. University of Illinois, Urbana-Champaign, unpublished manuscript.

- Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. (2015). Adolescents’ help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational Psychology, 41, 133-146.

- Shim, S., Kiefer, S., & Wang, C. (2013). Help-seeking among  peers: The role of goal structure and peer climate. The Journal of Educational Research, 106(4), 290-300.

- Talepasand, S., Alijani, F., & Bigdeli, I. (2010). Social achievement goal theory in education: A validity and  reliability study. Journal of  Technology & Education, 4(4), 275-285.

- Talepasand, S., & Keshaavarzi, Z. (2012). Predictors of avoidance of help-seeking: Social achievement goal orientation, perceived social competence and autonomy. World Applied Sciences Journal, 17(5), 637-642.

- Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25, 105-115.

- Wolters, C. A. (2004). Advancing achievement goal theory: Using goals structures and goal orientations to predict students’ motivation, cognition and achievement. Journal of  Educational  Psychology, 96, 236-250.

- Zahrakar. (2007). Relationship between emotional intelligence and academic performance. Applied Psychology, Volume II, Issue 5, pp. 89-98.

- Zimmerman, B. J. (1998). Academic studing and the development of personal skill: A self regulatory. perspectiv. Journal of Educational  Psychology. 33, 73-81.