تحلیل چندسطحی رابطه ادراک مهارت‌های تشخیصی معلم، سطح چالش‌انگیزی کلاس، کیفیت تدریس معلم و هیجانات پیشرفت مثبت با عملکرد ریاضی در دانش-آموزان پایه نهم

الموضوعات :

آرش آخش ¹ (دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.)
عسکر آتش افروز ² (استادیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.)
منیجه شهنی ییلاق ³ (استاد، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.)
مرتضی امیدیان ⁴ (دانشیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.)

تاريخ الإرسال : 02 الثلاثاء , ذو الحجة, 1444 تاريخ التأكيد : 12 الإثنين , صفر, 1445 تاريخ الإصدار : 05 الأحد , محرم, 1445

الکلمات المفتاحية: کیفیت تدریس, مهارت‌های تشخیصی, سطح چالش‌انگیزی, هیجانات پیشرفت,

ملخص المقالة :

مقدمه: هدف پژوهش حاضر، تحلیل چندسطحی رابطه ادراک مهارت‌های تشخیصی معلم، سطح چالش‌انگیزی کلاس، کیفیت تدریس معلم و هیجانات پیشرفت مثبت با عملکرد ریاضی در دانش‌آموزان پایه نهم بود.
روش: پژوهش از نوع همبستگی و به صورت تحلیل چندسطحی بود. جامعه آماری این پژوهش، کلیه دانش‌آموزان پایه نهم پسر و دختر دوره متوسطه اول شهرستان کهگیلویه در سال تحصیلی 1402-1401 بود که از میان آنها، نمونه ای 1000 نفری (500 پسر و 500 دختر) به روش تصادفی چندمرحله‌ای انتخاب شد. برای سنجش متغیرهای پژوهش، از پرسشنامه ارزیابی کلاس گارتنر، مقیاس‌ ادراک دانش‌آموزان از فعالیت‌های کلاسی جنتری و اسپرینگر، مقیاس کیفیت تدریس کریاکیدز و همکاران، پرسشنامه هیجانات پیشرفت پکران و همکاران و نمرات نوبت اول درس ریاضی دانش آموزان استفاده شد. داده‌ها به کمک مدل‌سازی خطی سلسله‌مراتبی (HLM) تحلیل شد.
یافته‌ها: تحلیل چندسطحی نشان داد متغیرهای سطح 1 (هیجانات پیشرفت مثبت) و سطح 2 (میانگین هیجانات پیشرفت مثبت کلاس، ادراک مهارت‌های تشخیصی معلم، سطح چالش‌انگیزی کلاس، کیفیت تدریس معلم) به طور مثبت و معنی‌دار، پیش‌بین عملکرد ریاضی بودند. تعامل متغیرهای سطح 2 (میانگین هیجانات پیشرفت مثبت کلاس، ادراک مهارت‌های تشخیصی معلم و سطح چالش‌انگیزی کلاس) با شیب رابطه هیجانات پیشرفت مثبت و عملکرد ریاضی معنی‌دار بود.
نتیجه‌گیری: بر اساس تحلیل چندسطحی در این پژوهش می‌توان نتیجه گرفت، توجه به افزایش هیجانات پیشرفت مثبت در دانش‌آموزان و ارتقاء متغیرهای کلاسی (میانگین هیجانات پیشرفت مثبت کلاس، ادراک مهارت‌های تشخیصی معلم، سطح چالش‌انگیزی کلاس و کیفیت تدریس معلم)، منجر به بهبود عملکرد ریاضی دانش‌آموزان و نگرش مثبت آن‌ها نسبت به این درس خواهد شد.

المصادر:

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