مقایسۀ‌ اضطراب امتحان، انگیزش پیشرفت و خودکارآمدی تحصیلی دانش‌آموزانِ پسر پایۀ دوازدهم بر اساس شرکت آنان در آزمون‌های آموزشگاه‌های خصوصی

الموضوعات :

محمود رستمی ¹ , حجت‌اله فانی ² , احسان کشت‌ورز کندازی ³ , آسیه شاهسون پور ⁴

1 - کارشناسی ارشد فلسفۀ تعلیم و تربیت، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران
2 - استادیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
3 - دانشجوی دکتری روان‌شناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
4 - کارشناسی ارشد تاریخ و فلسفۀ آموزش و پرورش، دانشگاه پیام ‌نور، ایران

تاريخ الإرسال : 07 الثلاثاء , جمادى الأولى, 1442 تاريخ التأكيد : 06 الأربعاء , ذو القعدة, 1442 تاريخ الإصدار : 25 الثلاثاء , محرم, 1444

الکلمات المفتاحية: خودکارآمدی تحصیلی, انگیزش پیشرفت, اضطراب امتحان, آزمون‌های آموزشگاه‌های خصوصی,

ملخص المقالة :

مقدمه و هدف: این پژوهش با هدف مقایسۀ‌ اضطراب امتحان، انگیزش پیشرفت و خودکارآمدی تحصیلی دانش‌آموزانِ پسر پایۀ دوازدهم بر اساس شرکت آنان در آزمون‌های آموزشگاه‌های خصوصی انجام شد. روش‌شناسی پژوهش: روش پژوهش توصیفی از نوع علّی-مقایسه‌ای و روش نمونه‌گیری به‌صورت نمونه‌گیری در دسترس بود. جامعۀ آماری پژوهش شامل تمامی دانش‌آموزان پسر پایۀ دوازدهم رشته ریاضی-فیزیک شهر مرودشت بود که در سال تحصیلی 1398-1397 مشغول به تحصیل بودند. نمونۀ آماری شامل 67 دانش‌آموز شرکت‌کننده در آزمون‌ها و 34 دانش‌آموز غیرشرکت‌کننده در آزمون‌ها بودند که از بین دو مدرسه به صورت در دسترس انتخاب شده و مورد بررسی قرار گرفتند. جمع‌آوری داده‌ها بر اساس سه پرسش‌نامۀ خودکارآمدی تحصیلی (ASEQ)، اضطراب امتحان (TAI) و انگیزش پیشرفت (AMT) صورت گرفت. برای تجزیه و تحلیل اطلاعات از دو دسته آزمون‌های توصیفی و استنباطی استفاده شد. از آزمون t استودنت (با واریانس‌های ادغام‌شده و یا مجزا به تناسب) برای مقایسه میانگین‌ها و نمودار جعبه باکس پلات (Boxplot) استفاده شد که این تحلیل‌ها با استفاده از نرم‌افزار SPSS (نسخۀ 24) صورت گرفت. یافته ­ها: یافته­‌های این پژوهش نشان داد میان انگیزش پیشرفت و اضطراب امتحان دانش‌آموزان با توجه به شرکت آنان در آزمون‌های آموزشگاه‌های خصوصی تفاوت معنا‌داری وجود دارد؛ اما میان خودکارآمدی تحصیلی دانش‌آموزان شرکت‌کننده و غیرشرکت‌کننده تفاوت معناداری وجود ندارد. بحث و نتیجه ­گیری: بر اساس یافته‌های این پژوهش، آزمون‌های آموزشگاه‌های خصوصی بر انگیزش پیشرفت و اضطراب امتحان دانش‌آموزان تأثیرگذار هستند و بر خودکارآمدی تحصیلی‌ آن‌ها تأثیری ندارند.

المصادر:

1. Abolghasemi, A., Asadi Moghadam, A., Najarian, B., & Shokrkan, H. (1996). Build and validate a scale to measure test anxiety. Journal of Educational Sciences and Psychology, 3(3), 74-61. [In Persian]


2. Aghdami, Z., & Yousefi, F. (2018). The relationship between basic psychological needs and academic engagement through self-efficacy mediation. Journal of Educational Psychology Studies, 15(29), 37-72. [In Persian].


3. Ajam, A., Jafari Thani, H., Mehram, B., & Ahanchian, M. (2013). Investigating the role of academic motivation and computer skills of students in their view of the combined learning event. Journal of New Approach in Educational Management, 4(3), 82-63. [In Persian]


4. Ajhayi, J., Visani, M., Siadat, S., & Khezriye Azar, H. (2011). Academic motivation and anxiety statistics: Investigating the mediating role of learning strategies. Journal of Psychology, 15(3), 128-110. [In Persian]


5. Akbari, B. (2007). The validity and validity of the Hermans Progress Motivation Test on Gilan High School Students. Journal of Knowledge and Research in Educational Sciences, 6, 96-73. [In Persian]


6. Anastasia, A. (1988). Psychoanalysis. Translation: Mohammad Naqi Barahani, (2000), Tehran: Tehran University Press, 11th Edition, No. 9.


7. Baezzat, S., Aflaki Fard, H., & Shahidi, N. (2016). The relationship between knowledge management and self-efficacy and creativity of preschool teachers. Journal of New Approach in Educational Management, 7(28), 169-184. [In Persian]


8. Bagherpour, H., & Mahmoodi Sefidkoohi, H. (2018). Comparative study of technology-based skill tests and paper-based tests (Case study: Alborz General Directorate of Technical and Vocational Education). Educational Sciences, 25(1), 165-184. [In Persian].


9. Bahrami Nasab, B. (2011). The effect of "experiments" of free scientific institutes on the academic achievement of mathematics in the second grade of high school students in Semnan. Bachelor's Thesis, Tehran: Payame Noor University. [In Persian]


10. Balk, A. A. (1996). The language of the classroom; New York: Teachers college Press.


11. Bandura, A. (1977). Self-Efficacy: The exercise of control. New York: Freedom.


12. Bruce, W. T., Dennis, A. A., & Dennis, R. S. (2007). Learning and Motivationstrategies: Your Guide to success. Pearson Education.


13. Burton, B. N., & Baxter, M. F. (2019). The Effects of the Leisure Activity of Coloring on Post-Test Anxiety in Graduate Level Occupational Therapy Students. The Open Journal of Occupational Therapy, 7(1): 7-15.


14. Cetin, B. (2015). Academic Motivation and Approaches to Learning in Predicting College Students'Academic Achievement: Findings from Turkish and US Samples. Journal of College Teaching & Learning, 12(2), 141-150.


15. Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self_determination theory. Journal of Computers in Human Behavior, 26, 741–752.


16. Cizek, G. J., & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment: Strategies for classrooms and schools. United States: Corwin Press.


17. Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college student. journal of learning and individual differences, 20,19-24.


18. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in humanbehavior. New York: Plenum Press.


19. Ebel, R. L. (1979). Essentials of educational measurement (3rd ed.). EnglewoodCliffs, New Jersey: prentice – Hall.


20. Ebrahimi, S., & Laki, D. (2017). Predicting the order of learning based on test anxiety and progress goals mediated by information processing strategies. Journal of Educational Research, 12(52), 40-41. [In Persian]


21. Emadi, S., & Yekta, S. (2016). The effect of teacher-student method based on multimedia education on the amount of motivation and academic achievement. Journal of New Approach in Educational Management, 7(26), 1-17. [In Persian]


22. Erfani, N. (2017). The mediating role of learning motivation in predicting academic achievement based on students' cognitive and metacognitive strategies. Journal of Educational Psychology Studies, 26, 198-168. [In Persian]


23. Festco, T., & Mcclure, J. (2005). Educational psychology: An integrated approach to classroom decisions. New York: Pearson.


24. Frisbie, D.A. (1992). The multiple true-false items format: A statuse review. EducationalMeasurements: Issues and practice, 11(4), 21-26.


25. Gary, G. D. (1997). Handbook of classroom assessement: learning, achievement and adjustment. Chapter, 9, 269- 282.


26. Glover, John E. Roger Edge, Bruning (1990). Educational Psychology Principles and their application. Translated by Alinaghi Kharazi, (2008), Tehran: University Publishing Center.


27. Hallion, L. S., Tolin, D. F., & Diefenbach, G. J. (2019). Enhanced cognitive control over task-irrelevant emotional distractors in generalized anxiety disorder versus obsessive-compulsive disorder. Journal of anxiety disorders, 64, 71-78.


28. Hashemi, B., Ghazanfari, A., Sharifi, T., & Ahmadi, R. (2019). The effectiveness of teaching the components of successful intelligence motivating the academic achievement of female students. Journal of Educational Psychology Studies, 16(36), 189-203. [In Persian].


29. Hatamzadehzadeh Arabi, E., Izadi, S., Hashemi, S. (2015). Comparison of academic performance and academic self-efficacy of bilingual and monolingual elementary school students. Journal of Curriculum Research, 12(1), 75-63.


30. Hergenhahn, B., Matthew H. (2001). An Introduction to Learning Theories. Translated by Ali Akbar Seif, (2003), Tehran: Doran Publishing.


31. Hermans, H. J. (1970). A questionnaire measure of achievement motivation. Journal of Applied Psychology, 54(4), 353-363.


32. Izuchi, M. R. N., & Onyekuru, B. U. (2017). The relationship among academic self-concept, academic motivation and academic achievement among college student. European, Journal of Research and Reflection in Educational Sciences, 5(2), 134-149.


33. Jalilzadeh, H., & Zarei, H. (2018). The effectiveness of teaching self-regulatory strategies on academic motivation and test anxiety in students. Journal of Education and Evaluation, 11(42), 36-13. [In Persian]


34. Jamil, M., Tariq, R. H., Shami, P. A., & Zakariys, B. (2012). Computerbased vs paper-based examinations: Perceptions of university teachers. Tojet: The Turkish Online, Journal of Educational Technology, 11(4). 371-381.


35. Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: an inventory scale. Journal of Clearing House, 72(4), 224-30.


36. Kadivar, P., Javadi, M., & Sajedian, F. (2010). The relationship between thinking style and self-regulation and motivation to progress. Journal of Psychological Research, 2(6), 43-30. [In Persian]


37. Kavehpour Abarghavi, A. (2005). Study of the effect of academic exams on academic achievement of second year middle school students in mathematics course in district 2 of Isfahan. Bachelor's Thesis, Tehran: Allameh Tabatabai University.


38. Kazemi, H., Vaziri, M., & Abedi, A. (2016). The effectiveness of problem-solving training on test anxiety and social anxiety in elementary school students. Social Cognition Quarterly, 5(9), 112-100. [In Persian]


39. Keshtvarz Kondazi, E. (2018). Future education according to the above documents. Shiraz: Persepolis Publications. [In Persian]


40. Keshtvarz Kondazi, E., & Raeisi, F. (2017). Learning Disabilities in Students. Tehran: Timez Publishing. [In Persian]


41. Keshtvarz Kondazi, E., Barzegar, M., & Shokouhi, M. j. (2020). The mediating role of academic self-efficacy and self-regulation in the relationship between self-esteem and happiness. Scientific Journal of Education and Evaluation (Quarterly), 13(51), 95-131. [In Persian].


42. Knoll, R. W., Valentiner, D. P., & Holzman, J. B. (2019). Development and Initial Test of the Safety Behaviors in Test Anxiety Questionnaire: Superstitious Behavior, Reassurance Seeking, Test Anxiety, and Test Performance. Assessment, 26(2): 271-280.


43. Kurdoqabi, R. (2013). The effect of strength training on stress relief and talking to yourself in anxiety. Journal of Science and Psychology, 45, 15-6. [In Persian]


44. Latas, M, Pantic M., & Obradovic D. (2010). Analysis of test anxiety in medical students. Medicinski pregled, 63(11-12), 863-866.


45. Maricuțoiu, L. P., & Sulea, C. (2019). Evolution of self-efficacy, student engagement and student burnout during a semester. A multilevel structural equation modeling approach. Learning and Individual Differences. 76, 101785.


46. Martos, T., & Sally, V. (2017). Self-determination theory and the emerging fields of relationship science and Nich construction theory. European Journal of Mental Health, 1(12), 73-87.


47. Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.


48. Millam, L. A., Cohen, G., Mueller, C., & Salles, A. (2018). The relationship between selfefficacy and well-being among surgical residents. Journal of Surgical Education, 76(2): 321-328.


49. Owan, V. J., Bassey, B. A., & Etuk, I. S. (2020). Interactive effect of gender, test anxiety, and test items sequencing on academic performance of ss3 students in mathematics in calabar education zone, Cross River State, Nigeria. American Journal of Creative Education, 3(1): 21-31.


50. Paskova, R. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child development. [Epub ahead of print].


51. Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child development. [Epub ahead of print].


52. Putwain, D., & Daly, A.L. (2014). Test anxiety prevalence and gender differences in a sample of English secondary school students. Educational Studies, 40(5), 554-570.


53. Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2018). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577-587.


54. Rahimi, M., & Zarei, E. (2016). The role of large-scale attachment dimensions in academic vitality mediated by the dimensions of self-efficacy, coping with problems, and perfectionism. Quarterly Journal of Research in School and Virtual Learning. 3(12), 69-57. [In Persian]


55. Rasouli, A., Mirnasb, M., & Badri, R. (2011). Investigating the Relationship between Ali Religious and Non-Religious Documents with Anxiety Test of Third Year Girl Students in Tabriz High Schools. Journal of Behavioral Sciences, 9, 79-61. [In Persian]


56. Raufelder, D., Regner, N., & Wood, M. A. (2017): Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support. Educational Psychology, 37, 121.


57. Razaviyeh, A., Seif, D., & Taheri, A. (2005). Investigating the effect of anxiety and math components on the academic achievement of high school students in mathematics. Education of the 21st year of summer 2005 No. 1 (consecutive 82). [In Persian]


58. Saif, A. (2007). Educational psychology. Learning and Teaching Psychology, New Edition. Tehran: Agah Publications. [In Persian].


59. Saif, A., Fatehabadi, J. (2007). Investigating the effect of different assessment methods (descriptive or multidisciplinary) on study approaches and preparing for the exam in students with high and low academic achievement. Journal of Educational Sciences and Psychology, Ahvaz: Shahid Chamran University. [In Persian].


60. Sarason, G. I. (1984). Stress. Anxiety and cognitive interference reaction to test. Journal of personality and Social psychology, 146(4), 929-938.


61. Sepasi, H. (2008). Investigating the Effect of Developmental Tests on Progress Graduates of Third Grade Middle School Students in Mathematics, Journal of Educational Sciences and Psychology, Ahvaz: Shahid Chamran University. [In Persian]


62. Shoaei, L., Heidari, A., Bakhtiarpour, S., & Asgari, P. (2020). The moderating role of test anxiety in the effect of peer education on academic procrastination: The benefit of test anxiety. Scientific Journal of Education and Evaluation (Quarterly), 13(51), 33-49. [In Persian].


63. Shokrallahi, M. (2006). Comparison of descriptive and traditional evaluation methods based on the four evaluation standards (ethical, efficiency, feasibility and accuracy) from the perspective of primary school teachers in Tehran in the academic year of 2004-2005. Bachelor's Thesis, Tehran: Tarbiat Moallem University. [In Persian].


64. Tajipour, A., Janjani, B., Habibi, M., Ahadi, M., & Karbalaei, F. (2019). The effect of teaching self-regulatory strategies on self-efficacy, test anxiety and achievement motivation of third grade female high school students in Mashhad. Scientific Journal of Education and Evaluation (Quarterly), 12(47), 67-92. [In Persian].


65. Tuzandeh Jani, H., Shahnam, A., & Akbari, B. (2008). Assessment of academic achievement in psychology and educational sciences. Mashhad: Islamic Azad University Press, Neishabour Branch and Firoozeh City. [In Persian].


66. Wentzel, K. R., & Muenks, K. (2016). Peer influence on students’ motivation, academic achievement, and social behavior. Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes, 13-30.


67. Willis, P. A. (2011). review of class-based theories of student resistance in education: Mapping the origins and influence of learning to labor. Review of Educational Research. 81(2), 234-66.


68. Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216.


69. Zimmerman, B. J. & Kitsantas, A. (2014). Comparing students self- displace and selfregulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39, 145-155.