پیش‌بینی انگیزش تحصیلی دانش‌آموزان براساس نوع بازخورد معلم با در نظر گرفتن نقش میانجی ذهنیت دانش‌آموزان

الموضوعات :

طلعت سادات صباغ حسن زاده ¹ , سید کاظم شادمند ²

1 - استادیارگروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - کارشناسی ارشد رشته برنامه درسی، دانشگاه پیام نور، تهران ، ایران

تاريخ الإرسال : 27 السبت , ذو الحجة, 1444 تاريخ التأكيد : 25 الثلاثاء , ربيع الأول, 1445 تاريخ الإصدار : 08 الإثنين , ربيع الثاني, 1445

الکلمات المفتاحية: انگیزش تحصیلی, بازخورد معلم, ذهنیت,

ملخص المقالة :

هدف پژوهش حاضر پیش‌بینی انگیزش تحصیلی دانش‌آموزان بر اساس بازخورد معلمان با در نظر گرفتن نقش میانجی نوع ذهنیت آنها بود. تحقیق از لحاظ هدف کاربردی و از حیث اجرا توصیفی-همبستگی از نوع مدل معادلات ساختاری بود. جامعه آماری دانش‌آموزان دختر متوسطه اول مشهد که به روش خوشه‌ای چند مرحله‌ای و با استفاده از جدول مورگان تعداد 380 نفر بعنوان نمونه انتخاب شدند. ابزار گرردآوری داده‌ها پرسشنامه محقق ساخته ارزیابی بازخورد معلم مبتنی بر مدل باتلر و وین و مطالعات فرار و همکاران، پرسشنامه ذهنیت دانش‌آموزان کاتامیسو و لو و پرسشنامه انگیزش تحصیلی هارتر بود. برای تحلیل داده‌ها از نرم‌افزارهای SPSSv16 و AMOSv24 استفاده شد. نتایج نشان داد بازخورد تلاش‌ محور و توانایی محور هر دو هم به صورت مستقیم و هم از طریق میانجی‌گری ذهنیت دانش‌آموزان می‌تواند انگیزش تحصیلی را پیش‌بینی کند. همچنین نتایج نشان داد ذهنیت رشدپذیر و ایستا نیز به طور مستقیم با انگیزش تحصیلی ارتباط دارد. وقتی معلمان دانش‌آموزان را افرادی پرتلاش می دانند و این نگرش را در قالب بازخورد به آنها ارائه می‌دهند، بر ذهنیت شان تأثیر گذاشته و در نتیجه با ایجاد یک ذهنیت رشدپذیر در مورد توانایی‌ها و احساسات موجب انگیزش تحصیلی بیشتر در آنها می‌شوند.

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Zentall, S. R., & Morris, B. J. (2017). “Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. Journal of Experimental Child Psychology, 107(2), 155_163. 

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer feedback reflects the mindset and academic motivation of learners. Frontiers in psychology, 11(3), 1701-1714.

Zingoni, M., & Byron, K. (2017). How beliefs about the self-influence perceptions of negative feedback and subsequent effort and learning. Organizational Behavior and Human Decision Processes, 139(6): 50_62.

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Bahník, S., & Vranka, M. A. (2019). Growth mindset is not associated with scholastic aptitude in a large sample of university applicants. Personality and Individual Differences, 117: 139-143.

Brock, A., & Hundley, H. (2017). The growth mindset playbook: A teacher's guide to promoting student success. Simon and Schuster.

Brummelman, E., Nelemans, S. A., Thomaes, S., & Orobio de Castro, B. (2017). When parents’ praise inflates, children's self‐esteem deflates. Child Development, 88(6), 1799-1809.

Butler, R., & Winne, B.N. (1995). Task-involving and ego-involving properties of evaluation: effects of different feedback conditions on motivational perceptions, interest, & performance. J. Educ. Psychol. 3(79), 474–482.

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proc. Natl. Acad. Sci. 10(113), 8664–8668.

Cutumisu, M., & Lou, N. M. (2020). The moderating effect of mindset on the relationship between university students’ critical feedback-seeking and learning. Computers in Human Behavior, 112(10), 45_64).

Dinham, S. (2005). How schools get moving and keep improving: Leadership for teacher learning, student success and school renewal. Australian Journal of Education. 51(3), 263_275.

Duek, K. (2019), mindset, modern psychology of success. New Jercy: House Publishing.

Dweck, C. S. (2006). Mindset: The new psychology of success Random House Digital. Published in hardcover in the US by Ballantine, Inc.

Ebrahimi Qavam, S., & Khaganizadeh, M. (2016). The role of motivation in learning. Education strategies in medical sciences, (1)5, 1-9. [In Persian]

Ferguson, H. L. (2017). Mindset, Academic Motivation, And Academic Self-Efficacy as Correlates of Academic Achievement Among Undergraduate Students in Communication Sciences and Disorders Programs. Dissertations of Andrews University, 21(13), 164_172.

Ferrar, S. J., Stack, D. M., Dickson, D. J., Serbin, L. A., Ledingham, J., & Schwartzman, A. E. (2019). Maternal Socialization Responses to Preschoolers’ Success and Struggle: Links to Contextual Factors and Academic and Cognitive Outcomes. Journal of Research in Childhood Education, 33(3), 363-381.

Gandhi, J., Watts, T. W., Masucci, M. D., & Raver, C. C. (2020). The Effects of Two Mindset Interventions on Low-Income Students’ Academic and Psychological Outcomes. Journal of Research on Educational Effectiveness, 13(2), 351-379.

Garn, A. C., & Jolly, J. L. (2014). High ability students’ voice on learning motivation. Journal of Advanced Academics, 25(1): 7_24.

Gan, Z., & Liu. F. (2021). Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated with Learning Outcomes? Front. Psychol, 12: 69_75.

Gunderson, E. A., Sorhagen, N. S., -Gripshover, S. J., Dweck, C. -Goldin-Meadow, S., & Levine, S. C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental psychology, 54(3), 397_402.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81_112.

Heggart, K. (2015). Developing a growth mindset in teachers and staff. Developmental psychology, 35(3), 835_852.

Heydari, A., Askari, P., Saedi, S., & Mashak, R. (2018). The relationship between academic motivation and achievement motivation with the educational environment of female students. Scientific-Research Quarterly of Women and Culture, 24(6), 95-107. [In Persian]

Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.15(10), 1241_1255.

Javadi, A., & Faryabi, R. (2015). The relationship between motivation dimensions and academic performance in students of Birjand University of Medical Sciences. Education strategies in medical sciences. 9(2), 149-142. [In Persian]

Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental psychology, 35(3), 812_827.

Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. R., Westers, P., & Croiset, G. (2016). How motivation affects academic performance: A structural equation modeling analysis. Advances in Health Science Education, 18(12), 57-69.

Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101(1), 214-243.

Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research:Design and interpretation. New York: Sage publications.

Mueller, C. M., and Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. J. Pers. Soc. Psychol. 75(5), 33–52.

Rahimi, S. (2019). The effect of praise for effort and intelligence on the stress of motivation, comprehension and language sentences in writing. Master's thesis in English, Azad University, Central Tehran branch. [In Persian]

Rissanen, I., Kuusisto, E., Tuominen, M., and Tirri, K. (2019). In search of a growth mindset pedagogy: a case study of one teacher’s classroom practices in a Finnish elementary school. Teach. Teach. Educ. 3(77), 204–213.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publication.

Sadler, R. (2010). Formative assessment and the design of instructional systems. Instructional Science, 18(24), 119–144.

Samavatian, H., Kazemi, H. (2015). The role of self-efficacy characteristics on student motivation in learning. Research in curriculum planning, 13(2), 110-123. [In Persian]

Scott, C. (2005) Parenting, teaching and self-esteem. Australian Educational. 27(1), 28_30.

Schroder, H. S., Fisher, M. E., Lin, Y., Lo, S. L., Danovitch, J. H., & Moser, J. S. (2017). Neural evidence for enhanced attention to mistakes among school-aged children with a growth mindset. Developmental Cognitive Neuroscience, 24(10), 42_50.

Seaton, F. S. (2018). Empowering teachers to implement a growth mindset. Educational
Psychology in Practice, 34(1): 41_57.

Tabachnick, B., & Fidell, L. (1996). Using multivariate statistics (5thedn). New York: Allyn and Bacon.

Tamnai Far, M., & Ghandami, Z. (2018). The relationship between progress motivation and students' academic progress. Education strategies (Education strategies in medical sciences), 1(4), 15-19. [In Persian]

Voerman, L., Meijer, P.C., Korthagen, F.A.J., & Simons, R.J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(12), 1107_1115.   

Zentall, S. R., & Morris, B. J. (2017). “Good job, you’re so smart”: The effects of inconsistency of praise type on young children’s motivation. Journal of Experimental Child Psychology, 107(2), 155_163. 

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer feedback reflects the mindset and academic motivation of learners. Frontiers in psychology, 11(3), 1701-1714.

Zingoni, M., & Byron, K. (2017). How beliefs about the self-influence perceptions of negative feedback and subsequent effort and learning. Organizational Behavior and Human Decision Processes, 139(6): 50_62.

Williams, E. F., & Ehrlinger, J. (2017). Failing to learn from feedback. London: Autonomous learning in the workplace.

Yousefi, A., & Gardaneshkan, M. (2018). The relationship between self-directed learning and academic motivation of medical students of Isfahan University of Medical Sciences. Iranian Journal of Education in Medical Sciences, 14(12): 1067-1067. [In Persian]