تأثیر آموزش راهبردهای خودتنظیمی بر خودکارآمدی، اضطراب امتحان و انگیزش پیشرفت دانش‌آموزان دختر پایه سوم دوره دو متوسطه شهر مشهد

محورهای موضوعی : روانشناسی تربیتی

آمنه تاجی‌پور ¹ , بهاره جانجانی ² , مرضیه حبیبی ³ , مریم احدی ⁴ , فاطمه کربلایی ⁵

1 - کارشناس ارشد روانشناسی بالینی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران
2 - کارشناس ارشد روانشناسی تربیتی، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران
3 - کارشناس ارشد روانشناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
4 - کارشناس ارشد روانشناسی تربیتی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران
5 - کارشناس ارشد روانشناسی بالینی، دانشگاه خوارزمی

تاریخ دریافت : 1398/01/19 تاریخ پذیرش : 1398/09/17 تاریخ انتشار : 1398/09/01

کلید واژه: خودکارآمدی, اضطراب امتحان, خودتنظیمی, انگیزش پیشرفت,

چکیده مقاله :

پژوهش حاضر با هدف بررسی تأثیر آموزش راهبردهای خودتنظیمی بر خودکارآمدی، اضطراب امتحان و انگیزش پیشرفت دانش‌آموزان انجام شد. روش پژوهش نیمه آزمایشی همراه با پیش‌آزمون- پس‌آزمون و گروه کنترل بود. جامعه آماری پژوهش را کلیه دانش‌آموزان دختر پایه سوم دوره دوم متوسطه شهر مشهد در نیم سال تحصیلی اول 98-1397 تشکیل دادند که از بین آنها 30 نفر به روش نمونه گیری تصادفی چند مرحله ای و هدفمند (ملاک های ورود و خروج) به عنوان نمونه پژوهش انتخاب و به صورت تصادفی در دو گروه آزمایش (15نفر) و کنترل (15نفر) گمارده شدند. گروه آزمایش، برنامه آموزش راهبردهای خودتنظیمی را در 8 جلسه 90 دقیقه ای در هر هفته یک جلسه به صورت گروهی دریافت کردند؛ گروه کنترل به مدت 2ماه در لیست انتظار قرار گرفت. به منظور جمع آوری اطلاعات از پرسشنامه های خودکارآمدی عمومی شوارزر و همکاران (1979)، اضطراب امتحان ابوالقاسمی و همکاران (1375) و انگیزش پیشرفت هرمنس (1970) در دو مرحله پیش‌آزمون و پس‌آزمون، استفاده شد. جهت تجزیه و تحلیل داده ها با توجه به فرضیات پژوهش از تحلیل کوواریانس یک متغیره و چندمتغیرها استفاده شد. نتایج حاصل از تحلیل داده ها نشان داد که با کنترل اثر پیش‌آزمون بین میانگین نمرات پس‌آزمون گروه آزمایش در متغیرهای خودتنظیمی، اضطراب اجتماعی و انگیزش پیشرفت تفاوت معناداری وجود دارد (001/0P<). با توجه به نتایج پژوهش می توان گفت، آموزش راهبردهای خودتنظیمی بر کاهش اضطراب امتحان و افزایش خودکارآمدی و عامل های انگیزش پیشرفت شامل اعتماد به نفس، پشتکار، سخت کوشی و آینده نگری دانش‌آموزان دختر تأثیر دارد.

چکیده انگلیسی:

The purpose of this study was to investigate the effect of self-regulated education strategies on self-efficacy, test anxiety, and student achievement motivation. The research method was quasi-experimental with pretest-posttest and control group. The statistical population of the study consisted of all third grade female students in the second semester of Mashhad in the first semester of the school year 2018-19, out of which 30 students were selected through multistage random sampling (inclusion and exclusion criteria). Subjects were selected and randomly assigned to two experimental (n = 15) and control (n = 15) groups. The experimental group received a self-regulated strategy training program in 8 sessions of 90 minutes per week as a group; the control group was on the waiting list for 2 months. The Schwarzer et al. (1979), Abolghasemi et al. (1996) test anxiety, and Hermans Progressive Motivation Questionnaire (1970) were used for data collection in both pre-test and post-test stages. Data were analyzed using univariate and multivariate analysis of covariance. The results of data analysis showed that there was a significant difference between control group post-test scores on self-regulation, social anxiety and achievement motivation (P <0.001). According to the results of the study, it can be said that self-regulation strategies have an impact on reducing test anxiety and increasing self-efficacy and progressive motivational factors including self-confidence, perseverance, diligence and future of female students.

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Raisanen, M., Postareff, L., & Lindblom-Ylanne, S. (2016). University students' self- and co-regulation of learning and processes of understanding: A personoriented approach. Learning and Individual Differences, 47, 281-288.

Rasooli, A., Mirnasab, M., & Badri, R. (2011). Investigating the Relationship between Religious and Non-Religious Causal Attributions with Test Anxiety in Third Year High School Female Students in Tabriz. Journal of Behavioral Sciences, 9, 61-79 [In Persian].

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, 1-21.

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In S. Wright, & M. Johnston, & J. Weinman, (Eds.), Measures in Health Psychology: A User’s Portfolio. Causal and Control Beliefs (pp. 35– 37). Windsor, UK: nferNelson.

Seif, A. A. (2007). Modern Breeding Psychology. Sixth Edition. Tehran, periodical publication [In Persian].

Sheikh al-Islami, A., Ghammari Kivi, H., & Ashrafi Varju, S. (2015). The Effect of Mindfulness-Based Learning on Girl Students' Self-Control. Journal of Research in Educational Systems, 9 (28), 104-87 [In Persian].

Soltanimajd, A., Taghizadeh, M., & Zare, H. (2015). The Effectiveness of Academic Skills Group Training on Self-Efficacy and Achievement Motivation of First Grade High School Boys. Research in Cognitive and Behavioral Sciences, 4(2), 31-44 [In Persian].

Talbot, L. (2016). Test anxiety: Prevalence, effects, and interventions for elementary school students. James Madison Undergraduate Research Journal, 3(1), 42-51.

Tarantino, N., Lamis, D. A., Ballard, E. D., Masuda, A., & Dvorak, R. D. (2015). Parent–child conflict and drug use in college women: A moderated mediation model of self-control and mindfulness. Journal of counseling psychology, 62(2), 303.

Van Zundert, R. P., Ferguson, S. G., Shiffman, S., & Engels, R. E. (2010). Dynamic effects of self-efficacy on smoking lapses and relapse among adolescents. Journal of Health Psychology, 29(3), 246-254.

Veisani, M., Lavassani, M., & Ajeei, J. (2012). The Role of Achievement Goals, Academic Motivation, and Learning Strategies on Statistical Anxiety: A Causal Model Test. Journal of Psychology, 16 (2), 144-160 [In Persian].

Zaeeai, E., Shahani karamzadr, M., & Shahaniyilagh, M. (2012). The Effects of cognitive and met- cognitive strategies training on reducing test-anxiety and increasing school performance of female third-grade guidance students in Ahwaz. Journal of Educational Scinces, 19(1), 67-82 [In Persian].

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