Analyzing the Role of Self-Esteem Dimensions in Student’s Achievement Motivation (A Case of M.Sc. Students of Agriculture in Tehran University)

محورهای موضوعی : Education and training

دنیا منافی ¹ , حمید موحد ² , یوسف حجازی ³

1 - دانشجوی دکتری پردیس کشاورزی و منابع طبیعی دانشگاه تهران
2 - استاد پردیس کشاورزی و منابع طبیعی دانشگاه تهران
3 - استاد پردیس کشاورزی و منابع طبیعی دانشگاه تهران

تاریخ دریافت : 1393/10/07 تاریخ پذیرش : 1394/08/04 تاریخ انتشار : 1395/06/11

کلید واژه: achievement motivation, Self-esteem dimension, Agriculture students,

چکیده مقاله :

The main purpose of this study was to analyze the role of self-esteem dimensions on student’s achievement motivation. The statistical population consisted of MSc students in College of Agriculture and Natural Resources, University of Tehran (N=712). According to Cochran formula, 175 students were selected through quota sampling method. The instrument for data collection was a questionnaire which its validity was confirmed by a panel of experts. Its reliability was confirmed by Cronbach's alpha coefficients (α ≥0.7). The results of descriptive statistics showed that the amount of achievement motivation, global self-esteem, family self-esteem and social self-esteem found to be at a moderate level, whereas their educational self-esteem was found to be at a low level. The results of ANOVA showed that there are significant differences among students based on their levels of self-esteem and achievement motivation. Students with higher levels of self-esteem had achievement motivation more than others. Moreover, the results of logistic regression demonstrated that different aspects of self-esteem (including global self-esteem, social self-esteem and educational self-esteem) has a great ability to predict levels of students’ development. These factors explained 69.10 percent of the total variance.

چکیده انگلیسی:

هدف اصلی از این مطالعه بررسی نقش ابعاد عزت نفس در انگیزه پیشرفت دانشجویان بود. جامعه آماری این مطالعه دانشجویان کارشناسی ارشد دانشکده کشاورزی و منابع طبیعی دانشگاه تهران بودند، (N=712). بر اساس فرمول کوکران، 175 دانشجو با روش نمونه­گیری سهمیه­ای انتخاب شدند. ابزار گردآوری داده­ها پرسشنامه­ای بود که اعتبار آن توسط جمعی از متخصصان و پایایی آن با ضریب آلفای کرونباخ (α ≥0.7)  تأیید شد. نتایج حاصل از آمار توصیفی نشان داد که میزان انگیزه پیشرفت، عزت نفس کلی، عزت نفس خانوادگی و عزت نفس اجتماعی دانشجویان در سطح متوسط و میزان عزت نفس تحصیلی آن­ها در سطح کمی قرار داشت. نتایج حاصل از تحلیل واریانس نشان داد که تفاوت­های قابل توجهی در میان دانشجویان بر اساس سطح اعتماد به نفس و انگیزه پیشرفت وجود دارد. دانش­آموزان با سطوح بالاتری از عزت نفس، انگیزه پیشرفت بیشتری نسبت به دیگران داشتند. علاوه بر این، نتایج حاصل از رگرسیون لجستیک نشان داد که ابعاد مختلف عزت نفس )کلی، اجتماعی و  تحصیلی) از توانایی زیادی برای پیش­بینی سطح انگیزه پیشرفت دانشجویان برخوردارند . این عوامل 69.10 درصد از واریانس کل را تبیین کردند.

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