The Impact of Postmethod Pedagogy on Academic Achievement, Self-Efficacy, Emotions, and Self Esteem According to the Dynamic Systems Theory
محورهای موضوعی : نشریه زبان و ترجمهYalda Hooman 1 , رضا رضوانی 2 , Shahram Afraz 3
1 - PhD Candidate of TEFL, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - Yasouj University
3 - Assistant Professor of Applied Linguistics, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran
کلید واژه: Academic Achievement, academic self-efficacy, academic emotions, Academic self-esteem, Dynamic systems theory, Postmethod pedagogy,
چکیده مقاله :
The current paper investigated the effect of postmethod pedagogy on senior high School students’ achievement, academic self-efficacy, achievement emotions, and self-esteem. The participants of this study included 120 female students in Zahedan located in the Iranian province of Sistan and Baluchistan. They were randomly recruited and categorized into two control and experimental groups. The students’ academic achievement was measured through a pretest. Subsequently, the Morgan-Jinks Student Self-Efficacy Scale (MJSES), Pekran Academic Achievement Emotions Questionnaire (AEQ) (2005), and Rosenberg Self-Esteem Scale (RSES) were distributed among the participants in both groups. The control group received instruction based on the conventional method, while instruction in the experimental group was based on the new method during the academic year. Upon the completion of the study, the achievements of both groups were measured again through a posttest. The data obtained were analyzed to reveal that postmethod played an important role in teaching and the use of this approach could develop academic achievement, self-efficacy, emotions, and self-esteem among senior high school students.
هدف از انجام این پژوهش بررسی اثرات شیوه ی پسامتد بر هیجانات تحصیلی ، خودکارامدی تحصیلی، پیشرفت تحصیلی وعزت نفس فراگیران دوره دوم متوسطه پایه دوازدهم بوده است. 120 دانش آموز دختر پایه دوازدهم دوره دوم متوسطه شهر زاهدان مرکز استان سیستان وبلوچستان به صورت تصادفی انتخاب وبه دو گروه کنترل و آزمایش تقسیم شدند ودر هر گروه 60 فراگیر قرار گرفتند پیشرفت تحصیلی آنها ازطریق پیش آزمون اندازه گیری شد. سپس آزمون های خودکارآمدی مورگان 1999، هیجانات تحصیلی پکران2005،واعتماد به نفس روزنبرگ (1965)اجراشد.گروه کنترل آموزشش سنتی را دریافت کردوگروه آزمایش شیوه نوین آموزشی را در طول سال دریافت کردند.در پایان آموزش ، شرکت ککنده هر دو گروه مجدد در پس ازمون سنجیده شدند . نتایج نهایی براساس آزمون ثانویه ارزیابی شد . اطلاعات بدست آمده بر اساس نسخهSPSS22 به دو صورت استنباطی و توصیفی تحلیل وبررسی شد.نتایج بیانگر تاثیر شیوه پسامتد ونقش آن در آموزش و در افزایش پیشرفت تحصیلی ،خودکارآمدی،وهیجانات تحصیلی بود،واعتماد به نفس فراگیران بود .
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