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

محورهای موضوعی : آموزش و پرورش

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

تاریخ دریافت : 1399/10/02 تاریخ پذیرش : 1400/03/26 تاریخ انتشار : 1401/06/01

کلید واژه: خودکارآمدی تحصیلی, انگیزش پیشرفت, اضطراب امتحان, آزمون‌های آموزشگاه‌های خصوصی,

چکیده مقاله :

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.

چکیده انگلیسی:

Introduction: This research is conducted with purpose of comparing test anxiety, achievement motivation, and academic self-efficacy of the male students at the twelfth grade based on their participation in private school tests. research methodology: The causal-comparative research method which is a descriptive method is chosen and the sampling is done based on available samples. ‌The statistical society includes all male students at twelfth grade studying mathematics-physics in Marvdasht during study years of 2018-2019. The statistical sample includes 67 students taking tests and 34 students not taking tests chosen among two available schools. Data is gathered using three questionnaires; academic self-efficacy (ASEQ), test anxiety (TAI), and achievement motivation (AMT). The data is analysed using two categories of descriptive and inferential tests. The box plot graph and the T student test was used (with integrated variances or relatively discrete) to compare the averages. The data analysis is performed using SPSS 24. Findings: The findings of the research show meaningful difference between the achievement motivation and the test anxiety based on tests taken in private institutions. But no meaningful difference was found between the academic self-efficacy of students taking the tests and not taking the tests. Conclusion: Based on the findings of this research, it is concluded that the tests in private institutions is affecting the achievement motivation and the test anxiety but they have no effect on the academic self-efficacy of the students.

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