رابطه خوش بینی تحصیلی معلمان با ادراک حمایت اجتماعی، انگیزه پیشرفت و پیشرفت تحصیلی دانش آموزان
محورهای موضوعی : آموزش و پرورش
حسین مومنی مهموئی
1
(باشگاه پژوهشگران جوان و نخبگان، واحد تربت حیدریه، دانشگاه آزاد اسلامی، تربت حیدریه، ایران.)
سعید جلالی بارزاری
2
(دانشگاه آزاد اسلامی، واحد قائنات، گروه علوم تربیتی، قائنات، ایران.)
کلید واژه: خوش بینی تحصیلی, ادراک حمایت اجتماعی, انگیزه پیشرفت, پیشرفت تحصیلی دروس ریاضی و علوم,
چکیده مقاله :
هدف این پژوهش، بررسی رابطه خوش بینی تحصیلی معلمان با ادراک حمایت اجتماعی، انگیزه پیشرفت و پیشرفت تحصیلی دانش آموزان پایه ششم می باشد. جامعه آماری پژوهش تمامی معلمان و دانش آموزان پایه ششم شهرستان زاوه بود که از بین آن ها50 نفر معلم و 500 نفر دانش آموز (250 دختر و 250پسر) با روش نمونه گیری تصادفی خوشه ای مرحله ای50 مدرسه و از هر مدرسه یک کلاس و از هر کلاس 10 نفر دانش آموز انتخاب شدند. روش پژوهش توصیفی از نوع همبستگی است و برای گردآوری دادهها از پرسش نامه خوش بینی تحصیلی معلمان، ادراک حمایت اجتماعی، انگیزه پیشرفت و نمره های پیشرفت تحصیلی درس های ریاضی و علوم استفاده شد. هم چنین، از ضریب همبستگی پیرسون و تحلیل رگرسیون و هم چنین، آزمون t مستقل برای تجزیه و تحلیل داده ها استفاده شد. نتایج پژوهش نشان دادند که بین مولفه های خوش بینی تحصیلی معلمان با ادراک حمایت اجتماعی، انگیزه پیشرفت و پیشرفت تحصیلی دانش آموزان بر حسب جنسیت در دروس علوم و ریاضی رابطه معنی دار آماری وجود ندارد. فقط در مجموع بین خوش بینی معلمان و ادراک حمایت اجتماعی دختران با ( 49/0-=r و 01/0 = p-value ) رابطه معکوس معنی داری وجود داشت، ولی در پسران ( 08/0 = r و 73/0 = p-value ) رابطه معنی‌داری وجود نداشت.
The purpose of this study was to examine the relationship between studentteachers'perceptions ofsocial support,optimism, achievement motivation andacademic achievementThe population includedall teachers and students in sixth city Zaveh which between them 50 teachers and 500 students (250 girls and 250 boys) with random sampling cluster level, 50 schools from each school, one class for each grade 10 students were selected. Cross-correlation techniques and data collection questionnaire for teachers optimism, perceived social support, achievement motivation and academic achievement in math and science scores were used. The Pearson correlation coefficient and regression analysis and t-tests were used to analyze the data. The results showed that among school teachers' perceptions of social support, optimism, achievement motivation and academic achievement of students by gender in science and math courses, there is no statistically significant relationship. Only a total of between optimism and perceived social support female teachers (49/0- = r and 01/0 = p-value), there was a significant negative correlation in males (08/0 = r and 73/0 = p-value), there was no significant relationship.
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