ارائه مدلی جهت تعیین رابطه بین شیفتگی تحصیلی، خلاقیت تحصیلی و موفقیت تحصیلی با خودشکوفایی تحصیلی مبتنی بر میانجی‌گری جدیت تحصیلی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سیمین نقش
1
,
فرهاد شفیع پور مطلق
2
1 - 1دانش آموخته دکتری برنامه ریزی درسی از دور، تهران، ایران
2 - 3استادیارگروه علوم تربیتی، دانشگاه آزاد اسلامی، واحد محلات، محلات، ایران
کلید واژه: موفقیت تحصیلی, خلاقیت تحصیلی, شیفتگی تحصیلی, خودشکوفایی تحصیلی, جدیت تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر، تعیین رابطه بین شیفتگی تحصیلی، خلاقیت تحصیلی و موفقیت تحصیلی با خودشکوفایی تحصیلی مبتنی بر میانجی گری جدیت تحصیلی بوده است. روش پژوهش حاضر، توصیفی از نوع همبستگی بوده است. جامعه آماری مورد مطالعه این تحقیق را کلیه دانش آموزان دوره متوسطه آموزش و پرورش شهر اصفهان در سال تحصیلی 92- 1391 به تعداد 142380نفر (61067 نفرپسر و 81313 نفردختر) تشکیل داده‌اند .برای انتخاب نمونه از روش تصادفی خوشه‌ای چند مرحله‌ای استفاده شده است. بر اساس فرمول ذیل تعداد 382 نفر برای تحقیق به طور تصادفی انتخاب شدند. ابزارهای پژوهش مشتمل بر 5 نوع پرسشنامه بوده است:1-پرسشنامه خلاقیت عابدی مشتمل بر ابعاد سیالی، بسط، ابتکار و انعطاف‌پذیری 2-پرسشنامه محقق ساخته شیفتگی تحصیلی مشتمل بر 4 بعد رغبت تحصیلی اظهار شده، رغبت تحصیلی ابراز شده، رغبت تحصیلی آزمون شده، رغبت تحصیلی فهرست شده 3-پرسشنامه محقق ساخته موفقیت تحصیلی مشتمل بر 3 بعد ورود تحصیلی، حین تحصیلی و فارغ التحصیلی 4-پرسشنامه محقق ساخته جدیت تحصیلی 5- پرسشنامه محقق ساخته خودشکوفایی تحصیلی. از آلفای کرونباخ برای بررسی اعتبار و از روایی صوری نیز برای بررسی روایی پرسشنامه‌ها استفاده شد. به طور کلی نتایج تحقیق نشان داد، بین شیفتگی تحصیلی، خلاقیت تحصیلی و موفقیت تحصیلی با خودشکوفایی تحصیلی، رابطه مثبت و معنادار وجود دارد. جدیت تحصیلی، رابطه بین عوامل سه گانه اثرگذار با خودشکوفایی تحصیلی را میانجی گری می‌کند.
This study attempts to determine the relation of educational infatuation, educational creativity, and educational achievement to educational self-actualization based upon the mediation of educational perseverance. The study is a descriptive-correlational research. The statistical population comprises all high school students of Isfahan city in the academic year 2012-2013. The study employs multistage cluster random sampling and 382 students are selected in this way. The research tools comprise 5 types of questionnaires: 1. The questionnaire of Abedi creativity comprising dynamic, extension, creativity and flexibility factors 2. a researcher-made questionnaire of educational infatuation comprising four aspects of manifested educational motivation, expressed educational motivation, tested educational motivation, and listed educational motivation 3. a researcher-made questionnaire of Educational achievement based upon the three pre-education, while-education, and post-education aspects 4. a researcher-made questionnaire of educational perseverance and 5. a researcher-made questionnaire of educational self-actualization. Generally, the findings reveal that educational infatuation, educational creativity, and educational achievement have a significant positive correlation with educational self-actualization. Educational perseverance mediates the correlation between the three effective factors and educational self-actualization.
Abedi, A. (2008). “Investigating Relation of Educational Achievement of Male and Female High School Students of Isfahan to Their Family and Personality Features”, research plan of the Research Council of Education Office of Isfahan Province. [Persian]
Ansari E W, Oskrochi R. (2006).”What matters most? Predictors of student satisfaction in public health education courses". Public Health,pp462-473.
Askari, P.; Ahadi, H.; Mazaheri, M.; Enayati, M.; Heidari, A. (2007). “Relation of Happiness, Self-Actualization, Mental Health and Educational Performance to Sexual Duality in Female and Male Students of Science and Research Center of Ahvaz ", Journal of Knowledge and Research in Psychology, Islamic Azad University of Khorasgan (Isfahan), serial No. 33, fall. [Persian]
Atkinson R. K., Derry S. J., Renkl A., Wortham D. W. (2000). "Learning from examples: Instructional principles from the worked examples research". Review of Educational Research 70: 181–214. doi:10.3102/00346543070002181
Auzmendi, E., Villa, A., & Abedi, J. (1996). "Reliability andvalidity of a newly-constructed multiple-choice creativityinstrument". Creativity Research Journal, 9 (1), 89-95. [Persian]
Babapoor, J. (1999). “Creativity, Description, Restrictions and methods to Build Creativity”, Peivain journal, No. 241, tearcher-parent assembly 1999. [Persian]
Bahrami, F.; Rezvani, S. (2006). “Investigating Relation of Educational Achievement Motivation of Male and Female High School Students of Isfahan to Their School’s Characteristics in Academic Year 2003-2004”, Journal of Psychology and Education Research of the University of Isfahan, Faculty of Psychology and Education, No. 2, serial No. 6, fall and winter. [Persian]
Burleson, Winslow.(2005).” Developing creativity, motivation, and self-actualization with learning systems”. International Journal of Human-Computer Studies. Available at: www.elsevier.com/locate/ijhcs
Cooper, D.L. (1999, April). “Can we really measure what we do; Outcomes assessment in student affairs”. Invited keynote speaker, South Carolina College Personnel Association Conference, Myrtle Beach, SC.
Fardanesh, H. (2004). “Theoretical Bases of Educational Technology”, 6th Ed., Tehran: Samt.
Gange, F. , & Stpere, F.(2001). “ When IQ is controlled, does motivation still achievement”, Intelligence, 30,71-100.
Hooman, H. (1987). “Investigating Causal Models of Achievement”, Journal of Education Sciences, 10 (1-2), 19-39. [Persian]
Koutsoulis, M. K. , Campell , J. R.(2001). “ Family processes affect students’ motivation, and science and math achievement in Cypriot higher schools” , Stuctural Equation Modeling, 8(1), 108-127.
Lavasani, G.; Keivanzadeh, M.; Keivanzadeh, H. (2007). “Relation of Educational Activity, Educational Achievement Motivation, Emotional Intelligence, and Contextual Variables to Students’ Educational Achievement”, Journal of Psychology and Education of the University of Tehran, 37th year, No. 1. [Persian]
Lotf Abadi, H. (2000). “Applied Developmental Psychology”, Tehran: National Youth Organization, First Printing. [Persian]
Nezami, A. (1997). “Investigating Some Social and Psychological Factors Affecting Educational Perfrmance of High School Students in Tabriz City”, MA thesis, Shahid Bahonar University of Kerman, Faculty of Literature and Humanities. [Persian]
Safari, Y; Darabi, F. (2003). “Investigate the use of Medical teachers from teaching Active and Inactive Methods Kermanshah” , Kermanshah University of Medical Sciences. [Persian]
Seif, A. (2008). “Research Psychology”, Tehran: Agah publication, 1st Ed., Virast No. [Persian]
Shah, J, H .(1990). “ Relationship among inteligence, self concept and academic achievement og pupils of standard x of semi- urban and rural areas of shihare taluk”, Expt, Edu.,18(4):104-110
Shahny Yeelagh, M;Shekarkan, H;Bonayi Mobarak, Z. (2005). “Investigate the relationship between the subject and the subject of motivation Education The first high school girl students in Ahwaz”. Journal of Psychology and Educational Sciences Fall; 12(3):47-76.
Shahsavani, S. (2000). “Investigating Causes of Weakening of Motivation to Education in High School Students of Isfahan”, research conducted by the Council of Research of the Office of Education of Isfahan Province. [Persian]
Shneiderman, B. (1999). Isfahan”, Iranian Journal of Education in Medical Sciences, Spring, 9(11); pp. 8-79.“Creating Creativity: User Interfaces for Supporting Innovation”; ACM TOCHI special issue (January–March 2000) HCI in the New Millennium; July 31.
Trautwein,U., Koller , O., Schmitz ,B., Baumert, J.(2002). “ Do homwork assignmnets enhance achievement? A multilevel analysis in 7 grade mathematics”. Contemporary Educational Psychology, 27, 26-50.
Yousofi, A.; Ghasemi, A.; Firooznia, S. (2009). “Relation between Educational Motivation and Educational Achievement of Medical Students of Medical University of
