با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی اجتماعی ایران

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه علوم تربیتی دانشگاه پیام نور

چکیده

مقدمه: هدف از پژوهش حاضر ارائه الگوی روابط علی جهت‌گیری هدف تحصیلی و درگیری شناختی بر اساس نقش واسطه‌گری هیجان‌های تحصیلی و خودکارآمدی تحصیلی به روش تحلیل مسیر است. روش: نمونه آماری این پژوهش شامل 523 نفر از دانشجویان دانشگاه پیام نور شیراز که به روش نمونه‌گیری خوشه‌ای انتخاب‌شده و به پرسشنامه‌هایی متشکل از درگیری شناختی وانگ و اسکالیس (2013)، خودکارآمدی تحصیلی میجلی و همکاران (2000)، جهت‌گیری هدف تحصیلی میدلتن و میگلی (1997) و هیجان‌های تحصیلی پکران (2005) پاسخ دادند. یافته‌ها: به‌طورکلی نتایج از اثرات غیرمستقیم مؤلفه‌های جهت‌گیری هدف تحصیلی بر درگیری شناختی دانشجویان اشاره دارد. نتیجه‌گیری: با توجه به نتایج به دست آمده جهت‌گیری هدف تحصیلی و مؤلفه‌های آن از طریق واسطه‌گری ابعاد هیجان‌های تحصیلی بر درگیری شناختی تأثیرگذار بوده به‌طوری که اهداف تبحری از طریق هیجان‌های مثبت و درگیری تحصیلی اثر غیرمستقیم و مثبت و اهداف اجتنابی و عملکردی از طریق هیجان‌های منفی بر درگیری شناختی اثر غیرمستقیم و منفی است. کلیه متغیرهای مطرح در این پژوهش سی و یک درصد از تغییرات موجود در متغیر درگیری شناختی را تبیین می‌کنند.

کلیدواژه‌ها

عنوان مقاله [English]

A Causal Relationship Model of Goal Orientations and Cognitive Engagement: The Mediating Role of Academic Emotions and Academic Self-Efficacy

نویسنده [English]

  • Mohammad hassan saefe

Assistant professor in Educational Science, Payame Noor University

چکیده [English]

Introduction: This study aimed at presenting a casual relationship model of goal orientations and cognitive engagement based on the mediating role of academic emotions and academic Self-Efficacy through path analysis. Method: To do so, a total number  of 523 students from shiraz Payame Noor University were selected through cluster sampling, and were asked to answer the questionnaires of Cognitive Engagement (Wang& Eccles, 2013), Academic Self-Efficacy (Midgley &et al, 2000), Goal Orientations (Middleton & Midgley, 1997), and Academic Emotions (Pekrun, 2005) subscales. Results: Overall, the results indicated the indirect effects of goal orientations components on cognitive engagement. Conclusions: According to the results, goal orientations and their components influence cognitive engagement through academic emotions dimensions. This is in a way that the mastery goals, through positive emotions, have indirect and positive effect on cognitive engagement and the avoidance and functional goals have indirect and negative effect on cognitive engagement through the mediation of negative emotions and academic Self-Efficacy. The total variables in this study explain thirty one Percent of changes in the Cognitive Engagement.

کلیدواژه‌ها [English]

  • Goal orientations
  • Cognitive engagement
  • Academic emotions
  • Academic self-efficacy
ـ تقی زاده، ه.؛ عبد خدایی، م.س.؛ کارشکی،؛ ح (1393). «نقش سبک‌های شناختی، اهداف پیشرفت و خودکارآمدی ریاضی در پیشرفت ریاضی دانش­آموزان دبیرستان‌های دولتی شهر مشهد». فصلنامه علمی - پژوهشی، پژوهش در یادگیری آموزشگاهی و مجازی، سال دوم، شماره ششم.
ـ ربانی. ز. و یوسفی، ف (1391). «بررسی نقش واسطه‌گری جهت‌گیری هدف در رابطه خودکارآمدی و ارزش تکلیف». مجله مطالعات آموزش و یادگیری، دوره چهارم، شماره دوم، پاییز و زمستان 1391، پیاپی 2/63.
ـ رستگار، ا (1385)، «رابطه باورهای هوشی و پیشرفت تحصیلی: نقش واسطه‌ای اهداف پیشرفت و درگیری تحصیلی». پایان‌نامه کارشناسی ارشد، دانشگاه تهران.
ـ زارع، ح. و رستگار، ا (1393). «مدل علی پیش‌بینی پیشرفت تحصیلی دانشجویان آموزش مجازی: نقش باورهای هوشی، اهداف پیشرفت و هیجان‌های تحصیلی». دو فصلنامه شناخت اجتماعی، شماره 2، پیاپی 6: 32-19.
ـ نیکدل، ف (1389). «بررسی رابطه ادراک از محیط کلاس و باورهای انگیزشی (جهت‌گیری هدف و خودپنداری تحصیلی) با هیجان‌های تحصیلی و یادگیری خودگردان نقش واسطه‌ای هیجان‌های تحصیلی». پایان‌نامه دکتری روان­شناسی تربیتی، دانشگاه تربیت‌معلم تهران.
- Breso, B.; Schaufeli, W.B. & Salanova, S. (2010). “Can a self-efficacy-based intervention decrease burnout increase engagement, and enhance performance? A quasi-experimental study”. High Educ. (2011) 61:339-355.
- Butler, R. (2007). “Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation”. Journal of Educational Psychology, 99, 241-252.
 - Dogan, U. (2015). “Student Engagement, Academic Self-efficacy, and Academic achievement goals, and adjustment in middle school”. Learning and Instruction, 23, 69-77.
- Dweck, C.S. & Leggett, E.L. (1988). “A social- cognitive approach to motivation personality”. Psychological Review, 95, 256-273.
- Eccles, J.S. (2009). “Who am I and what am I going to do with my life? Personal and ability, family conflict, and developmental problems”. Developmental Psychology, 49, 690-705.
- Elliot, A.J. & Church, M.A. (1997). “A hierarchical model of approach and avoidance achievement motivation”. Journal of Personnality and Social Psychology, 72, 218-232.
- Elliot, A.J. & McGregor, H.A. (2001). “A 2 × 2 achievement goal framework”. Journal of Personality and Social Psychology, 80, 501-519.
- Elliot, A.J.; Murayama, K. & Pekrun, R. (2011). “A 3 × 2 achievement goal model”. Journal of Educational Psychology, 103, 632-648
- Ersanl, C.Y. (2015). “The relationship between students’ academic self-efficacy and language learning motivation: A study of 8th graders”. Procedia-Social and Behavioral Sciences 199, 472-478.
- Fredricks, J.; Blumenfeld, P. & Paris, A. (2004). “School engagement: Potential of the concept, state of the evidence”. Review of Educational Research, 74(1), 59-109.
- Greene, B.A. & Miller, R.B. (1996). “Influences on achievement: Goals, perceived ability, and cognitive engagement”. Contemporary Educational Psychology, 21, 181-192.
- Gutman, L.M. (2006). “How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition”. Contemporary Educational Psychology, 31, 44-63.
- Hsieh, P.; Sullivan, J.R.; Guerra, N.S. (2007). “A Closer Look at College Students: Self-Efficacy and Goal Orientation”. Journal of Advanced Academics, Vol. 18, 3, pp. 454-476.
- Huang. Y.C & Lin S.H. (2011). “The development of academic burnout scale for college students”. Journal of Education & Psychology, 34(4): 73-95.
- Katz, I. & Assor, A. (2006). “When choice motivates and when it does not”. Educational Psychology Review, 19, 429-442.
- Kumar, S. & Jagacinski, C.M. (2006). “Imposters have goals too: The imposter phenomenon and its relationship to achievement goal theory”. Personality and Individual Differences, 40, 147-157.
- Linnenbrink, E.A. (2005). “The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning”. Journal of Educational Psychology, 97, 197-213.
 - Linnenbrink, E.A. & Pintrich, P.A. (2003). Achievement goals and intentional conceptual change.In G. M. Sinatra & P. R. Pintrich (Eds), Intentional conceptual change (pp. 347-374). Mahwah, N.J.: Lawrence.
- Midgley, C. & Urdan, T. (2001). “Academic self-handicapping and achievement goals: A further examination”. Contemporary Educational Psychology, 26, 61-75.
- Midgley, C.; Kaplan, A. & Middleton, M. (2001). “Performance -approach goals: Good for what, for whom, and under what circumstances?” Journal of Educational Psychology, 93, 77-87.
 - Midgley. C.; Maehr, M.L.; Hruda, L.Z.; Anderman, E.; Anderman, L.; Freeman, K.E. & et al. (2000). Manual for patterns of adaptive learning scales. Ann Arbor: University of Michigan Press.
- Ming-Te Wang, A. & Jacquelynne S.E. (2013). “School context, achievement motivation, and academic engagement:A longitudinal study of school engagement using a multidimensional perspective”. Learning and Instruction. 28, 12-23.
- Mouratidis, A.; Vansteenkiste, M.; Lens, W. & Vanden Auweele, Y. (2009). “Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom”. Psychology of Sport and Exercise, 10, 336–343.
- Murdock, T.B. & Miller, A.D. (2003). “Teachers as sources of middle school students’motivational identity: variable-centered and person-centered analytic approaches.Elementary”. School Journal, 103, 383-399
- Ormrod, J.E. (2006). Educational psychology: Developing learners (5th ed). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
- Patrick, H.; Ryan, A. & Kaplan, A. (2007). “Early adolescents' perceptions of classroom environment, motivation, and beliefs”. Journal of Educational Psychology, 99, 83-98.
- Pekrun, R. (2006). “The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice”. Educational Psychology Review, 18, 315-341.
 - Pekrun, R. (2009). Emotions at school. In K. R. Wentzel & A. Wigfield(Eds.), Handbook of motivation at school (pp. 575-604). New York: Routledge.
- Pekrun, R.; Elliot, A.J. & Maier, M.A. (2009). “Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance”. Journal of Educational Psychology, 101 (1), 115-135.
- Pekrun, R.; Elliot, A.J.; Maier, M.A. (2006). “Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test”. Journal of Educational Psychology, 98 (3), 583-597.
- Pekrun, R.; Goetz, T. & Frenzel, A.C. (2005). Academic Emotions Questionnaire-Mathematics (AEQ-M) user’s manual. University of Munich: Department of Psychology.
- Pekrun, R.; Goetz, T.; Titz, W. & Perry, R.P. (2002). “Academic emotions in students’self-regulated learning and achievement: A program of quantitative and qualitative research”. Educational Psychologist, 37, 91-106.
 - Pietarinen, J. & et al (2014). “Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school”. International Journal of Educational Research. Volume 67, Pages 40-51.
- Rastegar, A.; Ghorban-jahromi, R.; Salim, H.A. & Akbari, A.R. (2010). “The relation of epistemological beliefs and mathematics achievement: the mediating role of achievement goals, mathematics self- efficacy, and cognitive engagement”. Procedia Social and Behavioral Sciences, 5, 791-797.
- Retelsdorf, J.; Butler, R.; Streblow, L. & Schiefele, U. (2010). “Teachers’ goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout”. Learning and Instruction, 20, 30-46.
- Schunk, D.H., & Zimmerman, B.J. (2006). Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander & P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed., pp. 349-367). Mahwah, NJ: LEA.
- Senko, C.; Hulleman, C.S. & Harackiewicz, J.M. (2011). “Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions”. EDUCATIONAL PSYCHOLOGIST, 46(1), 26-47. - Shih, S.h. (2012). “An Examination of Academic Burnout Versus Work Engagement Among Taiwanese Adolescents”. The Journal of Educational Research, 105:286-298.
- Shim, S.S.; Cho, Y. & Wang, C. (2013). “Classroom goal structures, social collective identities as motivators of action”. Educational Psychologist, 44, 78-89.
- Sideridis, G.D. (2005). “Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework”. Journal of Educational Psychology, 97, 366-375.
- Sins, P.H.M.; Van Joolingen, W.R.; Savelsbergh, E.R. & Hout-Wolters, B.V. (2008). “Motivation and performance within a collaborative computer-based modeling task:Relation between students achievement goal orientation, self-efficacy, cognitive processing, and achievement”. Contemporary Educational Psychology, 33, 58-77.
- Tanaka, A.; Takehara, T. & Yamauchi, H. (2006). “Achievement goals in a presentation task: Performance expectancy, achievement goals, state anxiety, and task performance”. Learning and Individual Differences, 16, 93-99.
- Tuckman, B.W. (2007). “The effect of motivational scaffolding on procrastinators' distance learning outcomes”. Computers & Education, 49(2), 414-422.
- Ugwu, F.O.; Onyishi, I.E. & Tyoyima, W. (2013). “Exploring the Relationships Between Academic Burnout, Self-Efficacy and Academic Engagement among Nigerian Collage Student”. The African Symposium, 37 Vol. 13, No. 2, 37-45.
- Wang, M.T.; Brinkworth, M.E. & Eccles, J.S. (2013). “The moderation effect of Motivation as Predictors of Academic Performance”. Anthropologist, 20(3): 553-561
 - Wigfield, A.; Eccles, J.S.; Davis-Kean, P.; Roeser, R. & Scheifele, U. (2006). Motivation to succeed. In N. Eisenberg(Series Ed.) & W. Damon (Vol. Ed.) (6th ed.)
- Wolters, C. (2005). “Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement”. Journal of Educational Psychology, 96, 236-250.
- Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education (pp. 165–184). San Diego, CA: Academic Press.
- Zusho, A.; Pintrich, P.R. & Cortina, K.S. (2005). “Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students”. Learning and Individual Differences, 15, 141-158.