تأثیر آموزش هوش موفق بر انگیزه پیشرفت تحصیلی و خودکارآمدی معلم در دانشجو معلمان دانشگاه فرهنگیان

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 12، دوره 8، شماره 30، اسفند 1396، صفحه 159-176   

نوع مقاله: مقاله پژوهشی

نویسندگان

علی بابایی¹؛ غلامحسین مکتبی^{* 2}؛ ناصر بهروزی²؛ عسکر آتش افروز³

¹دانشجوی دکتری روان‌شناسی دانشگاه شهید چمران اهواز، اهواز، ایران.

²دانشیار گروه روان‌شناسی ، دانشگاه شهید چمران اهواز، اهواز، ایران.

³استادیار گروه روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

تاریخ دریافت: 06 دی 1396،  تاریخ بازنگری: 08 اسفند 1396،  تاریخ پذیرش: 19 فروردین 1397 

چکیده

هوش موفق ترکیبی از توانایی­های تحلیلی، خلاق و عملی است که به افراد برای سازگاری، انتخاب و تغییر محیط بمنظور رسیدن به اهداف خود در زندگی، با توجه به بافت فرهنگی–اجتماعی کمک می­کند. هدف از این پژوهش، تعیین اثربخشی آموزش هوش موفق بر انگیزه پیشرفت تحصیلی و خودکارآمدی معلم در دانشجو معلمان پسر دانشگاه فرهنگیان، مرکز آموزش عالی امام جعفر صادق (ع) بهبهان است. به همین منظور، با استفاده از روش نمونه­گیری تصادفی ساده تعداد 50 دانشجو انتخاب و به صورت تصادفی ساده به دو گروه 25 نفری به ­عنوان گروه آزمایشی و گروه گواه تقسیم شدند و گروه آزمایشی، مورد آموزش بسته آموزشی هوش موفق مدل استرنبرگ قرار گرفت. هر دو گروه در پیش­آزمون و پس­آزمون به وسیله پرسش‌نامه­های انگیزه پیشرفت تحصیلی و خودکارآمدی معلم مورد سنجش قرار گرفتند. در تحلیل داده­ها از روش تحلیل کوواریانس چند متغیری استفاده شد. یافته­ها نشان دادند، آموزش مؤلفه­های هوش موفق توانسته است انگیزه پیشرفت تحصیلی و خودکارآمدی معلم را در دانشجویان افزایش دهد. هم‌چنین، انگیزه درونی تحصیلی دانشجویان با آموزش مؤلفه­های هوش موفق، افزایش یافته است، ولی نتوانسته است انگیزه بیرونی را افزایش دهد. نتایج این پژوهش مدیران دانشگاهی را به این نکته رهنمون می­سازد که آموزش مؤلفه­های هوش موفق و تدریس بر اساس این رویکرد در دانشگاه، باعث افزایش انگیزه پیشرفت تحصیلی می­شود و بویژه در دانشگاه فرهنگیان با افزایش انگیزه درونی و خودکارآمدی تدریس، به بهبود صلاحیت حرفه­ای دانشجو معلمان می­انجامد.

کلیدواژه‌ها

هوش موفق؛ انگیزه پیشرفت تحصیلی؛ انگیزه درونی؛ خودکارآمدی معلم

عنوان مقاله [English]

The impact of successful intelligence on academic achievement motivation and teacher efficacy in student teachers of Farhangyan Univercity. 2

نویسندگان [English]

Ali Babaei¹؛ Gholamhossein Maktabi²؛ Naser Behrouzi²؛ Askar Atashafrouz³

¹Phd student, of Psychology. Shahid Chamran University of Ahvaz. Ahvaz.Iran.

²Associate Professor of Department of Psychology. Shahid Chamran University of Ahvaz. Ahvaz. Iran

³Assistant Professor of Department of Psychology. Shahid Chamran University of Ahvaz. Ahvaz. Iran

چکیده [English]

Successful intelligence is the combination of analytical, creative and practical capabilities. Thise help up to people to adapt, select and change the environment in order to achieve their goals in life, according to the socio-cultural context. The aim of this study was to determine the effectiveness of successful intelligence on academic motivation and teacher efficacy student son's Farhangyan Univercity, higher education center, Imam Ja'far Sadeqh in Behbahan. Therefore, using simple random sampling method, 50 students were selected and randomly divided into two groups of 25 patients were divided into experimental group and control group. Experimental Group In a classroom, were taught successful intelligence package. Both in Pretest and Postest were measured by academic motivation and teacher efficacy questionnaires. Multivariate analysis of covariance was used to analyze the data. Results showed, taught components of successful intelligence has been able to increase students' Intrinsic motivation academic achievement motivation and teacher efficacy. Successful intelligence components taught and teaching based on this approach in the Farhangyan universitie, has been able to increase students' Intrinsic motivation and teach self-efficacy and thise new trends has been able to increase professional competence of student teachers.

کلیدواژه‌ها [English]

Successful intelligence, Academic Motivation, Intrinsic Motivation, teacher efficacy

مراجع

- Babaei, A., Maktabi, G., Behrozi, N., & Atashafroz, A. (2016). The impact of successful intelligence on students' critical thinking and tolerance of ambiguity. Journal of Fundamentals Of Mental Health 18, Special to the 3rd International Conference on Psychology and Educational Sciences., 380-387.

- Bahrani, M. (2009). The Study validity and reliability of Harter academic motivation scale. Journal of Psychological studies, 5(1), 112-126.

- Bahrani, M. (1993). Study of the relationship between academic motivation and group study habits of high school students in Shiraz., dissertation M E Faculty of Education Sciences and Psychology, Shiraz University.

- Bandura, A. (1993). Perceived self-efficacy in cognitive development and function, Educational Psychologist 28(2), 117-148.

- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman andcompany.

- Chan, D. W. (2007). Burnout, Self-efficacy, and Successful Intelligence among Chinese Prospective and In-service School Teachers in Hong Kong, Educational Psychology, 27(1), 33 - 49.

- Chan, D. W. (2008). Teacher self‐efficacy and successful intelligence among Chinese secondary school teachers in Hong Kong. Educational Psychology: An International Journal of Experimental Educational Psychology, 28(7), 735-746.

- Chenari, S., & Yosefi, F. (2014). The dimensions of adolescent self-efficacy in different species of the family in the tissue process model and family content. Journal of Psychological Methods and Models, 5(18), 1-24.

- Deemer, S. A. (2004). Classroom goal orientation in high school classrooms: revealin links between teacher beliefs and classroom environments. Educational Research, 46 (1), 73-90.

- Hosainchari, M., Samavi, S., & Mohmadi, M. (2010). Study of psychometric indices of teacher self-efficacy questionnaire. Journal of Education and Learning studies, 2(59), 1118-1128.

- Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic  theory of intelligence: Three settings, three samples, three syllabi. Contemporary educational psychology, 27, 167-208.

- Kavosyan, G,. Kadivar, P., Shahrarai, M,. Shikhifini, A,. & Farzad, V. (2009). Standardization of Valerand's Motivation Scale. Journal of Educational Sciences, Shahid Chamran University of Ahvaz, 5(4), 103-130.

- Marat, D. (2005). Assessing self–efficacy of diverse students from secondary schools in Auckland: implications for academic achievement, journal of educational research ,15 (1), 37-68.

- Moreno, R. (2012). Educational psychology. 13 th, american: John Wiley and Sons, Inc.

- Qhorbani, R,. & Khormaei, F. (2016). Explaining Wisdom on the basis of Successful Intelligence and Coping Self Efficacy. Journal of Developmental Psychology, 13(49), 43-55.

- Rezaei, L., Ahadi, H., & Asanzade, H. (2015). Provide a causal model for motivating progress based on the dimensions of the learning model with Mediator of self-Efficacy. Journal of Psychological Methods and Models, 6(20), 24-34. 

- Rohi, G,. Bathaei, H., Shouribigdeli, A,. Badele, M,. & Rahmani, H. (2012).  The relationship between self-efficacy and academic motivation among a group of medical students. Journal of Medical Education Research and Development Center, 8(1), 45-51.

-Saif, A. (2015). New Educational Psychology. 7th Edit, Tehran: Doran press.

- Sarami, G., Farzad, V., &  Negahban Salami, M. (2013). The Role Of Successful Intelligence Teaching On Academic Self-Efficacy. Journal of Behavioral Sciences in Asia, 6(3), 48-59.

- Sharbafzade, A., & Abedi, A. (2014).  Impact of the Program of Training Successful Intelligence on the Intrinsic and Extrinsic Educational Motivation of the High School Female Students of Isfahan. International Journal of Basic Sciences & Applied Research, 3(10), 741-746. Available online at http://www.isicenter.org.

- Sharbaf Zadeh, A., Abedi, A., Yousefi, Z.,  & Aghababaei, S. (2014). The Effect of Successful Intelligence Training Program on Academic Motivation and Academic Engagement Female High School Students. International Journal of Psychological Studies, 6(3), 425-440.

- Shateryan Mohamdi, F., Alizade, F,. & Nikokar, A. (2014). The Efficiency of tolerance of ambiguity on meta-cognition believes and academic engagement among college students. Journal of Cognitive Strategies in Learning, 1(1), 31-47.

- Shokohiyekta, M., & Zamani, N. (2012). Educational applications of interpersonal problem solving program in reducing the problem behaviors of late students. Journal of Psychological Methods and Models, 2(8), 55-71.

- Stemler, S., Sternberg, R. J., Grigorenko, E. L., Jarvin, L., & Sharpes, D. K. (2009). Using the theory of successful intelligence as a framework for developing assessments in AP Physics. Contemporary Educational Psychology, 34, 195-209.

- Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence: To Increase Student Learning And Achievement, Crowin press, a sage publications company.

- Sternberg, R. J., Jarvin, L,. & Grigorenko, E. L. (2009). Teaching for Wisdom, Intelligence, Creativity and Success. Crowin press, a sage publications company.

- Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17, 783-805.

- Vallerend, R. j., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale:A measure of intrinsic, extrinsic and motivation in education. Journal of Educational and Psychological Measurement, 52, 1003-1017.

- Yenice, N. (2009). Search of science teachers’ efficacy and self-efficacy levels relating to science teaching for some variables. Procedia Social and Behavioral Sciences 1 , 1062–1067.

- Zainabadi, H,. & Rezaeivarmazyar, M. (2013). Investigating the Role of Teacher's Attitudes on Students' Academic Achievement: A new look at the scientific role of an exogenous latent variable and an endogenous latent variable. Journal of Occupational and Organizational Counseling, 5(15); 129-148.