نقش مؤلفه‏های انتظار- ارزش بر پیشرفت شیمی دانش‏آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی‏ارشد روان‏شناسی تربیتی، دانشکده روان‏شناسی و علوم‏تربیتی، دانشگاه سمنان

2 دکتری روان‏شناسی تربیتی، دانشکده روان‏شناسی و علوم‏تربیتی، دانشگاه سمنان

3 دکتری روان‏شناسی بالینی، دانشکده روان‏شناسی و علوم‏تربیتی، دانشگاه سمنان

چکیده

هدف: این مطالعه با هدف بررسی رابطه ارزش تکلیف، باورهای توانایی- انتظار، درک دشواری تکلیف، منبع کنترل و پیشرفت قبلی با پیشرفت بعدی شیمی و آزمون مدل اکلز و ویگفیلد انجام شد. روش: به همین منظور 200 دانش‏آموز دختر پایه سوم (119 نفر رشته تجربی و 81 نفر رشته ریاضی) به صورت نمونه‏گیری تصادفی چند مرحله‏ای از میان دبیرستان‏های دولتی شهر تهران انتخاب شدند. همه آنها پرسشنامه انتظار‏– ارزش سمنان (SVEQ) و منبع کنترل راتر(I-E) را تکمیل کردند. داده ها با رگرسیون سلسله مراتبی تحلیل شدند. یافته‏ها: یافته‏ها نشان داد در مدل نخست، ارزش تکلیف به تنهایی می‏توانست پیشرفت بعدی شیمی را پیش‏بینی کند، اما در مدل دوم ارزش تکلیف در کنار باورهای توانایی- انتظار نقشی در پیش‏بینی پیشرفت شیمی نداشت. در مدل سوم درک دشواری تکلیف به دو پیش‏بینی کننده قبلی افزوده شد که قادر بود به طور معکوس پیشرفت بعدی را پیش‏بینی نماید. در مدل چهارم منبع کنترل به مدل سوم افزوده شد که نقش معناداری را در پیش‏بینی پیشرفت شیمی نشان داد. در مدل‏های دوم تا چهارم ارزش تکلیف توان پیش‏بینی پیشرفت بعدی را نداشت. در مدل پنجم با افزودن پیشرفت قبلی به سایر پیش‏بینی کننده‏های مدل، توان پیش‏بین به طرز قابل ملاحظه‏ای افزایش یافت.  نتیجه‏گیری:یافته‏های این مطالعه در چارچوب نظریه انتظار‏– ارزش به خوبی تبیین می‎شود و از طرفی یا یافته‎های پژوهش‏های قبلی همخوان است. تلویحات نظری یافته‏ها مورد بحث قرار گرفت.

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