الگوی ساختاری رابطه ساختار انگیزشی با رفتار خودشکن تحصیلی در دانش آموزان تیزهوش: نقش میانجی راهبردهای حل مسئله (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر باهدف بررسی نقش میانجی راهبردهای حل مسئله در رابطه بین ساختار انگیزشی و رفتار خودشکن تحصیلی در دانش آموزان تیزهوش انجام شد. روش پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش حاضر شامل دانش آموزان دوره دوم مقطع متوسطه مدارس تیزهوشان شهر تهران در سال 1400-1399 بود که با روش نمونه گیری خوشه ای یک مرحله ای 674 نفر برای شرکت در مطالعه انتخاب شدند. ابزار گردآوری داده ها شامل پرسشنامه رفتارهای خودشکن، پرسشنامه ساختار انگیزشی و پرسشنامه حل مسئله بود. تحلیل داده ها با روش همبستگی پیرسون و مدل سازی معادلات ساختاری و در سطح معناداری 05/0 انجام شد. نتایج پژوهش نشان داد که رفتارهای خودشکن با ساختار انگیزشی انطباقی و سبک حل مسئله اعتماد به حل مسائل دارای رابطه منفی و با سبک گرایش/اجتناب و کنترل شخصی حل مسئله دارای رابطه مثبت معنادار در سطح 01/0 هستند. همچنین راهبردهای حل مسئله در رابطه بین ساختار انگیزشی و رفتار خودشکن تحصیلی دارای نقش میانجی بود (01/0> p ). بر این اساس، رفتارهای خودشکن در دانش آموزان از طریق ساختار انگیزشی و راهبردهای حل مسئله قابل پیش بینی است و راهبردهای حل مسئله دراین بین دارای نقش میانجی است. نتایج مطالعه حاضر را می توان در اختیار فعالان حوزه تعلیم و تربیت قرارداد تا در برنامه ریزی و طراحی مداخلات آموزشی درزمینهکاهش رفتارهای خودشکن تحصیلی در دانش آموزان تیزهوش مورداستفاده قرار دهند.Structural Model of the Relationship between Motivational Structure and Academic Self-Defeating Behavior in Gifted Students: the Mediating Role of Problem Solving Skills
The aim of this study was to investigate the mediating role of problem-solving skills in the relationship between motivational structure and academic self-defeating behavior in gifted students. The method used for this study was descriptive and correlational. The statistical population of the study included second-year high school students from gifted schools in Tehran during 1399-1400. Participants were selected through a one-stage cluster sampling method. Data collection tools included an academic self-defeating behaviors questionnaire, Personal Concerns Inventory, and a problem-solving skills questionnaire. Data analysis was performed using the Pearson correlation method and structural equation modeling at a significance level of 0.05. The results showed that self-defeating behaviors had a negative relationship with adaptive motivational structure and problem-solving style of trust in problem-solving skills. Additionally, there was a significant positive relationship between self-defeating behaviors and problem-solving/avoidance and personal control style at the level of 0.01. Furthermore, problem-solving skills had a mediating role in the relationship between motivational structure and academic self-defeating behavior (p<0.01). Therefore, self-defeating behaviors in students can be predicted through their motivational structure and problem-solving skills, with problem-solving skills playing a mediating role. The results of this study can be used by educators to plan and design educational interventions aimed at reducing academic self-defeating behaviors in gifted students.
Extended
Introduction
Teenagers who are in a class of gifted people are those who are at a higher level of intellectual ability and mental capacity than other people of the same age. Talented individuals are those who exhibit high performance in areas of intelligence, leadership capacity, creativity, and academia (Ezdemir et al., 2021). Self-defeating behavior refers to a situation in which a person may be trying to achieve a goal but chooses approaches that tend to lead to negative outcomes and prevent them from reaching their goal or make it more difficult (Baumeister and Sker, 1988).
In general, the findings of studies suggest that academic self-defeating behaviors are influenced by individual motivations and resulting emotions, and these motivations can predict such behaviors to a significant extent (Ranjabr et al., 2017).
According to Cox and Klinger (2002), goals and modes of achievement may be contingent upon an individual's motivation structure, which can be either adaptive or inappropriate.
Problem-solving can be another contributing factor in self-harm behaviors. This cognitive process involves the search for appropriate solutions to problems, as outlined by Van Gogh et al. (2020). Since motivation affects the way individuals approach goal-oriented activities, fostering and improving problem-solving skills may help to reduce the likelihood of academic self-defeating behaviors.
Literature Review
It has been discovered that few studies have been conducted on self-defeating behaviors in the educational context, as well as the factors affecting these behaviors, and this absence is considered a significant gap in the education system. Therefore, it is crucial to conduct more research in this area to identify and resolve these factors. Based on this, upon reviewing the literature and background, it is anticipated that motivational structure and problem-solving strategies are two key variables that can impact self-defeating behaviors, and subsequently, reduce academic difficulties caused by such behaviors. The motivational structure is highly relevant to goal-oriented activities, hence, by improving and promoting problem-solving skills among learners, it is anticipated that these behaviors can be prevented or reduced. Accordingly, the present study seeks to examine whether problem-solving strategies can act as mediators in the relationship between motivational structures and academic self-defeating behaviors among gifted students.
A study by Qanadi Khojeste and Guderzi (2012) determined that the teaching of problem-solving skills positively impacts students' motivation to progress. Another study by Radmanesh et al. (2016) investigated the impact of mastery and avoidance performance goal orientation on academic procrastination. It was found that mastery goal orientation had a positive effect on positive academic motivation, whereas avoidance performance goal orientation had a negative impact on negative academic motivation. Additionally, avoidance performance goal orientation positively impacted academic procrastination.
According to studies conducted by Lubin-Glab et al. (2019) and Qanadi Khojeste and Guderzi (2018), academic motivation is inversely related to academic procrastination. It was also discovered that teaching problem-solving skills has a positive impact on students' motivation to progress.
Methodology
A descriptive correlation research approach is adopted in this study, and the statistical population consists of male and female secondary school students in their second year of studies residing in Tehran. The sampling was performed through a single stage. The total number of talented students in Tehran during 1399-1400 was 5700, and these were used as the sample for this study.
A smple size of, 9 people were considered to estimate the sample size for each parameter, and the total sample size was estimated to be 657 people, which was overestimated to 700 people.
After accounting for incomplete questionnaires, data analysis was conducted on a total of 674 surveys. To analyze the data, descriptive statistical metrics such as mean, standard deviation, and Pearson correlation were employed in the form of SPSS and Amos software version 24 during the inferential statistics phase. A significance level of 0.05 was used as the threshold for materiality.
Results
Based on the results of the study, a significant negative correlation was found between self-defeating behaviors, adaptive motivational structure, and problem-solving styles. Additionally, a significant positive relationship was found between academic self-defeating behaviors, tendency/avoidance style, and personal control of problem-solving at a significance level of 0.01.
The indirect effect of the adaptive motivational structure of academic self-defeating behaviors (0.15) and the indirect effect of non-adaptive motivational structure on academic self-defeating behaviors (0.11) was significant at the 0.001 level. Evaluation of indirect effects using the bootstrap method showed that the indirect effects of motivational structures on academic self-defeating behaviors -considering that the upper and lower limits do not include zero- are mediated problem-solving strategies; Therefore, the indirect relationship of motivational structures on academic self-defeating behaviors through problem-solving strategies are significant.
Conclusion
This study aimed to investigate the mediating role of problem-solving strategies between motivational structures and academic self-defeating behaviors. According to the results of the present study, a significant negative correlation was detected between academic self-defeating behaviors and problem-solving style and confidence in solving problems. Also this study found a significant positive correlation between academic self-defeating behaviors and tendency/avoidance style and personal control of problem-solvin.
Therefore, the study results suggest that students' motivational structures can affect academic self-defeating behaviors via their influence on problem-solving strategies.
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