اثربخشی مداخله مثبت نگر بر باورهای انگیزشی دانش آموزان دارای افت تحصیلی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
یکی از مهم ترین مسائل و مشکلات نظام های آموزشی، افت تحصیلی است که آثار ناگواری از لحاظ مالی و نگرشی بر نظام آموزشی، خانواده و دانش آموزان به جای می گذارد؛ بنابراین، پژوهش حاضر با هدف تعیین اثربخشی مداخله مثبت نگر بر باورهای انگیزشی دانش آموزان پسر مقطع متوسطه دارای افت عملکرد تحصیلی انجام شد. طرح پژوهش نیمه تجربی از نوع پیش آزمون - پس آزمون و پیگیری با گروه کنترل بود. نمونه شامل 30 نفر از دانش آموزان پسر دارای افت تحصیلی مدارس شهر دزفول در سال تحصیلی 1399-1398 بودند که با روش نمونه گیری دردسترس انتخاب شدند و به صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. گروه آزمایش مداخله آموزشی را طی دو ماه و نیم در 8 جلسه 90 دقیقه ای دریافت کردند. پرسشنامه استفاده شده، راهبردهای خودانگیخته یادگیری بود. برای تجزیه وتحلیل داده ها از تحلیل کواریانس چندمتغیری استفاده شد. یافته ها نشان دادند بین گروههای آزمایش و کنترل ازنظر باورهای انگیزشی تفاوت معناداری وجود دارد. به عبارت دیگر، مداخله مثبت نگر باعث افزایش خودکارآمدی و ارزش گذاری درونی و کاهش اضطراب امتحان در مراحل پس آزمون و پیگیری شد. منطبق با یافته های پژوهش حاضر، مداخله مثبت نگر به عنوان یک روش کارا برای افزایش خودکارآمدی، ارزش گذاری درونی و کاهش اضطراب امتحان که همگی از زیرمؤلفه های باورهای انگیزشی هستند، در دانش آموزان دارای افت تحصیلی پیشنهاد می شود.The Effectiveness of Positive Intervention on Motivational Beliefs of Students with Academic Failure
One of the problems and obstacles of educational systems is academic failures that impose unpleasant financial and attitude burdens on the educational system, family, and students. Thus, this study aimed to examine the effectiveness of positive psychotherapy on motivational beliefs in secondary school boy students with academic failure. The present study was a quasi-experimental pre-test-post-test and follow-up with a control group. The sample consisted of 30 male students with academic failure in Dezful schools in the academic year of 2018-2019. The participants were selected by the available sampling method and were randomly assigned to experimental and control groups. The experimental group received eight ninety-minute sessions over two months. The applied questionnaire in the study was Motivated Strategies for Learning Questionnaire. Data were analyzed through multivariate analysis of covariance. The results showed that positive intervention affects motivational beliefs in students with academic failure. Therefore, according to the present study's findings, positive intervention can efficiently increase self-efficacy and intrinsic value and reduce test anxiety, which are the subcomponents of motivational beliefs in students with academic failure. Introduction * Motivational beliefs are one of the main components affecting successful learning, and if educators pay attention to this component, learning environments will be more attractive and livelier for learners. According to Pintrich and De Groot (1990), motivational beliefs refer to individual beliefs that guide and direct students' academic activities. Several methods are used to increase and evolve self-efficacy and evaluate and reduce test anxiety, including positive psychology. Positive interventions are a potential new approach to enhancing positive psychological structures in psychology. Positive psychological structures (such as optimism and emotional impact) appear to be associated with different health outcomes (Amonoo et al., 2019). Given the results of various studies and the fact that the experience of failure will play an influential role in students' motivational beliefs, a positive intervention can be more steps toward creating positive educational experiences. In this way, it can positively affect students' motivational beliefs. However, no research has been done on the effectiveness of positive intervention in academic failure yet. Therefore, this study sought to see whether positive interventions could affect students' motivational beliefs about academic failure. Method The present study is quasi-experimental (pre-test design, post-test, follow-up with control group). The statistical population in the present study included all male students with a decline in secondary school performance in Dezful in 2018-2019. The research sample consisted of 30 students with a survey of teachers and a review of students' scores, which was done by available sampling and randomly assigned 15 people in the control group and 15 people in the experimental group. The assessment tool included the Spontaneous Learning Strategies Questionnaire developed by Pintrich and DeGroot (1990). It has 22 items on a 5-point Likert scale from strongly agree (5) to strongly disagree (1). Based on the factor analysis results, this questionnaire's motivational dimension includes three components: self-efficacy, internal valuation, and test anxiety. In the present study, the Cronbach's alphas for self-efficacy, internal evaluation, and test anxiety were 0.74, 0.78, and 0.77, respectively. Data were analyzed through multivariate analysis of covariance. Result Levene's homogeneity of variances test, the pre-test factor of the research variables with the post-test phase of homogeneity of the slopes of the regression line confirmed the assumptions of multivariate covariance analysis. For the significance of the effect of the group on the research variables, the results of Pillay's test ( F= 765, p= 0001≥0.05 ), Wilks's Lambda ( F= 124 , p= 0001≥0.05 ), and Hotelling's test ( F= 5/11 , p= 0001≥0.05 ), showed that there was a significant difference between the two experimental and control groups, at least in one of the variables. The results showed a significant difference between the experimental and control groups regarding self-efficacy, internal evaluation, and test anxiety in the post-test and follow-up stages. In other words, positive intervention increased self-efficacy and internal evaluation in the experimental group ( p <0.001). Also, the positive intervention caused a significant decrease in test anxiety in the experimental group ( p <0.001). Conclusion In explaining the results of this study, it can be said that positive intervention increases the likelihood of positive personal perceptions. In addition, it enables people to accept more responsibility for themselves and their health by paying attention to strengths and positive experiences, identifying emotions, and self-talk. It also helps reduce anxiety and increase self-efficacy through the quality of life. Positive intervention postulates that emphasizing internal resistance, coping mechanisms, and positive thinking can help people adapt to complex, difficult, and stressful living conditions and loss and pain (Cesko & Cakici, 2020). Moreover, instead of emphasizing suffering, it teaches how to be happy and achieve hope. One of the limitations of the present study is the cross-sectional research design. Thus, it is suggested that this research be conducted with different samples and other educational variables in different cities. Ethical Consideration Compliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants’ identifications were compiled based on ethical committee of Islamic Azad University, Dezful Branch Authors’ Contributions: All authors contributed to the study. The first author written the first draft of the manuscript. The second author edited the manuscript. The third author advised result sections. Conflict of Interest: The authors declare no conflict of interest . Funding: This study was conducted with no financial support. Acknowledgment: The authors would like to thank all participants in the study. * . Corresponding author
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