پديد آورندگان :
پورآقا رودبرده، فاطمه دانشگاه سمنان - دانشكدهٔ روانشناسي و علوم تربيتي , طالع پسند، سياوش دانشگاه سمنان - دانشكدهٔ روانشناسي و علوم تربيتي , رحيميان بوگر، اسحاق دانشگاه سمنان - دانشكدهٔ روانشناسي و علوم تربيتي
چكيده فارسي :
زمينه و هدف: از ديدگاه آموزشي، انگيزهٔ ساختاري چند وجهي است كه با يادگيري و پيشرفت تحصيلي مرتبط است. اين پژوهش با هدف بررسي اثر مداخلات چندبُعدي انگيزشي طبق مدل نظري مارتين بر دو مؤلفهٔ اضطراب امتحان و احساس عدم كنترل دانش‌آموزان با ناتواني در پيشرفت تحصيلي انجام شد.
روش‌بررسي: روش اين پژوهش از نوع شبه‌آزمايشي و همراه با پيش‌آزمون- پس‌آزمون-پيگيري با دو گروه آزمايش و كنترل بوده و جامعهٔ آماري آن شامل تمامي دانش‌آموزان دختر سال نهم مدارس دولتي شهر رشت بود. از اين گروه تعداد 90 دانش‌آموز (45 گروه آزمايش و 45 گروه كنترل) كه داراي عملكرد تحصيلي ضعيف بودند به روش در دسترس انتخاب شدند. مداخلات انگيزشي در 15 جلسهٔ 60 دقيقه‌اي، هفته‌اي سه بار اجرا شد كه حدود دو ماه طول كشيد. در پايان جلسات پس‌آزمون گرفته شد و بعد از يك‌ماه داده‌هاي پيگيري جمع‌آوري گرديد. داده‌ها با مدل تحليل واريانس با اندازه‌گيري‌هاي مكرر چند‌متغيري تحليل شد.
يافته‌ها: يافته‌ها نشان داد كه مداخلات چندبُعدي انگيزشي منجر‌به كاهش معنادار اضطراب امتحان (0٫001>p) و احساس عدم كنترل (0٫05>p) در گروه آزمايش در مقايسه با گروه كنترل شده است. بررسي اثر پيگيري نشان داد كه نتايج مداخلات چندبُعدي بر مؤلفهٔ اضطراب امتحان بعد از يك ماه پايدار بوده (0٫001>p) اما در مؤلفهٔ احساس عدم كنترل در ارزيابي سوم (پيگيري) پايدار نبود.
نتيجه‌گيري: نتايج اين پژوهش حاكي از آن است كه مداخلات چندبُعدي انگيزشي مي‌تواند بر كاهش اضطراب امتحان و افزايش احساس كنترل بر رويدادهاي زندگي اثربخش باشد. از‌اين‌رو لازم است پژوهشگران، معلمان و ساير دست اندركاران جهت كمك به دانش‌آموزان از رويكردهاي چندبُعدي استفاده كنند.
چكيده لاتين :
Objective: From an educational point of view, motivation is a multidimensional construct associated with learning and academic achievement.
As such, it encompasses beliefs about one’s capability of, reasons for and emotional reaction to doing a desired activity. The aim of the present
study was examining the effect of Multidimensional Motivation Interventions based on Martin's model on test anxiety and locus of control
among students with learning disabilities.
Methods: This is an interrupted time series two-group pretest-posttest quasi-experimental research. To examine the short-term effects, data
were collected in one month intervals. The population of the study was all female ninth graders of the first shift schools in Rasht- Iran. The
sample (N=90) was assigned to the experimental group and control groups in equal numbers. The inclusion criteria were as follows: being a
ninth-grade student, willingness to cooperate and not having severe family problems, namely, divorce, disease, addiction or death of relatives.
The exclusion criteria were absenteeism more than 3 sessions, dissatisfaction with continuing to participate in training sessions, disease and other
uncontrollable conditions. Convenience sampling was used to recruit the participants, so all ninth-grade students of two selected schools were
asked to complete demographic information form and declare their consent to attend group counseling sessions. Among students who were
willing to participate the sessions, those with similar socio-economic status were selected. To control the emission effect and preventing its effect
on the results of the intervention, experimental and control groups were not chosen from the same school. The intervention was carried out by
the researcher for fifteen 60-minute sessions three times a week for nearly two months. A month later, a follow-up intervention was carried out.
Ten participants in the experimental group and two participants in the control group were excluded due to absenteeism. Finally, the data related
to 78 participants (35 participants in the experimental group and 43 participants in the control group) were analyzed.
Results: The findings showed Multidimensional Motivation Interventions resulted in significant increase in the students’ scores in the cognitive
components, namely, test anxiety and of locus of control only in the control group, which remained unchanged after a month except for the locus
of control.
Conclusions: For years, researchers and other authorities in educational psychology have been concerned about low motivation and academic
achievement among students with learning disability. They are now increasingly turning to multidimensional approaches. In accordance with
the theoretical and practical evidences and previous studies, data analysis showed that cognitive and behavioral dimensions are associated with
a number of motivational and academic variables. It can be concluded that training can boost students' motivation and academic performance.
To ensure long term effects, the family and school personnel must be involved in training. Therefore, considering the results, multidimensional
approaches are recommended.
