ارتباط خودكارآمدي و انگيزه پيشرفت با پيشرفت تحصيلي دانش آموزان مبتلا به ناتواني يادگيري

Relationship between Self-efficacy, Achievement Motivation and Academic Achievement in Students with Learning Disabilities

سابقه و هدف: خودكارآمدي و انگيزه پيشرفت از مهم‌ترين عوامل پيش‌بيني‌كننده پيشرفت تحصيلي است. هدف از اين پژوهش، بررسي ارتباط باورهاي خودكارآمدي و انگيزه پيشرفت با پيشرفت تحصيلي در دانش‌آموزان با ناتواني يادگيري مي‌باشد. مواد و روش‌ها: 32 دانش‌آموز با ناتواني يادگيري به پرسشنامه‌هاي خودكارآمدي Sherer و انگيزه پيشرفت Hermans پاسخ دادند. نمره توصيفي ترم اول دانش‌آموزان به عنوان مقياس پيشرفت تحصيلي در نظر گرفته شد. داده‌ها با استفاده از آزمون‌هاي همبستگي و رگرسيون مورد تجزيه و تحليل قرار گرفت. يافته‌ها: 70/4 درصد از آزمودني‌ها پسر بودند. دانش‌آموزان در پايه تحصيلي دوم تا پنجم ابتدايي بوده‌اند و ميانگين سني دانش‌آموزان 889/ ±9 سال بود. خودكارآمدي و انگيزه پيشرفت ارتباط معني‌داري با پيشرفت تحصيلي دانش‌آموزان داشت (p<0/05,p<0/001). انگيزه پيشرفت موثرين مولفه در پيشرفت تحصيلي آنان بود (p<0/001). استنتاج: براساس يافته‌ها خودكارآمدي و انگيزه پيشرفت از عوامل موثر در پيشرفت تحصيلي دانش‌آموزان با ناتواني يادگيري مي‌باشد.

Background and purpose: Self-efficacy and achievement motivation are amongst the most important predictors of academic achievement. The aim of this study was to investigate the relationship between self-efficacy and achievement motivation and academic achievement in students with learning disabilities. Materials and methods: The research population included 32 students with learning disabilities and the Self-efficacy Scale (Sherer et al) and Herman’s Questionnaire Measure of Achievement Motivation were completed by the participants. The descriptive results of the first semester were considered as a criterion for academic achievement. Data was analyzed using correlation and regression analysis. Results: The participants were 79.4% male and the mean age of students was 9 + 0.899. Most of them were grade two to five. Self-efficacy and achievement motivation were significantly correlated with academic achievement (P<0.05 and P<0.001, respectively). Achievement motivation was the most effective component in academic achievement (P<0.001) Conclusion: According to these results, self-efficacy and achievement motivation were the main factors affecting the academic achievement of students with learning disabilities.