ﺗﺄﺛﯿﺮ اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ و ﺟﺪﯾﺖ ﺗﺤﺼﯿﻠﯽ در ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺧﺘﺮ دوره اﺑﺘﺪاﯾﯽ ﻣﻨﻄﻘﻪ 7 ﺷﻬﺮ ﮐﺮج

The effect of academic motivation and academic seriousness on the academic achievement of female primary school students in District 7 of Karaj

ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﻌﯿﯿﻦ ﻧﻘﺶ اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ و ﺟﺪﯾﺖ ﺗﺤﺼﯿﻠﯽ در ﭘﯿﺶﺑﯿﻨﯽ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان دﺧﺘﺮ دوره اﺑﺘﺪاﯾﯽ ﻣﻨﻄﻘﻪ ﻫﻔﺖ ﺷﻬﺮ ﮐﺮج اﻧﺠﺎم ﺷﺪ. اﯾﻦ ﻣﻄﺎﻟﻌﻪ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان دﺧﺘﺮ دوره اﺑﺘﺪاﯾﯽ ﻣﻨﻄﻘﻪ ﻫﻔﺖ ﺷﻬﺮ ﮐﺮج در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-1398 ﺑﻪ ﺗﻌﺪاد 8500 ﻧﻔﺮ ﺑﻮد. ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن ﺗﻌﺪاد 367 ﻧﻔﺮ ﺑﻪﻋﻨﻮان ﺣﺠﻢ ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﻧﻤﻮﻧﻪﮔﯿﺮي ﺑﻪ ﺷﯿﻮه ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺠﺎم ﺷﺪ. اﺑﺰار ﺟﻤﻊآوري اﻃﻼﻋﺎت ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺟﺪﯾﺖ ﺗﺤﺼﯿﻠﯽ و اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ و ﭼﮏﻟﯿﺴﺖ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﺑﻮد. ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از روش ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن ﮔﺎمﺑﻪﮔﺎم ﻧﺸﺎن داد اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ و ﺟﺪﯾﺖ ﺗﺤﺼﯿﻠﯽ ﺑﺮ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﺗﺄﺛﯿﺮ دارد )0/05< P(. ﻫﻤﭽﻨﯿﻦ ﻣﺘﻐﯿﺮﻫﺎي اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ رﻓﺘﺎري، ﻋﺎﻃﻔﯽ و ﺷﻨﺎﺧﺘﯽ ﺑﺮ ﻣﺘﻐﯿﺮ واﺑﺴﺘﻪ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﺗﺄﺛﯿﺮ دارﻧﺪ )0/05< P(. اراﺋﻪ راﻫﮑﺎرﻫﺎي ﻣﺆﺛﺮ در راﺳﺘﺎي اﻓﺰاﯾﺶ اﺷﺘﯿﺎق و ﺟﺪﯾﺖ ﺗﺤﺼﯿﻠﯽ ﺑﻪ ﻣﺸﺎوران ﺗﺮﺑﯿﺘﯽ توصيه مي شود

The aim of this study was to determine the role of academic motivation and academic seriousness in predicting academic achievement of female primary school students in District 7 of Karaj. This was a descriptive-correlational study. The statistical population included all female primary school students in the District 7 city of Karaj in the academic year 2018-2019, numbering 8,500 students. By means of Krejcie and Morgan table, 367 people were selected as the sample size. Sampling was done by cluster random sampling. Data collection tools were academic seriousness and academic motivation questionnaires and academic achievement checklist. Data analysis by means of Pearson correlation coefficient and stepwise regression showed that academic motivation and academic seriousness are effective on the students' academic achievement (P <0.05). Also, behavioral, emotional and cognitive academic motivation variables have an effect on the dependent variable of academic achievement (P <0.05). It is recommended to provide effective solutions to increase educational motivation and seriousness to educational counselors.