مدل ساختاري پيشبيني عملكرد رياضي بر اساس خودپنداره، انگيزش و اضطراب رياضي دانش آموزان

The Structural Model for Predicting Mathematics Performance of the Female Students based on Mathematics Self-concept, Motivation and Anxiety

هدف تحقيق پيش بيني عملكرد رياضي بر اساس خودپنداره ، انگيزش و اضطراب رياضي دانش آموزان دختر بود. روش پژوهش از نوع همبستگي بود كه به شيوه مدل يابي معادلات ساختاري انجام شد. جامعه آماري شامل كليه ي دانش آموزان دختر پايه نهم مدارس شهر همدان بودند. بدين منظور نمونه اي مركب از 324 نفر از دانش آموزان دختر به صورت تصادفي خوشه اي چند مرحله اي انتخاب شدند. ابزار گردآوري داده ها شامل مقياس خودپنداره رياضي، انگيزش رياضي ، اضطراب رياضي و نمرات درس درياضي دانش آموزان بود. تجزيه و تحليل داده ها نشان داد خودپنداره بر عملكرد، اضطراب بر عملكرد، خودپنداره بر انگيزش ، خودپنداره بر اضطراب، اثر معني داري داشتند. همچنين با ميانجي گري اضطراب تاثير انگيزش بر عملكرد معني دار بود. به علاوه نتايج نشان داد مدل پيشنهادي از برازش مناسبي برخوردار است. بنابراين مي توان نتيجه گرفت كه معلمان و والدين دانش آموزان مي توانند با افزايش خودپنداره رياضي، انگيزش رياضي و كاهش اضطراب رياضي دانش آموزان، عملكرد آن ها را در درس رياضي بهبود بخشند.

The present study aims at predicting the performance of the female students in mathematics based on their mathematics self-concept, motivation and anxiety. The research method applied was a corellative one which was implemented through the application of structural equations modeling. The statistical community of the study comprised of all the female grade-nine students of Hamdan from among whom 324 were selected through a multiple cluster method. The tool for collecting the necessary data were the sacles for measuring mathematics self-concept, mathematics motivation and mathematics anxiety and the marks which students received in the lesson. The statistical analysis of the data shows that the mathematics self-concept has significant effects on performance, motivation, and anxiety, while anxiety also has signifcant effects on performance of the students in mathematics. Also, it was found that motivation has a positive effect on performance while being mediated by anxiety. Moreover the results of this study showed that the suggested structural model has reasonalble suitability. Thus, we can conclude that both the teachers and the parents of the students can effectively improve their performance in mathematics courses by enhancing their self-concept and motivation for learing mathematics and by reducing their anxiety.