بررسی رابطه‌ی باورهای هوشی و ارتباط پدر- فرزند با انگیزه پیشرفت تحصیلی در دانش‌آموزان پسر

نوع مقاله : پژوهشی اصیل

نویسندگان

1 کارشناس ارشد مشاوره و راهنمایی، گروه مشاوره، واحد مسجدسلیمان، دانشگاه آزاد اسلامی، مسجدسلیمان، ایران.

2 استادیار گروه مشاوره، واحد مسجدسلیمان، دانشگاه آزاد اسلامی، مسجد سلیمان، ایران

چکیده

پژوهش حاضر با هدف بررسی رابطه‌ی باورهای هوشی و ارتباط پدر- فرزند با انگیزه پیشرفت تحصیلی در دانش‌آموزان پسر مقطع متوسطه‌ی دوم شهرستان شوشتر در یک پژوهش هم‌بستگی انجام شد. جامعه‌ی این پژوهش شامل کلیه‌ی دانش‌آموزان پسر مقطع متوسطه‌ی دوم شهرستان شوشتر در سال تحصیلی 97-96 بود. 366 دانش‌آموز پسر بر اساس جدول نمونه‌گیری کرجسی و مورگان و با توجه به حجم جامعه (3323 نفر) به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. در این پژوهش دانش‌آموزان به پرسش‌نامه‌ی انگیزش پیشرفت (AMQ)، مقیاس نظریه تلویحی هوش (ITIS) و مقیاس ارتباط والد-فرزند (PCRI) پاسخ دادند. تحلیل داده‌ها با استفاده از روش‌های آماری ضریب هم‌بستگی پیرسون و تحلیل رگرسیون چندگانه و نرم‌افزار آماری 22-SPSS انجام گرفت. نتایج نشان داد که بین باور هوشی افزایشی و ارتباط پدر-فرزند با انگیزه پیشرفت تحصیلی در دانش‌آموزان رابطه‌ی مثبت و معناداری وجود دارد و بین باور هوشی ذاتی و انگیزه پیشرفت تحصیلی رابطه وجود ندارد. همچنین، نتایج تحلیل رگرسیون نشان داد که از میان متغیرهای پیش‌بین باور هوشی افزایشی و ارتباط پدر- فرزند به‌طور معناداری انگیزه‌ی پیشرفت تحصیلی را در دانش‌آموزان پیش‌بینی می‌کنند براساس نتایج، می‌توان نتیجه گرفت دانش‌آموزانی که به منعطف و افزایشی بودن هوش باور و ارتباط نزدیکی با پدرشان دارند، انگیزه پیشرفت تحصیلی بیشتری نیز دارند امّا دانش‌آموزانی که باور به ذاتی بودن هوش دارند، لزوماً انگیزه پیشرفت تحصیلی بیشتری ندارند.

کلیدواژه‌ها


عنوان مقاله [English]

Study of relation between intelligence beliefsand father-child relationshipwith the achievement motivation inmale student's

نویسندگان [English]

  • Ziba Ahmadi 1
  • masoud shahbazi 2
1 Master of Counseling and Guidance, Counseling Department, Masjed Soleiman Branch, Islamic Azad University, Masjed Soleiman, Iran.
2 Assistant Profesor. Department of Conseling, Masjed Soleiman Branch, Islamic Azad University, Masjed Soleiman, Iran
چکیده [English]

The current study aimed was conducted to investigation the relationship between intelligence beliefs and father-child relationship with academic achievement motivation in male high school students in Shushtar in a correlational study. The population of this study included all male high school students in Shushtar in the 2017-2018 academic year. 366 male students were selected based on Krejcie and Morgan sampling table and according to the population size (3323 people) using multi-stage clustering random sampling method. In this study, students respond the Achievement Motivation Questionnaire (AMQ), the Implicit Theory of Intelligence Scale (ITIS) and the Parent-Child Relationship Scale (PCRI). Data were analyzed using Pearson correlation coefficient and multiple regression analysis and SPSS-22 statistical software. The results showed that there is a positive and significant relationship between incremental intelligence beliefs and father-child relationship with academic achievement motivation in students and there is no relationship between innate intelligence beliefs and academic achievement motivation. Also, the regression analysis results showed that among the predictor variables of incremental intelligence beliefs and father-child relationship significantly predict the motivation of students' academic achievement. According to results we can be conclude that students who believe to the flexibility and enhancement of intelligence and a close relationship with their father,, they have more academic achievement motivation, but students who believe to have intrinsicity of intelligence will not necessarily have more academic achievement motivation.

کلیدواژه‌ها [English]

  • Achievement motivation
  • intelligence beliefs
  • father-child relationship
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