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

10.22055/jac.2021.36643.1792

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.

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