رابطه خودناتوان سازي تحصيلي دانش آموزان با اهداف تسلط، عملكردگرا و عملكردگريز دانش آموز، والدين، معلم و كلاس

The Relationship between Educational Self - Handicapping and Mastery, Performance Focus and Performance Avoidance in Students,Parents, and Classroom

ﻫﺪف: در اﯾﻦ ﭘﮋوﻫﺶ، ﺳﺆالﻫﺎ و ﻓﺮﺿﯿﻪﻫﺎﯾﯽ ﻣﻄﺮح ﺷﺪه اﺳﺖ ﮐﻪ ﻣﻬﻤﺘﺮﯾﻦ آﻧﻬﺎ ﻋﺒــﺎرت اﺳـﺖ از ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ اﻫﺪاف ﯾﺎدﮔﯿﺮي (داﻧﺶآﻣﻮز، ﺧﺎﻧﻮاده، ﻣﻌﻠﻢ و ﮐﻼس) ﺑﺎ ﺧﻮد ﻧﺎﺗﻮانﺳﺎزي روش: در اﯾﻦ ﭘﮋوﻫﺶ ﻣﻘﻄﻌﯽ - ﺗﺤﻠﯿﻠﯽ، ﺟﺎﻣﻌﻪ آﻣﺎري را ﮐﻠﯿﮥ داﻧﺶآﻣﻮزان ﭘﺎﯾﮥ اول ﺗــﺎ ﺳـﻮم دورۀ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اﺻﻔﻬﺎن ﺗﺸﮑﯿﻞ دادﻧﺪ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ 190 داﻧﺶآﻣــﻮز دﺧـﺘﺮ و ﭘﺴـﺮ ﺑﻮد ﮐﻪ از 20 ﻣﺪرﺳﻪ ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﻪ ﺷﯿﻮۀ ﺗﺼﺎدﻓﯽ ﻣﺮﺣﻠﻪاي، از ﺑﯿﻦ داﻧﺶآﻣﻮزان ﭘﻨﺞ ﻧﺎﺣﯿـﻪ ﺷﻬﺮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي ﺑﻪ ﮐﺎر ﮔﺮﻓﺘﻪ ﺷﺪه، ﻣﺠﻤﻮﻋﻪ ﻣﻘﯿﺎسﻫﺎي اﻟﮕﻮﻫﺎي ﯾﺎدﮔﯿﺮي ﺳﺎزﮔﺎر ﺑﻮد. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﻬﺎﯾﯽ ﭘﮋوﻫﺶ ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ ﻣﺘﻐﯿﺮﻫــﺎي اﻫـﺪاف ﺗﺒﺤـﺮي داﻧﺶآﻣـﻮز،اﻫﺪاف ﻋﻤﻠﮑﺮد ﮔﺮﯾﺰي داﻧﺶآﻣﻮز، اﻫﺪاف ﺗﺒﺤﺮي ﮐﻼس، اﻫﺪاف ﻋﻤﻠﮑﺮد ﮔﺮﯾﺰي ﮐﻼس و ﺑﻪ ﻃـﻮر ﺟﺪاﮔﺎﻧﻪ راﺑﻄﻪ ﻣﻌﻨﯽداري ﺑﺎ ﺧﻮد ﻧﺎﺗﻮانﺳﺎزي ﭘﺴﺮان دارﻧﺪ. ﺳﺎﯾﺮ ﻧﺘــﺎﯾﺞ ﻧـﯿﺰ ﻧﺸـﺎن داد ﮐـﻪ در ﮔﺮوه داﻧﺶآﻣﻮزان دﺧﺘﺮ اﻫﺪاف ﺗﺒﺤــﺮي داﻧﺶآﻣـﻮز، اﻫـﺪاف ﻋﻤﻠﮑـﺮد ﮐـﻼس و اﻫـﺪاف ﺗﺒﺤـﺮي واﻟﺪﯾﻦ ﺑﻪ ﻃﻮر ﻣﺠﺰا، راﺑﻄﻪ ﻣﻌﻨﯽداري ﺑﺎ ﺧﻮد ﻧﺎﺗﻮانﺳﺎزي دارﻧﺪ. ﺿﻤﻨﺎً، ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ ﭘﺴﺮان ﺑﻪ ﻃﻮر ﻣﻌﻨﯽداري ﺑﯿﺸﺘﺮ از دﺧﺘﺮان از راﻫﺒﺮدﻫﺎي ﺧﻮدﻧﺎﺗﻮانﺳﺎزي اﺳـﺘﻔﺎده ﻣﯽﮐﻨﻨﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﻬﺘﺮ اﺳﺖ ﻧﻈﺎم آﻣﻮزﺷﯽ ﺑﻪ ﮔﻮﻧﻪاي ﺗﻐﯿﯿﺮ ﯾﺎﺑﺪ ﮐﻪ اﺳﺎس ارزﺷــﯿﺎﺑﯽ آن ﻣﯿﺰان رﺷﺪ ﺻﻼﺣﯿﺖﻫﺎ و ﺗﺴﻠﻂ اﻓﺮاد ﺑﺮ ﻣﻮﺿﻮع ﯾﺎدﮔﯿﺮي ﺑﺎﺷﺪ و ﻧــﻪ رﺗﺒـﻪ و ﻧﻤـﺮه، و ﻧـﯿﺰ ﺑـﺮ ﻓﺮآﯾﻨﺪ ﭘﯿﺸﺮﻓﺖ داﻧﺶآﻣﻮزان و در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﭘﺎداش ﺑﺮاي رﺷﺪ ﻣــﯿﺰان ﯾـﺎدﮔﯿـﺮي و ﮐﻨﺠﮑـﺎوي آﻧﻬﺎ ﺗﻤﺮﮐﺰ ﺷﻮد.

Objective: This research investigated several questions and hypotheses, the most important of which was: the relationship between learning aims (of students, families, teachers and classroom) and self-handicapping. Method: The target population of this cross-sectional/analytical survey was all students at first to third high school grades in Isfahan. The sample consisted of 190 girl and boy students, randomly chosen from 20 schools over 5 city quarters. The research instruments were the adjusted learning models scales. Results: The final results of this research indicated that the variables of student mastery, student performance avoidance, classroom mastery, and classroom performance avoidance had a meaningful relationship with self-handicatpping in boys. In girls, it was shown that student mastery, classroom performance, and parents mastery were asociated with self- handicapping. Also, it was indicated that boys use self- handicapping strategies significantly more than girls do. Conclusion: It is suggested that the system of education be inclined towards relying on the studentsʹ progress with qualifications and their level of mastery in the study subjects rather than class rankings and scores; and focus on studentsʹ progress and reward their learning improvement and curiosity.