تعيين اثربخشي آموزش مهارت حل مسئله بر بهبود انگيزش پيشرفت و خود پندارهٔ تحصيلي در دانش‌ آموزان پسر پايهٔ دهم با انگيزش و خودپندارهٔ پايين

The Effects of Problem-Solving Skills Training on Students’ Achievement Motivation and Academic Self-Concept in Students With Low Academic Self-Concept and Achievement Motivation

زمينه و هدف: يكي از عوامل اصلي موفقيت دانش‌آموزان و يكي از هدف‌هاي آموزش‌و‌پرورش، توجه به خودپنداره و انگيزش پيشرفت است. هدف اصلي اين پژوهش تعيين اثربخشي آموزش مهارت حل مسئله بر خودپندارهٔ تحصيلي و انگيزش پيشرفت دانش‌آموزان پسر پايهٔ دهم داراي انگيزش پيشرفت و خودپندارهٔ پايين بود. روش‌بررسي: روش پژوهش نيمه‌تجربي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماري تمامي دانش‌آموزان پسر پايهٔ دهم شهر ريگان (320 نفر) در سال 98-1397 بودند. چهل دانش‌آموز داراي نمرهٔ كمتر در خودپنداره و انگيزش پيشرفت، داوطلب شركت در پژوهش و نيز داراي ملاك‌هاي ورود به پژوهش، به‌شيوهٔ نمونه‌گيري دردسترس انتخاب شدند و به‌صورت تصادفي در دو گروه گواه و آزمايش قرار گرفتند. افراد نمونه با استفاده از شيوهٔ نمونه‌گيري تصادفي انتخاب شدند. برنامهٔ آموزش حل مسئله براساس مدل دزوريلا و گلدفريد (1971) طي شش جلسه براي گروه آزمايش اجرا شد. ابزار جمع‌آوري داده‌ها پرسشنامهٔ خودپندارهٔ تحصيلي (راجرز، 1951) و پرسشنامهٔ انگيزش پيشرفت (هارتر، 1981) بود. داده‌ها با استفاده از آزمون تحليل كوواريانس به كمك نرم‌افزار SPSS نسخهٔ 23 در سطح اطمينان 0٫05 تحليل شدند. يافته‌ها: نتايج تحقيق نشان داد كه آموزش مهارت‌هاي حل مسئله پس از تعديل اثر نمرات پيش‌آزمون بر افزايش خودپندارهٔ تحصيلي (0٫001>p) و انگيزش پيشرفت (0٫001>p) دانش‌آموزان تأثير معنادار دارد. نتيجه‌گيري: يافته‌هاي اين پژوهش بر اهميت آموزش مهارت حل مسئله بر بهبود خودپندارهٔ تحصيلي و انگيزش پيشرفت تأكيد مي‌كند؛ بنابراين نتايج اين پژوهش راهكاري را براي برنامه‌ريزان آموزش فراهم مي‌آورد تا آموزش مهارت حل مسئله را در برنامهٔ تحصيلي دانش‌آموزان بگنجانند.

Background & Objectives: Education has always been among the most essential aspects of society. Besides, students are a critical element of this system. A psychological characteristic that provides the conditions for students to achieve their educational goals is to pay attention to academic self-concept. Academic self-concept is individuals' general attitude toward their abilities respecting school learning. Thus, academic self-concept and achievement motivation are important in individuals’ future careers. Problem-solving methods could modify students' attitudes on all associated issues and even daily problems, and to some extent, increase motivation in them. The current study aimed to investigate the effects of problem-solving skills training on academic self-concept and its components (general self-concept, academic, & non-self-concept), as well as achievement motivation and its components (social interest, effort, admiration, exemplary, competitiveness, & social power) in the tenthgrade male students with low academic self-concept and achievement motivation. Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The study statistical population was all male students in the first high school of Rigan City, Iran, (N=320). In total, 40 students with low self-concept and motivation (divided into the experimental & control group) were selected through the convenience sampling method. The study inclusion criteria were the willingness of parents and their children to participate in the research and complete the Academic Self-Concept Questionnaire (Rogers, 1951) and the Achievement Motivation Questionnaire (Harter, 1981); obtaining the desired scores based on the aforementioned scales to detect low achievement motivation and low academic self-concept; having healthy eyesight and hearing, and not having mental and behavioral disorders. The study exclusion criteria included the lack of initial willingness to participate in the research and failing to complete the Motivation and Self- Concept Questionnaire; the lack of obtaining the desired score from the questionnaires used to identify low motivation and low self-concept, absence from >2 sessions in special education sessions, the presence of any disease, medication use, or conditions affecting the intervention process. The stages of problem-solving skills training were per D'Zurilla and Goldfried model (1971). The problem-solving skills training program was then implemented for two months, in 6 two-hour sessions for the experimental group; however, the controls received no training. The intervention program was based on the steps of teaching with problem-solving concepts; sensitizing students to the problems around them and identifying them; identifying the main emotions and orientation; defining and formulating the problem; providing innovative and appropriate solutions through the spectral determination of probable answers and the possibility of choosing the most effective answer; deciding and implementing solutions, and evaluating the method of implementing the training in the tests. One week after the end of the problem-solving skills training session, the scales were re-completed by the experimental and control groups. The obtained data were analyzed using Analysis of Covariance (ANCOVA) at a significance level of 0.05 in SPSS. Results: The principal results of the present research indicated that problem-solving skills training has increased the academic self-concept in the experimental group; i.e., due to the adjusted mean academic self-concept scores of the experimental group, compared to those of the controls. These results were significant for the components of academic self-concept (p<0.001), i.e., general self-concept (p<0.001), school self-concept (p<0.001), and non-school self-concept (p<0.001). Furthermore, problem-solving skills training has increased the achievement motivation in the experimental group, due to the adjusted mean scores of the experimental group, compared to those of the controls. These results were based on the components of achievement motivation (p<0.001), which included social interest (p<0.001), effort (p<0.001), admiration (p<0.001), competitiveness (p<0.001), and social power (p<0.001). Conclusion: Problem-solving skills training improved the investigated students' academic self-concept and achievement motivation. Therefore, educational planners are recommended to incorporate such training into students' curricula, to help them solve their daily, and especially academic, problems; consequently improving their life satisfaction.