پيش‌بيني پيشرفت تحصيلي بر اساس انگيزه پيشرفت و راهبردهاي يادگيري خودتنظيمي دانش‌آموزان دختر دبيرستاني

Predicting academic achievement based on achievement motivation and self-regulated learning strategies of female high school students

دﺳﺘﯿﺎﺑﯽ ﺑﻪ ﭘﯿﺸﺮﻓﺖ و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ از ﻣﻮﺿﻮﻋﺎت ﻣﻬﻢ و ﻗﺎﺑﻞ ﺑﺮرﺳﯽ در ﺳﻄﺢ ﺧﺮد و ﮐﻼن ﺟﺎﻣﻌﻪ ﻣﯽﺑﺎﺷﺪ. ﭼﺮا ﮐﻪ ﭘﯿﺸﺮﻓﺖ ﻓﺮد در ﺟﺎﻣﻌﻪ، ﺑﻪ ﻣﯿﺰان ﻣﻮﻓﻘﯿﺖ وي در ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﺑﺴﺘﮕﯽ دارد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد ﮐﻪ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﭘﯿﺶ ﺑﯿﻨﯽﭘﺬﯾﺮي ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﺑﺮ اﺳﺎس اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ در داﻧﺶ-آﻣﻮزان دﺧﺘﺮ دﺑﯿﺮﺳﺘﺎﻧﯽ اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ دوم ﺷﻬﺮﺳﺘﺎن ﺗﺮﺑﺖ ﺟﺎم در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399- 1400 ﺑﻮد. ﻧﻤﻮﻧﻪ آﻣﺎري ﻣﻄﺎﺑﻖ ﺑﺎ ﺟﺪول ﻣﻮرﮔﺎن ﻣﺘﺸﮑﻞ ﺑﻮد از 322 ﻧﻔﺮ از اﯾﻦ داﻧﺶآﻣﻮزان ﮐﻪ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻬﺖ اﻧﺪازهﮔﯿﺮي اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ از ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ ﻫﺮﻣﻨﺲ )1970(، ﺑﺮاي ﺳﻨﺠﺶ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ از ﭘﺮﺳﺸﻨﺎﻣﻪ راﻫﺒﺮدﻫﺎي اﻧﮕﯿﺰﺷﯽ ﺑﺮاي ﯾﺎدﮔﯿﺮي ديﮔﺮوث و ﭘﯿﻨﺘﺮﯾﭻ )1990( و ﺑﻪﻣﻨﻈﻮر ﺑﺮآورد ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ از ﻣﻌﺪل آﻧﻬﺎ در ﻧﯿﻤﺴﺎل اول ﺗﺤﺼﯿﻠﯽ 1400- 1401 اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﯿﺠﻪ آزﻣﻮن ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﻣﺘﻐﯿﺮه ﻧﺸﺎن داد ﮐﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﻮان ﭘﯿﺶﺑﯿﻨﯽ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان را دارد )P≤0/01(. ﻫﻤﭽﻨﯿﻦ ﻧﺘﯿﺠﻪ آزﻣﻮن ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ )ﺑﻪ ﻫﻤﺮاه ﻣﺆﻟﻔﻪﻫﺎي آن( ﺑﺎ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﺴﺘﻘﯿﻢ آﻣﺎري دارد )P≤0/01(. ﺑﻨﺎﺑﺮاﯾﻦ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ﺑﺎ ﻣﺪاﺧﻼت ﺻﺤﯿﺢ در ﺟﻬﺖ ﺗﻘﻮﯾﺖ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ و راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﻣﯽﺗﻮان ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان را ارﺗﻘﺎء ﺑﺨﺸﯿﺪ.

Achieving progress and academic performance is one of the important issues that can be investigated at the micro and macro level of society. Because a person's progress in society depends on his success in academic performance. The present study was a correlational descriptive study that was conducted with the aim of investigating the predictability of academic progress based on motivation for progress and self-regulated learning strategies in female high school students. The statistical population included all female students of the second secondary level of Torbat Jam city in the academic year of 2010-2019. According to Morgan's table, the statistical sample consisted of 322 of these students who were selected by multi-stage cluster sampling method. In order to measure progress motivation from the Hermans Progress Motivation Questionnaire (1970), to measure self-regulated learning strategies from the DeGroth and Pintrich (1990) Motivational Strategies for Learning Questionnaire and to estimate academic progress from their GPA in the first semester of 1400- 1401 was used. The result of the multivariate regression analysis test showed that motivation to progress and self-regulated learning strategies can predict the academic progress of students (P≤0.01). Also, the result of Pearson's correlation test indicated that motivation to progress and self-regulated learning strategies (along with its components) have a direct statistical relationship with academic progress (P≤0.01). Therefore, it can be concluded that the academic progress of students can be improved with the correct interventions to strengthen the motivation to progress and self-regulated learning strategies.