اثربخشی مداخله انگیزشی مبتنی بر تغییر ذهنیت بر اهمال‌کاری تحصیلی و درماندگی آموخته شده دانش‌آموزان

نوع مقاله : مقاله علمی

نویسندگان

1 دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران.

2 دانشیار گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران.

10.22111/jeps.2024.48616.5717

چکیده

پژوهش حاضر با هدف تعیین اثربخشی مداخله انگیزشی مبتنی بر تغییر ذهنیت بر اهمال­کاری تحصیلی  و درماندگی آموخته شده دانش‌آموزان انجام شد. طرح پژوهش نیمه­آزمایشی از نوع پیش­آزمون پس­آزمون همراه با گروه کنترل بود. جامعه مورد مطالعه تمامی دانش­آموزان دختر متوسطه اول شهر رستاق استان فارس در سال 1402 بود.  از میان 3  مدرسه که به صورت تصادفی انتخاب شده بودند 40 نفر  از دانش‌آموزانی که نمره ­آنها بالاتر از نقطه برش (نقطه برش 50  در پرسشنامه درماندگی آموخته شده و  62 در پرسشنامه اهمال­کاری تحصیلی)،بود،  به صورت در دسترس انتخاب و به شیوه تصادفی در دو گروه آزمایشی و کنترل(هر گروه 20 نفر) گمارش شدند. ابزارهای سنجش شامل مقیاس اهمال­کاری تحصیلی سولمون و راث بلوم (1984) و پرسشنامه درماندگی آموخته شده کوینلس و نلسون ( 1988)  بود. گروه آزمایش برنامه مداخله انگیزشی مبتنی بر تغییر ذهنیت دوئیک(2006) را در 8 جلسه 90 دقیقه­ای طی دو ماه دریافت و گروه کنترل مداخله­ای دریافت نکردند. داده­های به­دست آمده با استفاده از روش تحلیل کواریانس چندمتغیره با نرم­افزارSPSS 23 تحلیل شد. یافته­های به دست آمده نشان دهنده­ی تفاوت معنادار بین دو گروه کنترل و آزمایش در نمرات پس آزمون اهمال­کاری تحصیلی  و درماندگی آموخته شده در دانش‌آموزان بود (01/0< p) این یافته­ها بر موثر بودن مداخله آزمایشی دلالت دارند و نشان ­دادند که بر اثر اجرای مداخله انگیزشی مبتنی بر تغییر ذهنیت، اهمال­کاری تحصیلی و درماندگی آموخته شده دانش‌آموزان کاهش ­یافت. از این رو، این مداخله انگیزشی می­تواند به عنوان یکی از روش­های آموزشی برای کاهش اهمال­کاری تحصیلی و درماندگی آموخته شده مورد استفاده قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of Motivational Intervention Based on Mind Set on Academic Procrastination and Learned Helplessness

نویسندگان [English]

  • Maryam Sanami 1
  • Ali Taghvaeinya 2
  • Fariborz Nikdel 2
1 M.A student in Educational Psychology, University of Yasouj, Yasouj, Iran.
2 Associate Professor, Department of psychology, University of Yasouj, Yasouj, Iran.
چکیده [English]

The purpose of this study was to the effectiveness of motivational intervention based on mind set on academic procrastination and learned helplessness of students.The research method was quasi-experimental with pretest-posttest design and control group. Statistical population included all high school girls’ students of the first secondary in Rustaq city of Fars Province in 2022. Measurement tools included Learned Helplessness Scale (1988) and the Academic Procrastination Questionnaire (1984).  The first, three school selected randomly, consequently 40 students that scored above the cut-off point point (cut-off point 50 in learned helplessness scale and 62 in procrastination questionnaire) convenient sampling were selected and randomly assigned two experimental and control group. In the later step, the students in the experimental group received motivational intervention based on change set mind for 8 session of 90 minutes and the control group did not receive any intervention. The study’s data were analyzed using multivariate analysis of covariance with SPSS23. Findings indicated motivational intervention based on mind set significantly decreased academic procrastination and learned helplessness in comparison to the control group (p <0.01).  May concludes that the motivational intervention based on mind set in has been effective in reducing academic procrastination and learned helplessness. The findings of this research emphasize the importance of paying attention to teaching based on mind set on decreased academic procrastination and learned helplessness in students. Therefore, this motivational intervention can be used to decrease academic procrastination and learned helplessness in students.

کلیدواژه‌ها [English]

  • Mind Set
  • Academic Procrastination
  • Learned Helplessness
  • Students

مراجع

جوکار، بهرام و دلاورپور، محمدآقا (1386). رابطه تعلل ورزی آموزشی با اهداف پیشرفت. اندیشه­های نوین تربیتی، 3، 3، 80-61.  https://doi.org/10.22051/jontoe.2007.312                                          
میرنسب، میرمحمود و قره­آغاجی، سعید(1394). نقش واسطه‌ای جهت‌گیری هدف و درماندگی آموخته‌شده در رابطه‌ی بین نظریه‌های ضمنی هوش و پیشرفت تحصیلی. فصلنامه آموزش­پژوهی، 1، 13،1-1.
Agustin, A. R., & Winarso, W. (2021). Profile of student academic procrastination behavior in problem solving and mathematical digital literacy. Jurnal Didaktik Matematika, 190- 207. https://doi.org/10.24815/jdm.v8i2.21367
Anwar, M., & Dwiyanti, R. (2021). The effect of self-regulated learning on academic procrastination in class XI students of senior high school 2 Purbalingga, Indonesia. Psychosophia: Journal of Psychology, Religion, and Humanity, 3(2), 156-164.  https://doi.org/10.32923/psc.v3i2.1855
Araya-Castillo, L.; Burgos,M.; González, P.; Rivera, Y.;Barrientos, N.; Yáñez Jara, V.;Ganga-Contreras, F.; & Sáez,W.(2023). Procrastination in University Students: A Proposal of a Theoretical Model. Behavior Science, 13, 128-137. https://doi.org/10.3390/bs13020128
Balkis, M. & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31, 3,439-459.  https://doi.org/10.1007/s10212-015-0266-5
Bashir, L., & Gupta, S. (2019). A deeper look into the relationship between academic procrastination and academic performance among university students. Research Guru, 12(3). 531 -542.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. https://doi.org/10.1111/j.1467-8624.2007.00995
Brando-Garrido, C., Montes-Hidalgo, J., Limonero, J.T., Gomez-Romero, M.J., & Tomas-Sabado, J. (2020). Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. Enfermeria Clinica, 1043:1-6. https://doi.org/10.1016/j.enfcle.2019.07.013
Corkin, D. M., Shirley, L. Y., Wolters, C. A., & Wiesner, M. (2014). The role of the college classroom climate on academic procrastination. Learning and Individual Differences, 32, 294-303. https://doi.org/10.1016/j.lindif.2014.04.001
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press. https://doi.org/10.4324/9781315783048.
Dweck, C. S. (2006). Mindset: The new psychology of success random house. New York, NY.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-496. https://doi.org/10.1177/1745691618804166
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity: Mindsets and skills that promote long-term learning. Bill & Melinda Gates Foundation.
Haimovitz, K; Wormington, S. & Corpus, J. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learningand Individual Differences, 21(6), 747-752. https://doi.org/10.1016/j.lindif.2011.09.002
He, H. (2021). Students' Learned Helplessness and Teachers' Care in EFL Classrooms. Frontiers Psychology.25, 46-55.  https://doi.org/10.3389/fpsyg.2021.806587
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26–33. https://doi.org/10.1016/j.paid.2015.02.038
Kim, M., Shin, K.,& Park, S.(2023). Academic helplessness and life satisfaction in korean adolescents: The moderated mediation effects of leisure time physical activity. Healthcare, 11, 298-307. https://doi.org/10.3390/healthcare11030298
Köller, O., Meyer, J., Saß, S., & Baumert, J. (2019). New analyses of an old topic. Effects of intelligence and motivation on academic achievement. Journal for educational research, 11(1): 166-189.
Li, C., & Wei, L. (2023). Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? Studies in Second Language Acquisition, 45(1), 93-108. https://doi.org/10.1017/S027226312200031
Miller, H. B., & Srougi, M. C. (2021). Growth mindset interventions improve academic performance but not mindset in biochemistry. Biochemistry and molecular biology education: a bimonthly publication of the International Union of Biochemistry and Molecular Biology, 49(5), 748–757. https://doi.org/10.1002/bmb.21556
Nalipay, M.J.N., King, R.B., Mordeno, I.G. et al. (2021).  Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching. Social Psychology of Education. 24, 1663-1684. https://doi.org/10.1007/s11218-021-09661-8
Nussbaum, A. & Dweck, C. (2008). Defensiveness vs. remediation: Self-theories and modes of self-esteem maintenance. Personality and Social Psychology Bulletin ,34(5), 599-612. https://doi.org/10.1177/0146167207312960
Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784–793. https://doi.org/10.1177/0956797615571017
Quinless, FW., & Nelson, M.A.M. (1988). Development of a measure of learned helplessness.  Nursing Research; 37(1):11-5. https://psycnet.apa.org/doi/10.1097/00006199-198801000-00003
Rahardi, F., & Dartanto, T. (2021). Growth mindset, delayed gratification, and learning outcome: evidence from a field survey of least-advantaged private schools in Depok-Indonesia. Journal homepage, 2405-8440. https://doi.org/10.1016%2Fj.heliyon.2021.e06681
Raufelder, D., & Kulakow, S. (2022). The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents. British Journal of Psychology, 92(1):59-81. https://doi.org/10.1111/bjep.12438 
Raufelder, D.; Regner, N.; Wood, M.A.(2018). Test anxiety and learned helplessness is moderated by student perceptions of teacher motivational support. Education Psychology, 38, 54–74. https://doi.org/10.1080/01443410.2017.1304532  
Savvides, H., & Bond, C. (2021). How does growth mindset inform interventions in primary schools? A systematic literature review. Educational Psychology in Practice, 1-16. https://doi.org/10.1080/02667363.2021.1879025
Srivastava, S. & Kumar, C. (2024). Adjustment, academic procrastination, and internet addiction among school student: A correlation study. International Journal of Indian Psychology, 12(2), 742-751. https://doi.org/10.25215/1202.074
Schueller, S. M., & Seligman, M. E. P. (2010). Pursuit of pleasure, engagement, and meaning: Relationships to subjective and objective measures of well-being. The Journal of Positive Psychology, 5(4), 253–263.  https://doi.org/10.1080/17439761003794130
Seligman, M. E.P. (2011). Flourish: A visionary new understanding of happiness and well-being. New York: Simon and Schuster.
Seligman, M. E. P. (1979). Helplessness, on depression, development and death. San Francisco: Freeman & Company.
Seligman, M. E. P. (1990). Learned optimism. New York: Knopf.
Smallheer, B. A., & Benjamin A. (2018). Learned helplessness and depressive symptoms following myocardial infarction. Clinical Nursing Research, 27(5):597-616. https://doi.org/10.1177/1054773816689752
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509. https://doi.org/10.1037/0022-0167.31.4.503
Stankovf, L., & Lee, J. (2017). Self-beliefs: Strong correlates of mathematics achievement and intelligence. Intelligence, 61, 11-16. https://doi.org/10.1016/j.intell.2016.12.001
Steel, P., & Klingsieck, K. B. (2017). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51, 36 -46. https://doi.org/10.1111/ap.12173
Steinmayr, R. & Spinath, B. (2009). The importance of motivation as apredictor of school achievement. Learning and Individual Differences,19(1), 80-90.  https://doi.org/10.1016/j.lindif.2008.05.004
Tan, Q., Yan, L., Yi, Y., & Xie, G. (2024). The impact of cumulative ecological risk on learned helplessness of rural junior high school students in English learning: The mediating role of positive psychological capital. Educational Measurement and Evaluation, 1, 58-70. https://doi.org/10.1016/j. cnki.emae.2024.01.006
Trindade, I. A., Mendes, A. L., & Ferreira, N. B. (2020). The moderating effect of psychological flexibility on the link between learned helplessness and depression symptomatology: A preliminary study. Journal of Contextual Behavioral Science; 15:68–72. https://doi.org/10.16518/j.jcbs.2019.12.001
Van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. https://doi.org/10.1016/j.edurev.2018.09.002
Wang, D., Gan, L., & Wang, C. (2021). The effect of growth mindset on reasoning ability in Chinese adolescents and young adults: the moderating role of self-esteem. Current Psychology, 42(1), 37-49. https://doi.org/10.1007/s12144-021-01437-9
Woo, Y.; No, U.(2021). Latent profiles of middle school students’ learned helplessness: Testing the Effect of determinants and differences in cognition, emotion, and behaviors. Korea Education Rev. 27, 281–304.
Yeager, D. S., & Dweck, CS. (2021). What can be learned from growth mindset controversies? Author Manuscript, 75(9): 1269–1284. https://psycnet.apa.org/doi/10.1037/amp0000794
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., and et al. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y
مطالعات روانشناسی تربیتی
دوره 21، شماره 56
آذر 1403
صفحه 73-52

فایل ها

هم رسانی

ارجاع به این مقاله

آمار