نقش پیش بینی اضطراب امتحان بر اساس انگیزش پیشرفت و یادگیری خود تنظیمی دانش‌آموزان دختر دوره ی متوسطه ی اول شهر زرقان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دوره کارشناسی ارشد تحقیقات آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

2 دانشیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

چکیده

مقدمه و هدف: هدف پژوهش حاضر پیش بینی اضطراب امتحان بر اساس انگیزش پیشرفت و یادگیری خود تنظیمی دانش آموزان دختر دوره ی متوسطه ی اول شهر زرقان بوده است.

روش شناسی پژوهش: پژوهش حاضر ، از نظر هدف کاربردی و از نظر ماهیت و روش توصیفی و از نوع همبستگی بودجامعه آماری پژوهش حاضر شامل تمامی دانش آموزان دختر دوره ی متوسطه ی اول شهر زرقان در سال تحصیلی 1401 -1400 بوده است نمونه آماری پژوهش حاضر شامل دانش آموزان دختر دوره اول متوسطه شهر زرقان می باشد که با استفاده از روش نمونه گیری تصادفی خوشه ای از بین مدارس متوسطه اول دو مدرسه انتخاب و از هر مدرسه 3 کلاس به عنوان نمونه انتخاب شد. ابزار اندازه گیری در این تحقیق شامل سه پرسشنامه اضطراب امتحان، انگیزه پیشرفت و یادگیری خودتنظیمی است. جهت تجزیه و تحلیل داده ها از روش های آمار توصیفی(میانگین و انحراف استاندارد) و در سطح استنباطی ضریب همبستگی پیرسون و رگرسیون چند متغیره به روش همزمان استفاده شد.

یافته‌ها: بین اضطراب امتحان با انگیزش پیشرفت کلی (55/0-=r، 01/0>ρ) رابطه معکوس و معناداری وجود دارد. بین اضطراب امتحان با یادگیری خود تنظیمی کلی (41/0-=r، 01/0>ρ) رابطه معکوس و معناداری وجود دارد.

بحث و نتیجه‌گیری: انگیزش پیشرفت و یادگیری خود تنظیمی قادر به پیش بینی اضطراب امتحان دانش آموزان می باشد.ابعاد یادگیری خود تنظیمی قادر به پیش بینی اضطراب امتحان دانش آموزان می باشد. ابعاد انگیزش پیشرفت قادر به پیش بینی اضطراب امتحان دانش آموزان می باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The role of predicting exam anxiety based on the motivation of progress and self-regulated learning of female students of the first secondary school in Zarghan city.

نویسندگان [English]

  • sara khalifeh 1
  • abbas gholtash 2
1 Master's student in educational research, Marvdasht branch, Islamic Azad University, Marvdasht, Iran
2 Associate Professor, Department of Educational Sciences, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
چکیده [English]

Introduction: The purpose of the present study was to predict exam anxiety based on the motivation of progress and self-regulated learning of female students of the first secondary school in Zarghan city.

research methodology: The current research was applied in terms of purpose and descriptive in nature and correlation type. The statistical population of the current research included all female students of the first secondary school in Zarghan city in the academic year of 1401-1401. The statistical sample of the current research included female students. It is the first year of secondary school in Zarghan city, which was selected using cluster random sampling method from among the first secondary schools of two schools and 3 classes from each school were selected as a sample. The measurement tools in this research include three questionnaires: exam anxiety, progress motivation and self-regulated learning. To analyze the data, descriptive statistics methods (mean and standard deviation) and Pearson's correlation coefficient and multivariate regression were used at the inferential level simultaneously.

Findings: There is an inverse and significant relationship between exam anxiety and overall progress motivation (r=0.55, ρ>0.01). There is an inverse and significant relationship between exam anxiety and general self-regulated learning (r=0.41, ρ>0.01).

Conclusion: Progress motivation and self-regulated learning can predict students' test anxiety. Self-regulated learning dimensions can predict students' test anxiety. The dimensions of achievement motivation are able to predict students' test anxiety.

کلیدواژه‌ها [English]

  • Exam anxiety
  • achievement motivation
  • self-regulated learning
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