اثربخشی آموزش انگیزشی مبتنی بر تغییر ذهنیت دوئیک بر جهت گیری هدف و مهارت های ارتباطی دانش آموزان دختر شهر یزد

فصلنامه تعالی تعلیم و تربیت و آموزش

دوره 1، شماره 3، خرداد 1402، صفحه 91-104   

نوع مقاله: مقاله پژوهشی

نویسندگان

مرجان انتظاری^{* 1}؛ سمیه کهدوئی²

¹آموزش عالی امام جواد

²دانشگاه امام جواد یزد

چکیده

باورهای ذهنی که دانش آموزان راجع به خود دارند، می تواند در جهت­گیری هدف و همچنین مهارت های ارتباطی آن ها تأثیرگذار باشد. لذا پژوهش حاضر، با هدف اثربخشی آموزش انگیزشی مبتنی بر تغییر ذهنیت دوئیک بر جهت گیری هدف و مهارت های ارتباطی دانش آموزان دختر شهر یزد انجام شد. این پژوهش از نوع نیمه آزمایشی است. نمونه آماری شامل 30 نفر از دانش آموزان دختر متوسطه دوم ناحیه یک یزد در سال تحصیلی 1401-1400 بودند که به روش در دسترس انتخاب و  به دو گروه 15 نفری کنترل و آزمایش تقسیم شدند. ابزار مورد استفاده در این پژوهش پرسشنامه جهت­گیری هدف میدگلی و همکاران (۱۹۹۸) و مهارت­های ارتباطی بارتون (۱۹۹۰) و مداخله آموزش مبتنی بر تغییر ذهنیت دوئیک طی 8 ﺟﻠﺴﻪ 45 ﺩﻗﻴﻘﻪ ای ﺑﺮﮔﺰﺍﺭ شده است. برای تجزیه و تحلیل داده‌ها از آزمون تحلیل کوواریانس استفاده گردیده است که نتایج نشان داد که دانش­آموزانی که تحت آموزش انگیزشی مبتنی بر تغییر ذهنیت دوئیک قرار گرفته اند، نسبت به گروهی که آموزش ندیده اند، دارای مهارت ارتباطی و جهت گیری هدف بالاتری هستند. براساس یافته­های حاصل شده پیشنهاد می­گردد برای افزایش سطح مهارت ارتباطی و جهت گیری هدف دانش آموزان از نظریه تغییر ذهنیت دوئیک استفاده شود.

کلیدواژه‌ها

تغییر ذهنیت دوئیک؛ جهت گیری هدف؛ مهارت های ارتباطی

مراجع

Abedi, A; Diaryan, M and Falahieh, S. (2020). The effectiveness of the motivational intervention based on the change of Dewey's mentality on the social self-efficacy of gifted students. Psychological Science 106, 1918-1929. [in Persian]

Ahmadi, M; Hatami, H, Ahadi, H and Asadzadeh, H. (2018). The effect of communication skills training on self-efficacy beliefs and academic progress of female students, New Approach Scientific Research Quarterly in Educational Management, 9(30). 105-118. [in Persian]

Ajaghi, S; Abedi, A and Malekpour, M. (1400). The effectiveness of Deweyk's mindset change motivational program on goal orientation and successful intelligence of gifted students. Journal of Cognitive Psychology and Psychiatry. 8 (1), 48-60. [in Persian]

Arami, Z; Sharifi, T; Ghazanfari, A and Abedi, A. (2018). Comparison of the effectiveness of Frederickson's positive thinking program and Dweck's mindset change program on the psychological capital of gifted students with exam anxiety in the ninth grade of Isfahan. Exceptional children (research in the field of exceptional children). 19(3), 37-48. [in Persian]

Azizi, N and Badri Gregari, R and Karimi, K (2022). Comparison of the effectiveness of academic engagement training and intervention based on the change of deic mindset on academic health-oriented lifestyle in second high school students. Two Quarterly Journal of Adolescent and Youth Psychological Studies, 3 (2), 146-159. [in Persian]

Falahieh, S, Fatehizadeh M, Abedi, A, Diaryan, M. (2019). The effectiveness of the intervention based on changing the mindset of Deweyk, students of brilliant schools. Cognitive Psychology Quarterly. 46, 2, 8-57. [in Persian]

Harir Farush, S (2020). Examining the relationship between thinking styles and goal orientation of information seeking students of Farhangian University. Master's thesis in educational psychology. Payam Noor Taft University. [in Persian]

Khodadadi, A (2018). Investigating the effect of Dweik's mindset change program on academic emotions and communication skills of female students of gifted secondary schools in Najaf Abad city in the academic year of 2017-2018. Master's thesis in psychology, Isfahan University. [in Persian]

Lotfi, S & Ashuri, H (1402). The mediating role of goal orientation and academic identity in the relationship between academic optimism and students' academic engagement. Education Management and Perspective Quarterly, 5(1), 92-110. [in Persian]

Mohammadpour Fakhrabadi, F (2023). examining the effect of happiness education on changing attitudes towards education and self-concept among middle school girls in Yazd, 10th International Conference on Psychology, Educational Sciences and Lifestyle. [in Persian]

Nazari, R; Ehsani, M; Ashraf Ganjavi, F and Ghasemi, H. (2017). Structural equation model of the effect of communication skills on interpersonal communication and its role on the organizational effectiveness of Iranian sports managers. Sports Management Quarterly, 5 (4), 67-82. [in Persian]

Sabzi, F and Yousefi, F. (2017). Examining the role of goal orientation in the formation of academic identity. Shiraz: The 4th international conference on management, psychology and humanities with sustainable development approach. [in Persian]

 

Ayoub A, Aljughaiman AM. (2018). A predictive structural model for gifted students' performance: A study based on intelligence and its implicit theories.Learning and Individual Differences,51, 11-18.

Barreno SN, Veas A, Navas L, Castejon JL. (2020). Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students.Frontiers in Psychology,11, 22- 45.

Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science. 14(3), 481 -496.

Dweck, C. S., Walton, G. M., & Cohen, G. L. (2018). Academic Tenacity: Mindsets and Skills that Promote Long -Term Learning. Bill & Melinda Gates Foundation.

Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2018). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102(1), 102-114.

Guo M, Leung FK. (2021). Achievement goal orientations, learning strategies, and mathematics achievement: A comparison of Chinese Miao and Han students. Psychology in the Schools,58(1), 107-123.

Hornstra L, Bakx A, Mathijssen S, Denissen JJ. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences,80.

MacMaster, K., & Peter, D. D. (2016). The effects of being diagnosed with a learning disabilitiy on children's self-esteem. Child Study Journal, 2 (32), 101-108 .

Mc Williams EC. (2020). Self-efficacy, implicit theory of intelligence, goal orientation and the ninth grade experience. Unpublished Doctoral Dissertation, the School of Education, College of Professional Studies, Northeastern University, Boston, Massachusetts

Mih V, Mih C, Dragoş V. (2017). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting.ProcediaSocial and Behavioral Sciences,209, 329-336.

Savvides H, Bond C. (2021). How does growth mindset inform interventions in primary schools? A systematic literature review.Educational Psychology in Practice, 1- 16.

Yeager, D.S., Johnson, R., Spitzer, B.J., Trzesniewski, K.H., Powers, J., & Dweck, C.S. (2014). The far -reaching effects of believing people can change: Implicit theories of personality shape stress, health, and achievement during adolescence. Journal of personality and social psychology, 106(6), 867 –884.