تأثیر تمایزیافتگی خود بر خودکارآمدی تحصیلی دانش آموزان استثنایی مقطع ابتدایی: نقش میانجی انگیزۀ پیشرفت تحصیلی و جهت گیری هدف

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار مشاوره، گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران

2 استادیار گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران

3 کارشناسی ارشد مشاوره، گروه مشاوره، واحد الکترونیکی دانشگاه آزاد اسلامی، تهران. ایران.

4 کارشناسی ارشد روان‌شناسی بالینی، گروه علوم تربیتی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه آزاد اسلامی نیشابور، ایران.

چکیده

پژوهش حاضر با هدف بررسی نقش میانجی انگیزۀ پیشرفت تحصیلی و جهت­گیری هدف در رابطۀ تمایزیافتگی خود با خودکارآمدی تحصیلی دانش آموزان استثنایی انجام شد. روش پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعۀ آماری این پژوهش، شامل تمامی دانش آموزان استثنایی شهر سبزوار در مقطع ابتدایی بودند که 205 نفر به ­عنوان نمونۀ پژوهش به روش نمونه گیری در دسترس انتخاب شدند. ابزار گردآوری داده­ ها، پرسشنامۀ خودکارآمدی تحصیلی مورگان وجینکز (1999)، جهت ­گیری هدف میدگلی و همکاران (1998)، تمایزیافتگی خود اسکورون و فریدلندر (۱۹۹۸) و انگیزۀ پیشرفت تحصیلی هرمنس (۱۹۷0) بود. برای تجزیه و تحلیل داده ­ها نیز از آزمون همبستگی پیرسون و تحلیل مسیر استفاده شد. نتایج نشان داد که تمایزیافتگی خود اثر مستقیم برخودکارآمدی تحصیلی ندارد (05/0p>). ولی تمایزیافتگی خود به صورت غیر­مستقیم یعنی از طریق انگیزۀ پیشرفت و جهت گیری هدف عملکرد گرایش و اجتنابی با خودکارآمدی تحصیلی رابطه داشت (05/0›p). بر اساس یافته های این پژوهش، می­توان نتیجه گرفت که رابطۀ تمایزیافتگی خود با خودکارآمدی تحصیلی دانش آموزان استثنایی یک رابطۀ خطی ساده نیست و انگیزۀ پیشرفت و جهت گیری هدف عملکرد گرایش و اجتنابی می­تواند این رابطه را میانجی گری نماید.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Self-differentiation on the Academic Self-efficacy of Exceptional Elementary School Students: The Mediating Role of Academic Achievement Motivation and Goal Orientation

نویسندگان [English]

  • Ebrahim Nameni 1
  • Seyed Ahmad Mohammadi Hoseini 2
  • Marziyeh Jamalian 3
  • Azadeh Mozahhab Yousefi 4
1 Associate Professor of Counseling, Department of Educational Sciences, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran.
2 Assistant Professor, Department of Educational Sciences, Faculty of Letters & Humanities, Hakim Sabzevari University, Sabzevar, Iran
3 Master's of Counseling, Department of Counseling, Electronic Unit, Islamic Azad University, Tehran. Iran.
4 Master's ofClinical Psychology, Department of Educational Sciences, Faculty of Literature and Humanities, Islamic Azad University of Neishabor, Iran.
چکیده [English]

The present study was conducted to investigate the mediating role of academic achievement motivation and goal orientation in the relationship between self-differentiation and academic self-efficacy of exceptional students. The statistical population of this descriptive correlational research included all the exceptional students of Sabzevar city elementary schools, of whom 205 students were selected as the research sample using convenience sampling method. The data collection tool was Morgan-Jinks Student Efficacy Scale (MJSES) (1999), Midgley et al.'s goal orientation questionnaire (1998), Skowron and Friedlander's differentiation of self inventory(1998), and Hermans' achievement motivation scale (1970). Pearson's correlation test and path analysis were used to analyze the data. The results showed that self-differentiation has no direct effect on academic self-efficacy (P>0.05). However, self-differentiation was indirectly related to academic self-efficacy through achievement motivation and goal orientation, tendency and avoidance (P<0.05). Based on the findings of this research, it can be concluded that the relationship between self-differentiation and academic self-efficacy of exceptional students is not a simple linear relationship, and goal orientation, tendency and avoidance performance can mediate this relationship.
Introduction
Students with special needs, compared to their peers, have low academic self-efficacy and poor self-regulation (Niazov et al, 2022). In this regard, the results of Schunk & DiBenedetto's study (2021) showed that students with special needs may have false self-efficacy beliefs. In the meantime, the review of past research such as Ramli & Nurahimah (2020) showed the finding that differentiation skill is one of the fields that is related to self-efficacy, and it is obvious that the perception of self-efficacy is necessary to increase self-differentiation.Considering the relationship between self-differentiation and academic self-efficacy, this research seeks a factor that can mediate the relationship between self-differentiation and self-efficacy. The results of most studies on the relationship between goal achievement and academic self-efficacy shows that mastery goals have a positive relationship with high academic self-efficacy, the use of deep cognitive strategies, efficient coping with academic problems and failures, high academic progress in general, positive emotions and motivational profile (Frumos et al, 2024; Hosseini & Maleki, 2023). Therefore, in this research, the orientation of progress goals is mentioned as a mediating factor.In addition to the orientation component of goal achievement, achievement motivation can also act as a mediating factor in the relationship between self-differentiation and academic self-efficacy because students with a high level of academic achievement motivation know their personality traits. Furthermore, this knowledge gives individuals an accurate perceptionof ​​their abilities, which represents their high self-efficacy. Given what was stated, and the role of academic progress motivation and the orientation of progress goals on the academic progress and success of students,the current research is trying to answer the question whether motivation to progress and the orientation of progress goals play a mediating role in the relationship between self-differentiation and academic self-efficacy of students.
Methodology
The statistical population of this descriptive correlational research consists of all male and female students with blindness, deafness or developmental disabilities at elementary school of special education centers in Sabzevar city. The target population was estimated to be 440 individualsbased on surveys, and Morgan's table was used to select 205 individuals as the sample.In the present study, Morgan-Jinks Student Efficacy Scale (MJSES), the goal orientation questionnaire of Bouffard et al., Skowron and Friedlander's differentiation of self inventory, and Hermans' achievement motivation scale were used in the present study. The obtained data were analyzed in Amos22 and SPSS 22 statistical software.
Results
To evaluate the mediating role of academic motivation and goal orientation, it is necessary to calculate the direct and indirect effects of self-differentiation on academic self-efficacy. Therefore, all the relationships among the variables were investigated based on the conceptual model of the research.
Based on Figure 1, path analysis for direct and indirect effects is shown in Table 1.
The direct effect of self-differentiation on academic self-efficacy was 0.01, which was not significant at the 0.05 level. The direct effect of self-differentiation on academic motivation was 0.22, which was significant at the 0.01 level. The direct effect of academic motivation on academic self-efficacy was 0.18, which was significant at the 0.05 level. The direct effect of self-differentiation on goal orientation was 0.19 for tendency, 0.38 for dominance and -0.30 for avoidance, which was significant at the 0.05 level. The direct effect of the orientation of the tendency and avoidance performance goals was 0.19 and -0.19, respectively, which was significant at the 0.05 level. Finally, it was concluded that self-differentiation was indirectly related to academic self-efficacy through achievement motivation and goal orientation, tendency and avoidance.
Discussion and conclusion
Findings of the present research reveal that motivated students attend to the teacher with great enthusiasm, enjoy practicingand perseverance, and feel good about having a close relationship with their teacher. They do their best to gain a complete understanding of the lesson concepts in order to satisfy their teachers. With a little reflection, one can understand the effect of academic achievement motivation on students' self-differentiation. Students with high differentiation, like students with motivation for academic progress, are also aware of their emotions and are able to thoughtfully assess the situation.These students have the ability to grow independently in intimate relationships and can be in deep relationships, and keep their peace and comfort (Skowron and Dendy, 2004). As a result, students with high levels of motivation for academic progress and differentiation know their personality traits, which gives them an accurate perceptionof ​​their abilities, which represents their high self-efficacy. In addition, since students with goal orientation use deep learning strategies and usually have internal goals and motivations, they show less anxiety in challenging learning situations. In the face of difficult tasks, they are more stable, do not give up easily and have a higher self-confidence (Gutman and Midgley, 2000). In such a structure, effort and progress are valuable, mistakes are considered a part of the learning process, and grades are not given much importance. Learners who have a learning orientation welcome challenging tasks and make a lot of effort to improve their skills and learning. Considering the effects of the orientation of progress goals on academic self-efficacy, it is suggested that administrators of exceptional schools have a structured plan to guide students' progress goals with the cooperation of teachers and parents. Also, based on the compiled theoretical foundations, it is possible to design an educational package to improve students' self-efficacy, which can be followed up through experimental research.

کلیدواژه‌ها [English]

  • Academic achievement motivation
  • Goal orientation
  • Self-differentiation
  • Academic self-efficacy
  • Exceptional students

مراجع

Alabbasi, A. M. A., Sultan, Z. M., Karwowski, M., Cross, T. L., & Ayoub, A. E. A. (2023). Self-efficacy in gifted and non-gifted students: A multilevel meta-analysis. Personality and Individual Differences, 210, 112244. https://doi.org/10.1016/j.paid.2023.112244
Al-Baddareen, G., Ghaith, S., & Akour, M. (2015). Self-efficacy, achievement goals, and metacognition as predictors of academic motivation. Procedia-Social and Behavioral Sciences, 191, 2068-2073. https://doi.org/10.1016/j.sbspro.2015.04.345
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1), 519-535. https://doi.org/10.1080/02673843.2019.1679202
Ansar-al-Hossaini, H., Abedi, M., & Nilforoshan, P. (2021). The Relationship between Academic Self-Concept and Academic Engagement with regard to the Mediating Role of Academic Self-Efficacy and Self-Regulatory Learning Approaches. Journal of Applied Psychological Research, 12(1), 39-58. https://japr.ut.ac.ir/article_81414.html (Text in Persian).
AL-Qadri, A., Mouas, S., Saraa, N., & Boudouaia, A. (2024). Measuring academic self-efficacy and learning outcomes: the mediating role of university English students' academic commitment. Asian-Pacific Journal of Second and Foreign Language Education, 9(35), 1-22. https://doi.org/10.1186/s40862-024-00253-5
Arakeri, S., & Sunagar, B. (2017). Locus of control: influence of internality, externality-others, externality-chance among management students. The International Journal of Indian Psychology, 4(2), 155-162. DOI: 10.25215/0402.156
Bandura, A. (1978). The self system in reciprocal determinism, American Psychologist, 33, 348-358. http://dx.doi.org/10.1037/0003-066X.33.4.344
Bouffard, T. (1998). A developmental study of the relation between combined learning and performance goals and students self- regulated leaning. British Journal of Educational Psychology, 68, 309-319. https://doi.org/10.1111/j.2044-8279.1998.tb01293.x
Bowen, M. (1978), Family Therapy in Clinical Practice. New York:Aronson
Dinger, F. C., Dickhauser, O., Spinath, B. & Steinmayr, R. (2013). Antecedent and consequences of student's achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90-101. https://doi.org/10.1016/j.lindif.2013.09.005.
Doménech, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs. Front Psychol, 8, 1193. Doi: 10.3389/fpsyg.2017.01193.
 Duch-Ceballos, C., Oliver, J. & Skowron, E. (2020). Differentiation of Self and Its Relationship with Emotional Self-Regulation and Anxiety in a Spanish Sample. The American Journal of Family Therapy, 49(5), 517-533. https://doi.org/10.1080/01926187.2020.1841039
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
Farid, A., & Ashrafzade, T. (2021). Causal Explanation of Academic Buoyancy Based on Teacher-Student Interaction, Self-Efficacy and Academic Hope. Quarterly Journal of New Thoughts On Education, 17(2), 203-227. https://doi.org/10.22051/jontoe.2021.31522.3052 (Text in Persian)
Frumos, F. V., Leonte, R., Candel, O. S., & Ciochină-Carasevici, L. (2024). The relationship between university students’ goal orientation and academic achievement. The mediating role of motivational components and the moderating role of achievement emotions. Frontiers in Psychology, 14, 1296346. https://doi.org/10.3389/fpsyg.2023.1296346
García-Álvarez, D., Hernández-Lalinde, J., & Cobo-Rendón, R. (2021). Emotional intelligence and academic self-efficacy in relation to the psychological well-being of university students during COVID-19 in Venezuela. Frontiers in psychology, 12, 759701. https://doi.org/10.3389/fpsyg.2021.759701
Geitz, G.,Joosten-ten Brinke, D.,& Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research,75, 146-158. https://doi.org/10.1016/j.ijer.2015.11.001.
Guo, X., Huang, J., & Yang, Y. (2022). The association between differentiation of self and life satisfaction among Chinese emerging adults: the mediating effect of hope and coping strategies and the moderating effect of child maltreatment history. International journal of environmental research and public health, 19(12), 7106. https://doi.org/10.3390/ijerph19127106
Gutman, L. M. & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American stu– dents during the middle school transition. Journal of Youth and Adolescence, 29, 223-248. https://doi.org/10.1023/A:1005108700243.
Habibi, A., & Ad-envar, M. (2017). Structural Equation Modeling, Jahad University Publications. (Text in Persian).
Haelermans, C. (2022). The Effects of Group differentiation by students’ learning strategies. Instructional Science, 50, 223–250. https://doi.org/10.1007/s11251-021-09575-0.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2020). Exceptional learners: An introduction to special education, 14th Edition. Upper Saddle River, NJ: Pearson. http://dx.doi.org/10.1093/acrefore/9780190264093.013.926
Hermans, H. J. M. (1970). A Questionnaire Measure of Achievement Motivation. Journal of Applied Psychology, 54(4), 353-363. https://doi.org/10.1037/h0029675
Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research & Development, 39(4), 689-703. https://doi.org/10.1080/07294360.2019.1685941
Hosseini, A., & Maleki, B. (2023). Explaining Academic Emotions Based on Academic Support and Achievement Goal Orientation: The Mediating Role of Academic Self-regulation. Research in Cognitive and Behavioral Sciences, 12(2), 143-168. https://doi.org/10.22108/cbs.2023.135435.1698. (Text in Persian).
Hosseini, F., & Latifian, M. (2009). Prediction of goal orientation using five factors Personality traits among students of Shiraz University, Psychological Studie. Faculty of Educational and Psychological Sciences Al-Zahra Science, 3(3), 66-33. https://doi.org/10.22051/psy.2009.1592 (Text in Persian).
İnce, M. (2023). Examining the role of motivation, attitude, and self-efficacy beliefs in shaping secondary school students’ academic achievement in science course. Sustainability, 15(15), 11612. https://doi.org/10.3390/su151511612
Isik, E., & Bulduk, S. (2014). Psychometricproperties of the differentiation of self-inventory revised inTurkish adult. Journal Marital Family Therapy, 41, 102-112. https://doi.org/10.1111/jmft.12022.
Jinks, J., & Morgan, V. (1999). Children’s Perceived Academic Self-Efficacy: An Inventory Scale. The Clearing House. 72(4), 224–230. https://doi.org/10.1080/00098659909599398.
Khoy Nejad, GH., Rajaei, A., & Nazemi, MR. (2020). The Effectiveness of Academic Self-Efficacy Training on Educational injuries and Academic Success in second grade high school Students. Quarterly Journal of New Thoughts On Education,  16(3), 191-212. https://doi.org/10.22051/jontoe.2020.31199.3035 (Text in Persian).
Liu, X., Zhang, Y., & Cao, X. (2023). Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance. European Journal of Psychology of Education, 1-23. https://doi.org/10.1007/s10212-023-00764-8
Liu, S.W., Luo, L., Wu, M., Wang, R., Wu, Y. (2016). Correlation between self-differentiation and professional adaptability among undergraduate nursing students in China. International Journal of Nursing Sciences, 3(4), 394-397. https://doi.org/10.1016/j.ijnss.2016.10.003.
Ma, Y., Yang, X.M., Hong, L., & Ju Tang, R. (2022). The Influence of Stress Perception on Academic Procrastination in Postgraduate Students: The Role of Self-Efficacy for Self-Regulated Learning and Self-Control. International Journal of Digital Multimedia Broadcasting, 1, 1-11. https://doi.org/10.1155/2022/6722805.
Mahdavi Rād, H., Farzād, V., & Koushaki, SH. (2021). Structural model of academic performance based on academic self-efficacy, and academic motivation, mediated by cognitive engagement among mathematics -physics students. Journal of Educational Innovations, 20(2), 155-177. https://doi.org/10.22034/jei.2021.237385.1535 (Text in Persian).
Malekian, N., & Pali, S. (2022). The relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. Management and Educational Perspective, 4(1), 53-71. https://doi.org/10.22034/jmep.2022.316798.1085. (Text in Persian).
Matteucci, M. C., & Soncini, A. (2021). Self-efficacy and psychological well-being in a sample of Italian university students with and without Specific Learning Disorder. Research in Developmental Disabilities, 110, 103858. https://doi.org/10.1016/j.ridd.2021.103858
Midgley, C., Kaplan, A., Middleton, M., Maehr, M.L., Urdan, T., Anderman, L.H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Contemp Educ Psychol, 23(2),113-131. https://doi.org/10.1006/ceps.1998.0965.
Minwei, S., & Amirrudin, S. (2023). The Impacts of Achievement Goal Orientation and Academic Self-Efficacy on Academic Achievement. Higher Education and Oriental Studies, 3(3), 1-11. https://doi.org/10.54435/heos.v3i3.101
Moll, K., Göbel, SM., Gooch, D., Landerl, K., Snowling, M.J. (2016). Cognitive risk factors for specific learning disorder: processing speed, temporal processing, and working memory. Journal of Learning Disabilities, 49(3), 272-281. https://doi.org/10.1177/0022219414547221
Mostafa, V., Falahzadeh, H., Ahmadi, S., & Hamidi, O. (2021). Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting. QJCR, 20 (79), 110-138. https://doi.org/10.18502/qjcr.v20i79.7344. (Text in Persian).
Murray, H.A. (1938). Explorations in Personality. New York: Oxford University Press.
Muriithi Ireri, A., Nyambura Mwangi, C., Wanjiku Mwaniki, E., & Kairu Wambugu, S. (2021). Achievement goal orientations as predictors of academic achievement among secondary school students in embu county, Kenya. International Journal of School and Cognitive Psychology, 1-6-. https://doi.org/10.35248/2329-8901.19.7.215.
Narasimhan, P. (2018). Self-Concept and Achievement Motivation as a Predictor of Academic Stress among High school students of ICSE Board, Chennai. International Journal of Indian Psychology, 6(3), 151-161. https://doi.org/10.25215/0603.014.
Narayanan, M., & Sriram, S. (2023). An Exploration of Differentiation of Self in Indian Youth. Human Arenas, 14, 1-28. https://doi.org/10.1007%2Fs42087-023-00335-9
Niazov, Z., Hen, M., & Ferrari, J. R. (2022). Online and academic procrastination in students with learning disabilities: The impact of academic stress and self-efficacy. Psychological Reports, 125(2), 890–912. https://doi.org/10.1177/0033294120988113
Ramli, R., & Nurahimah, M. Y. (2020). Self-efficacy and differentiated instruction: A study among Malaysian school teachers. Universal Journal of Educational Research, 8(4), 1252-1260. DOI:10.13189/ujer.2020.080416
Ross, A. S., & Murdock, N. L. (2014). Differentiation of self and well-being: The moderating effect of self-construal. Contemporary Family Therapy: An International Journal, 36(4), 485–496. https://doi.org/10.1007/s10591-014-9311-9
Sabour Esmaeili, N., Momtaz Eslami, V., Haji Arbabi, F., & Moniri, M. (2022). The mediating role of achievement motivation in the relationship between emotional intelligence with academic performance among female students of technical and vocational schools. Journal of Students in Management, 2(1), 53-65. https://doi.org/10.22034/jsm.2023.403651.1011 (Text in Persian).
Sagone, E., & Indiana, M. L. (2023). The Roles of Academic Self-Efficacy and Intolerance of Uncertainty on Decisional Procrastination in University Students during the COVID-19 Pandemic. Education Sciences, 13(5), 476. https://doi.org/10.3390/educsci13050476
Sandage, S. J., Crabtree, S., & Schweer, M. (2012). Differentiation of self and social justice commitment mediated by hope. Journal of Counseling & Development, 92, 67-74. https://doi.org/10.1002/j.1556-6676.2014.00131.x.
Sanchez, H., Outley, C., Gonzalez, J., & Matarrita-Cascante, D. (2018). The Influence of Self-Efficacy Beliefs in the Academic Performance of Latina/o Students in the United States: A Systematic Literature Review. Hispanic Journal of Behavioral Sciences, 40(2), 176-209. https://doi.org/10.1177/0739986318761323
Serçekuş, P., & Başkale, H. (2016). Effects of antenatal education on fear of childbirth, maternal self-efficacy and parental attachment. Midwifery, 34, 166-172. https://doi.org/10.1016/j.midw.2015.11.016
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-Regulation, self-efficacy, and learning disabilities. Learning Disabilities-Neurobiology, Assessment, Clinical Features and Treatments, 14, 1-13. http://dx.doi.org/10.5772/intechopen.99570.
Shirazi, R., Mohajeran, B., & Ghaleei, A. (2020). The mediating role of parental expectations and parental involvement in the relationship between expectations of teachers with academic achievement in third grade students in West Azerbaijan Province 94-95. Quarterly Journal of New Thoughts On Education, 13(3), 229-249. https://doi.org/10.22051/jontoe.2017.10166.1299 (Text in Persian).
Skowron, E. A., & Dendy, A. K. (2004). Differentiation of self and attachment in adulthood: Relational correlated of effortful control. Contemporary Family Therapy, 26(3), 337-357. https://doi.org/10.1023/B:COFT.0000037919.63750.9d
Skowron, E. A., & Friedlander, M. L. (1998). The Differentiation of Self Inventory: Development and initial validation. Journal of Counseling Psychology, 45(3), 235–246. https://doi.org/10.1037/0022-0167.45.3.235
Skowron, E. A., & Schmitt, T. A. (2003). Assessing interpersonal fusion: Reliability and validity of a new DSI fusion with others subscale. Journal of Marital and Family Therapy, 29(2), 209-222. https://doi.org/10.1111/j.1752-0606.2003.tb01201.x
Solemani Far,O., & Shabani, F. (2012). The Relation of Self-Efficacy and Achievement Motivation with Academic Adjustment of First Year Undergraduate Students of Shahid Chamran University Ahvaz. Educational psychology studies, 10(17), 83-104. https://doi.org/10.22111/jeps.2013.1448 (Text in Persian).
Tajeri Moghadam, M., Abbasi, E., & Khoshnodifar, Z. (2020). Students' academic burnout in Iranian agricultural higher education system: the mediating role of achievement motivation. Heliyon, 6(9), e04960. https://doi.org/10.1016/j.heliyon.2020.e04960.
Tipon, F.K., Villanueva, A., Baluyot, M.K., & Lloyd, K. (2021). The Self-Efficacy and Its Relationship on the Academic Motivation to the Senior High School Students from Public Schools Amidst the New Normal Education in the Philippines.  International Journal Of Advance Research And Innovative Ideas In Education, 7(3), https://doi.org/10.6084/m9.figshare.14813397.v2.
Tugce Ozyeter, N., & Kutlu, O. (2022). Adaptation of the Children's Perceived Academic Self-Efficacy Scale: Validity and Reliability Study. International Journal of Assessment Tools in Education, 9(2), 430-450. https://doi.org/10.21449/ijate.958871.
Ucar, M.F., & Sungur, S. (2017). The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement. Research in Science & TechnologicalEducation, 35(2), 149-168. https://doi.org/10.1080/02635143.2017.1278684
Usán Supervía, P.,Salavera Bordás, C., &Murillo Lorente, V. (2020). The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students. International Journal of Environmental Research and Public Health, 17(22), 8323. https://doi.org/10.3390/ijerph17228323
Vaziri, C., Ghanbaripanah, A., & Tajalli, P. (2021). Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students. Int J Pediatr, 9(3), 13281-295. https://doi.org/10.22038/ijp.2020.50410.4011
Wang, D., Guo, D., Song, C., Hao, L., & Qiao, Z. (2022). General self-efficacy and employability among financially underprivileged Chinese college students: The mediating role of achievement motivation and career aspirations. Frontiers in Psychology, 12, 719771. https://doi.org/10.3389/fpsyg.2021.719771
Younesi, F. (2005). Normization and determination of psychometric characteristics of self-differentiation test among people aged 25-50. Master's thesis, Allameh Tabatabai University - Faculty of Psychology and Educational Sciences. (Text in Persian).
Yousefi Afrashteh, M., & Rezaei, S. (2022). The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well-being in medical students: a path analysis. BMC Medical Education, 22(1), 1-9. https://doi.org/10.1186/s12909-022-03118-y
Zare, H., & Niroomand, A. (1970). The Effect of the Method of Presenting Educational Materials in Multime-dia Learning Environment on Recalling Vocabulary with the Mediation of Verbal Fluidity. Research in School and Virtual Learning, 5(2), 23-32. https://dorl.net/dor/20.1001.1.23456523.1396.5.2.2.3
Zhang, Y., Guan, X., Ahmed, M. Z., Jobe, M. C., & Ahmed, O. (2022). The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy. Sustainability, 14(10), 6304. https://doi.org/10.3390/su14106304
Zhang, L. F. & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese populations. The Journal of Psychology, 134, 469-489. https://doi.org/10.1080/00223980009598230
Zhao, L., & Zhao, W. (2022). Impacts of family environment on adolescents’ academic achievement: The role of peer interaction quality and educational expectation gap. Frontiers in Psychology, 13, 911959. https://doi.org/10.3389/fpsyg.2022.911959
اندیشه های نوین تربیتی
دوره 20، شماره 1 - شماره پیاپی 71
اردیبهشت 1403
صفحه 91-108

فایل ها

هم رسانی

ارجاع به این مقاله

آمار