Document Type : Research
Author
Abstract
The present study was accomplished with the purpose of predicting academic achievement based on intelligence beliefs, achievement goals and academic emotions in a causal framework through path analysis. To do this, 231 postgraduate students from Fars Payame Noor University were chosen via simple random sampling and answered to a self-report questionnaire consisted of intelligence beliefs (Dupeyrat & Marine, 2005), achievement goals (Middleton & Midgley, 1997), and academic emotions (Pekrun et al. 2005). The students’ GPA was considered as indicator of academic achievement. The results demonstrated the indirect and different effect of entity and incremental intelligence beliefs on academic achievement. The findings showed that incremental intelligence belief has indirect positive effect on academic achievement through the mediation of mastery goals and positive emotions. Moreover, the entity intelligence belief has indirect negative effect on academic achievement through the mediation of avoidance -performance and approach -performance goals and negative emotions. Also, based on the results, the direct effect of entity intelligence belief on negative emotions was significant; however, the direct effect of incremental intelligence belief on positive emotions was not confirmed.
Keywords
حجازی، الهه؛ رستگار، احمد؛ قربان‌جهرمی، رضا. (1387). الگوی پیش‌بینی پیشرفت تحصیلی ریاضی: نقش اهداف پیشرفت و ابعاد درگیری تحصیلی. فصلنامه نوآوری‌های آموزشی، سال هفتم، شماره، 28.
خیابانی، ناصر. (1381). بررسی مقایسه‌ای رابطه باورهای هوشی و جهت‌گیری هدفی با راهبردهای یادگیری و موفقیت تحصیلی در دانشجویان دختر و پسر رشته روان‌شناسی و علوم تربیتی دانشگاه تهران در سال تحصیلی 81-80. پایان‌نامه کارشناسی ارشد، دانشگاه تهران.
زارع، حسین؛ رستگار، احمد. (1391). رابطه باورهای معرفت شناختی و فرایندهای شناختی: بررسی نقش واسطه‌ای اهداف پیشرفت. فصلنامه روان‌شناسی، سال شانزدهم، شماره4.
محسن‌پور، مریم. (1384). نقش خودکارآمدی، اهداف پیشرفت، راهبردهای یادگیری و پایداری در پیشرفت تحصیلی ریاضی دانش‌آموزان سال سوم متوسطه (ریاضی) شهر تهران. پایان‌نامه تحصیلی کارشناسی ارشد، دانشگاه تهران.
نیکدل، فریبرز. (1389). بررسی رابطه ادراک از محیط کلاس و باورهای انگیزشی (جهت‌گیری هدف و خودپنداره تحصیلی) با هیجان‌های تحصیلی و یادگیری خودگردان نقش واسطه‌ای هیجان‌های تحصیلی. پایان‌نامه دکتری روان‌شناسی تربیتی، دانشگاه تربیت معلم تهران.
Ames, C. & Archer, J. (1988). Achieve-ment goal in classroom: Student’ learning Blac-kwell, L. S., Trzesniewski, K., &Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246–263.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational psychology, 84, 261-271.
Braten, I., & Stromso, H. )2003(. Epistemological belief and implicit theories of intelligence as predictos of achievement goals. Contemporary Educational Psych-ology. 29, 371-388.
Church, M.A, Elliot, A.J & Gable, S, L, (2001). Perception of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology. 93(1), 43-54.
Church, M.A, Elliot, A.J & Gable, S, L, (2001). Perception of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology. 93(1), 43-54.
Daniels, L. M., & Stupnisky, R. H. (2012). Not that different in theory: Discussing the control-value theory of emotions in online learning environments. Internet and Higher Education, 15, 222–226.
Dupeyrat, C., & Marian, C. (2005(. Implicit theories of intelligence , goal orientation , cognitive engagement and achie-vement : A test of Dweck’s model with returning to school adults. Contemporary Educational psychology. 30, 43-59.
Dweck, C. S. (2011). Self-theories. In P. Van Lange, A. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories in social psychology.
Dweck, C. S., & Leggett, E. L. (1988(. A social-cognitive approach to motivation personality.Psychological review,95,256-273.
Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. Elliot,& C.S. Dweck (Eds.), The handbook of competence and motivation. New York: Guilford..
Elliot, A. & Church, M.A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology. 72(1), 218-232.
Elliot, A. & Harachkiewicz, J (1996). Approach and avoidance achievement goal and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology. 93(1), 43-54
Elliot, A.& McGregor, H.A. (1999). Test anxiety and hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology. 76(4), 628-644.
Elliot, A.& McGregor, H.A. (2001). A2×2 achievement goal framework. Journal of Personality and Psychology. 80(3), 501-519.
Elliot, E. &Dweck, C. S. (1988). Achieve-ment Goals: an approach for motivational engagement and perception of quality in distance education. Journal of Personality and Social Psychology. 54, 5-12
Frenzel, A. C., Thrash, T. D., Pekrun, R., &Goetz, T. (2007). Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaireemathematics. Journal of Cross-Cultural Psychology, 38, 302-309.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lu¨dtke, O. (2007). Between- and within-domain relations of students’ academic emotions. Journal of Educational Psychology, 99, 715–733.
Harachkiewicz, J.M., Barron, K.E., Elliot, A.J., Carter, S.M. & Letho, A.T. (1997). Maintaining interest and making the grade. Journal of Personality and Social Psychology. 73(6), 1284-1295.
Harachkiewicz, J.M., Barron, K.E., Elliot, A.J., Carter, S.M. & Letho, A.T. (1997). Maintaining interest and making the grade. Journal of Personality and Social Psychology. 73(6), 1284-1295.
Harachkiewicz, J.M., Barron, K.E., Tauer, J., Carter, S.M. & Elliot, A.J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology. 92(3), 316-330.
Harachkiewicz, J.M., Barron, K.E., Tauer, J., Carter, S.M. & Elliot, A.J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology. 92(3), 316-330.
Huang, C. (2011). Achievement Goals and Achievement Emotions: A Meta-analysis. Educational Psychology Review, 23, 359-388.
King, R. B., McInerney, D. M., & Watkins, D. A. (2012). How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions. Learning and Individual Differences, 22, 814–819.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students' emotions and academic engag-ement: Introduction to the special issue. Contemporary Educational Psychology, 36, 1–3.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710–718.
Mouratidis, A., Vansteenkiste, M., Lens, W., & Vanden Auweele, Y. (2009). Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom. Psych-ology of Sport and Exercise,10,336–343.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.
Pekrun, R. (2009). Emotions at school. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 575-604). New York: Routledge.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achieve-ment Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101 (1), 115–135
Pekrun, R., Elliot, A. J., Maier, M. A. (2006). Achievement Goals and Discrete Achieve-ment Emotions: A Theoretical Model and Prospective Test. Journal of Educational Psychology, 98 (3), 583-597.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. (2007). The Control-Value Theory of Achievement Emotions: An Integrative Approach to Emotions in Education. Amsterdam: Academic Press, 2007, pp. 13-36.
Pekrun, R., Goetz, T., Daniels, L. M., Stupniksy, R. H., & Perry, R. P. (2010). Boredom in Achievement Settings: Exploring Control–Value Antecedents and Performance Outcomes of a Neglected Emotion. Journal of Educational Psychology, 102 (3), 531-549.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’self-regulated learning and achieve-ment: A program of quantitative and qualitative research. Educational Psychologist, 37, 91– 106.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555.
Ryan, A.M., & Pintrich, P.R. (1997). Should I ask for help? The role of motivation and attudes in adolescent‘s help seekingin math class. Journal of educational psychology. 2, 326-341.
Spinath , B., & Pelster , J S. (2003). Goal orientation and achievement: the role of ability self-concept and failure perception. Learning and Instruction .13, 403 – 422 (http//www. Sciencedirect. Com).
Stipec, D., & Gralinski, G. H. (1996). Children’s belief about intelligence and school performance. Journal of Educational psychology. 88, 397-407.
Turner. J. E., & Waugh, R. M. (2007). A dynamical systems perspective regarding students' learning processes: Shame reactions and emergent self-organizations, In p. A. Schutz and R Pekrun, (Eds.), Emotion in education, San Diego: Academic Press.
Vermetten, Y.J., Lodewijks, H.G & Vermunt, J.D. (2001). The role of personality traits and goal orientation in strategy use. Contemporary Educational Psychology. 26, 149-170. (http://www.sciencedirect .com).
Wolters, C.A., YU, S. L. & Pintrich, P.R. (1996). The relation between goal orientation and students’ motivational belief and self regulated learning. learning and individual Differenses.8, 211-238.
)