رابطه باورهای هوشی و انگیزش پیشرفت با اشتیاق تحصیلی دانش‌آموزان دوره متوسطه دوم شهر کرمانشاه: نقش میانجی‌گری تاب‌آوری تحصیلی

نوع مقاله : پژوهشی

نویسندگان

1 کارشناس ارشد روانشناسی عمومی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران.

2 استادیار گروه روانشناسی، دانشکده علوم اجتماعی، دانشگاه رازی، کرمانشاه، ایران.

3 روانشناسی، دانشکده علوم اجتماعی، دانشگاه رازی

چکیده

چکیده
امروزه موفقیت تحصیلی دانش‌آموزان موضوعی مهم برای والدین، نظام آموزشی و همه افراد علاقه‌مند به رشد و شکوفایی جامعه است. موفقیت دانش‌آموزان در امور درسی، به میزان اشتیاق آنان به تحصیل بستگی دارد. دانش‌آموزان مشتاق در کلاس درس مشارکت بیشتری دارند و علاقه و انگیزش بیشتری از خود نشان می‌دهند. تأثیرات مثبت اشتیاق تحصیلی بر درگیری تحصیلی دانش‌آموزان و افزایش میزان تلاش آن‌ها، ضرورت مطالعه اشتیاق تحصیلی و شناخت عوامل مؤثر بر آن را ایجاب می‌کند. هدف از پژوهش حاضر پیش‌بینی اشتیاق تحصیلی بر اساس باورهای هوشی و انگیزش پیشرفت با توجه به نقش میانجی تاب‌آوری تحصیلی می‌باشد. جامعه آماری این پژوهش عبارت بود از کلیه دانش‌آموزان دختر و پسر مقطع متوسطه دوم شهر کرمانشاه. حجم نمونه شامل 160 نفر از دانش‌آموزان که با استفاده از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند و به پرسشنامه‌های انگیزش پیشرفت هرمنس (1970)، باورهای هوشی دوپیرات و مارین (2005)، اشتیاق تحصیلی فردریکز و بلومنفیلد (2004) و تاب‌آوری تحصیلی مارتین و مارش (2006) پاسخ دادند. داده‌های جمع‌آوری شده با استفاده از روش مدل‌یابی ساختاری مورد تحلیل قرار گرفتند. با توجه به یافته‌ها نقش میانجی‌گری تاب‌آوری تحصیلی در رابطه بین باورهای هوشی و انگیزش پیشرفت با اشتیاق تحصیلی تأیید شد. با توجه به روابط بین این متغیرها پیشنهاد می‌شود معلمان محیط آموزشی را به گونه‌ای سازمان دهند که باورهای هوشی افزایشی، انگیزش پیشرفت و تاب‌آوری تحصیلی دانش‌آموزان مورد توجه و تقویت قرار گیرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The relationship between intelligence beliefs and achievement motivation with academic enthusiasm of Kermanshah secondary school students: the mediating role of academic resilience

نویسندگان [English]

  • Fatemeh Kavarkoohi 1
  • Asie Moradi 2
  • Khodamorad Momeni 3
1 MSc in General Psychology, Faculty of Social Sciences, Razi University. Kermanshah. Iran.
2 Assistant Prof of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.
3 Associate Prof of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.
چکیده [English]

Today, students’ academic success is a matter of great importance for parents, the educational system, and all those concerned with the growth and development of society. Students’ success in academic activities largely depends on their level of enthusiasm for learning. Enthusiastic students tend to participate more actively in the classroom and demonstrate higher levels of interest and motivation. The positive effects of academic enthusiasm on students’ academic engagement and increased effort highlight the necessity of studying this construct and identifying the factors influencing it. The purpose of the present study was to predict academic enthusiasm based on intelligence beliefs and achievement motivation, considering the mediating role of academic resilience. This study was applied in terms of purpose and descriptive–correlational in terms of data collection, and it was conducted using structural equation modeling. The statistical population consisted of second-cycle high school students in Kermanshah during the 2019–2020 academic year, from whom 175 students were selected through multistage cluster sampling. Participants completed the Hermans Achievement Motivation Questionnaire (1970), the Intelligence Beliefs Questionnaire by Dweck and Martin (2005), the Academic Enthusiasm Scale by Fredricks and Blumenfeld (2004), and the Academic Resilience Scale by Martin and Marsh (2006). The collected data were analyzed using structural equation modeling techniques. The results of path analysis indicated that the proposed model demonstrated a good fit. The findings showed that entity intelligence beliefs had a significant negative effect on both academic resilience and academic enthusiasm, whereas incremental intelligence beliefs exerted a direct and positive effect on academic enthusiasm.

کلیدواژه‌ها [English]

  • Academic engagement
  • intelligence beliefs
  • Achievement motivation
  • Academic resilience
  • Students

مراجع

Acpan, I. & Umobong. M. (2013). Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Academic jornal of interdisciplinary studies. MCSER, 228-4612. DOI: 10.5901/ajis.2013.v2n3p385
Ahmadi, G., Mohammadi, A., Asadzandi, S., Shah, M., & Mojtahedzadeh, R. (2023). What are the indicators of student engagement in learning management systems? a systematized review of the literature. International Review of Research in Open and Distributed Learning, 24(1), 117-136. DOI: 10.19173/irrodl.v24i1.6453
Akbari, B. (2007). Validity and Reli Ability of Hermen's Achievement Motivation Test on the Guilan's High School Students. Research in Curriculum Planning, 4(16), 73-96. https://sid.ir/paper/127508/en
Amini, M., Shehni Yailagh, M., & Hajiyakhchali, A. (2020). The causal relationship of psychological capital with psychological well-being and academic performance with the mediating role of social capital. Positive Psychology Research, 6(2), 1-16.doi:10.22108/ppls.2020.116114.1688
Assadi, M., & Sajadinezhad, M. S. (2022). Prediction of Academic Vitality and Resilience Based on E-Learning Skills by Mediating Role of Students' Academic Excitement in Virtual Education. Research in School and Virtual Learning, 10(2), 79-90. doi: 10.30473/etl.2022.64759.3845 [In Persian]
Assefa, Y., Tilwani, S. A., Moges, B. T., & Majeed, H. (2025). Unpacking student engagement and its mediating role in predicting the relationship between self-determination and academic satisfaction among undergraduate students in higher education. Social Sciences & Humanities Open, 12, 101797. https://doi.org/10.1016/j.ssaho.2025.101797
Awang-Hashim, R., Kaur, A., & Noman, M. (2015). The interplay of socio- psychological factors on school engagement among early adolescents. Journal of Adolescence, 45, 214-224. https://doi.org/10.1016/j.adolescence.2015.10.001
Bagheri, A; Ghazanfari, A. & Nikdel, F. (2019). Investigation of Psychometric Properties of Frederick’s Questionnaire of Academic Enthusiasm in High School Students. PSYCHOMETRY, 7(28), 23-42. https://www.magiran.com/p2180551
Bergold, S., & Steinmayr, R. (2016). The relation over time between achievement motivation and intelligence in young ele mentary School children: Alatent cross – lagged analysis. C- on temporary Educational psychology.
Cong, Y., Yang, L., & Ergün, A. L. P. (2024). Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis. Acta Psychologica, 248, 104394. https://doi.org/10.1016/j.actpsy.-2024.104394
Cutipa-Flores, T., Fabian-Osorio, L., Navarro-Cárdenas, M. A., & Abanto-Ramírez, C. D. (2025, May). Academic engagement and academic self-efficacy as predictors of academic procrastination in Peruvian adolescents. In Frontiers in Education (Vol. 10, p. 1533810). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1533810
de Kraker-Pauw, E., van Wesel, F., Krabbendam, L., & van Atteveldt, N. (2022). Students’ beliefs about the nature of intelligence (mindset). Journal of adolescent research, 37(4), 607-636.doi: 10.1177/0743558420967113
Diaconu-Gherasim L, Brumariu L, Hurley J. (2020). Adolescents’ perceptions of contextual factors: Links with intrinsic motivation and academic achievement. Current Psychology, 25(4):1-16.DOI: 10.1007/s12144-020-01076-6
Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational psychology, 30, 43-59.https://doi.org/10.1016/j.cedpsych.2004.01.007
Fredicks, J. A; Blumenfeld, P.C. & Paris A.H. (2004). School engagement: Potential of the concept, State of the evidence. Rev Educ Res, 74(1):59-109.DOI: 10.3102/00346543074001059
Helker, K., & Wosnitza, M. (2016). The interplay of students and Parents responsibility Judgements in the school context and their associations with student motivation and achievement. International Journal of Educational Research, 76(1), 34-49.https://doi.org/10.1016/j.ijer.2016.01.001
Hong, Y., Chiu, C., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit the ories, Attributions, and coping: A meaning system Approach. Jornal of personality and social psychology, 77, 588-599.DOI: 10.1037/0022-3514.77.3.588
Hu, K., Tang, D., & He, H. (2025, August). The mediating role of learning engagement in the relationship between master's students' learning motivation and scientific research and innovation capability. In Frontiers in Education (Vol. 10, p. 1604792). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1604792
Izadpanah, S., & Rezaei, Y. M. (2022). Causal explanation of academic enthusiasm based on the interaction of teachers and English language learners: Self-regulation, academic hope, and academic engagement among English language learners. Frontiers in Psychology, 13, 997903.  https://doi.org/10.3389/fpsyg.2022.997903
Jafari, L., Hejazi, M., & Sobhi, A. (2020). Investigating the relationship between academic resilience with students' academic performance and mediating academic meaning. Journal of school psychology, 9(3), 35-49. doi:10.22098/jsp.2020.1063
Kaguhangire-Barifaijo, M., Kyohairwe, S. B., & Komakech, R. A. (2022). Academics’ enthusiasm for Scholarly Research Engagement: perspectives on selected universities in Uganda. Open Journal of Social Sciences, 10(13), 284-305.DOI: 10.4236/jss.2022.1013023
King, R. (2016). Gender differnces in motivation, engagement and achievement are related to students perception of peer but not of parent or teacher-attitudes toward school. Learning and Individual Differences, 52(1), 60-71.https://doi.org/10.1016/j.lindif.2016.10.006
Liu S, Zou S, Zhang D, Wang X, Wu X. (2022). Problematic Internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence. Journal of Affective Disorders, 309: 9-18.https://doi.org/10.1016/j.jad.2022.04.043
Liu, Y. & Huang, X. (2021). Effects of Basic Psychological Needs on Resilience: A Human Agency Model. Frontiers in Psychology, 12: 1-8.https://doi.org/10.3389/fpsyg.2021.700035
Lopez, C., & Jones, S, J. (2017). Examiniation of factors that predict academic adijustment and success of community college transfer students in S T E M at 4- year institution s. Community college Journal of Research and practiiee, 41(3), 168-182.DOI: 10.1080/10668926.2016.1168328
Martin, A., & Marsh, H. (2006). Academic resilience and its psychological and educational correlate: A construct validity approach. Psychology in the schools, 43(3), 267-281. DOI: 10.1002/pits.20149
Martin, A., & Steinbeck, K. (2017). The role of puberty in students academic motivation and achievement. Learning and Individual Differences. 53(1), 37-46.DOI: 10.1016/j.lindif.2016.11.003
Martin. A. (2013). Academic buoyancy and academic resilience: Exploring everyday and classic resilience in the face of academic adversity. School psychology International, 34(5) 488-500.DOI: 10.1177/0143034312472759
Martos, T., & Sally, V. (2017). Self determination theory and the emerging fields of relationship science and nich construction theory. European Journal of mental Health, 1(12), 73-87.DOI: 10.5708/EJMH.12.2017.1.5
Mary, C., Murphy, M.C. Dweck, C.S (2016). Mindsets shape consumer behavior. Journal of consumer behavior. Journal of consumer psychology, 26(1), 127-136.DOI: 10.1016/j.jcps.2015.06.005
Melaku, B. K., Negasi, R. D., & Tolla, T. T. (2025). Perceived academic support and academic achievement among Ethiopian first-year university students: the serial mediating roles of academic motivation and resilience. Frontiers in Psychology, 16, 1605550. https://doi.org/10.3389/fpsyg.2025.1605550
Moradi, K., Asadzadeh, H., Karami, A., & Najafi, M. (2019). Modeling the academic achievements based on academic emotions and academic engagement with the mediating role of positive development youth. Educational Psychology, 15(51), 147-173.https://doi.org/10.22054/jep.2019.40810.2634
Nafitianto, M., & Purwanto, E. (2024). Academic Resilience and Achievement Motivation in Students Who Experience Academic Stress. Educational Psychology Journal, 13(1), 33-43.DOI: 10.15294/epj.v13i1.19143
Neal, D. (2017). Academic resilience and caring adults: The experiences of former foster youth, children and youth services Review, 79(15): 242-248.DOI: 10.1016/j.childyouth.2017.06.005
Nwankwo, C. A., & Nwankwo, C. A. (2020). Relationship between students’ academic achievement motivation and their attitude towards examination malpractice. Nnadiebube Journal of Education, 5(1), 71-83. DOI: 10.1504/IJEV.2020.10029936
Obeng, P., Srem-Sai, M., Arthur, F., Salifu, I., Amoadu, M., Agormedah, E. K., ... & Schack, T. (2025). Students’ academic resilience and well-being in Ghana: the mediating effects of grit and motivation. Discover Education, 4(1), 132. DOI: 10.1007/s44217-025-00537-z
Pham, T. T. H., Ho, T. T. Q., Nguyen, B. T. N., Nguyen, H. T., & Nguyen, T. H. (2024). Academic motivation and academic satisfaction: A moderated mediation model of academic engagement and academic self-efficacy. Journal of Applied Research in Higher Education, 16(5), 1999-2012. DOI: 10.1108/JARHE-10-2023-0474
Pulyaeva, V. Nevryuev A. (2020). The Relationship of Basic Psychological Needs, Academic Motivation and Alienation from Study of Students in Higher Education. Psychological science and education, 25(2): 19-32.DOI: 10.17759/pse.2020250202
Rastegar, A., Hejazi, E, Gholamali Lavasani, M. and Ghorban Jahromi, R. (2009). Investigating the relationship between intelligence beliefs and academic progress with regard to the mediating role of progress goals and dimensions of academic engagement. Psychological Research, 12(1): 11-25.
Reyhani, M. B., Derakhshan, M., Shafiei, M., Alizadeh, M., & Zarei, R. (2021). Intelligence beliefs and academic engagement: The mediating role of social cognition. Journal of Educational Psychology Studies, 17(60), 249–270. https://doi.org/10.22054/jep.2018.20257.1721
Rezai, A., Ahmadi, R., Ashkani, P., & Hosseini, G. H. (2025). Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners. Acta Psychologica, 253, 104704. https://doi.org/10.1016/j.actpsy.2025.104704
Robayo-Tamayo, M., Blanco-Donoso, L.M., Román, F.J., Carmona-Cobo, I., Moreno-Jiménez, B., & Garrosa, E. (2020). Academic engagement: A diary study on the mediating role of academic support. Learning and Individual Differences. 80:1-41. DOI:10.1016/j.lindif.2020.101887
Salmani, E., Soleimani, E., & Yaghoobi, A. (2025). Causal relationships of math anxiety based on math self-concept and academic enthusiasm with emphasis on the mediating role of learning strategies. Research in School and Virtual Learning, 13(1), 21-34.DOI: 10.30473/etl.2025.71726.4231 [In Persian]
SepahMansour, M., Barati, Z., & Behzadi, S. (2016). Model for Academic Resilience BBased on Academic Competence and Teacher-Student Relationship. Psychological Methods and Models, 7(25), 25-44. https://www.magiran.com/p1630514
Su, A., Wan, S., He, W., & Dong, L. (2021). Effect of intelligence mindsets on math achievement for Chinese primary school students: Math self-efficacy and failure beliefs as mediators. Frontiers in psychology, 12, 640349. https://doi.org/10.3389/fpsyg.2021.640349
Taghinejad, M., Abedi, A., & Ghamarani, A. (2021). Effectiveness of the growth mindset intervention on learning behaviors in the middle school gifted underachievers. Preventive Counseling, 1(3), 61-78. https://jpc.uma.ac.ir/article_1163.html
Vakili Mofakhari, A., & Khadivi, A. (2011). The relationship between achievement motivation, locus of control, self-concept, and academic achievement among first-year secondary school students in the five educational districts of Tabriz. Quarterly Journal of Educational Sciences, 4(13), 45–66.
Zare, H. (2014). Causal model of predicting virtual education students’ academic achievement: The role of intelligence beliefs, achievement goals, and academic emotions. Journal of Research in School and Virtual Learning, 1(3), 9–18. doi:20.1001.1.23456523.1392.1.3.1.6 [In Persian]

فایل ها

هم رسانی

ارجاع به این مقاله

آمار