با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 کارشناس ارشد مشاوره، دانشگاه آزاد اسلامی

2 دانشیار گروه روان‌شناسی، دانشگاه فردوسی مشهد

چکیده

پژوهش حاضر با هدف بررسی نقش نظریه‌های ضمنی هوش در پیشرفت تحصیلی دانش‌آموزان صورت گرفت. روش پژوهش، همبستگی و جامعه آماری شامل کلیه دانش‌آموزان دختر دوره متوسطه مدارس خاص (نمونه دولتی و شاهد) شهر مشهد در سال تحصیلی 93-92 بودند که تعداد 332 نفر به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار مورد استفاده شامل مقیاس نظریه‌های ضمنی هوش (ITIS) بود که روایی و پایایی آن احراز گردیده بود. معدل کل دانش‌آموزان نیز به عنوان نمره موفقیت تحصیلی در نظر گرفته شد. داده‌های پژوهش با آمار توصیفی، ضریب همبستگی پیرسون، تحلیل رگرسیون چندگانه تحلیل شدند. 1- رابطه عامل ذاتی هوش و پیشرفت تحصیلی دانش‌آموزان منفی و معنادار بود (001/0p

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Implicit Intelligence Theories in Educational Improvement of High School Students

نویسندگان [English]

  • Shekofeh ShariatPanah 1
  • Ali Mashhadi 2

چکیده [English]

The purpose of the present research was studying the role of implicit intelligence theories in students’ educational improve-ment. The research method was correlation and the statistical population was all female students in special high schools (state exemplary school and Shahed) in Mashhad city on academic year of 2013-2014; that 332 of them were selected by using multi-stage cluster sampling method. The used tool was implicit theories of intelligence scale (ITIS) that its reliability and validity had been confirmed. The average mark of students was regarded as mark of academic improvement. Data was analyzed by using descriptive statistic, correlation coefficient of Pearson and multiple- regression method. The results are: 1- there were negative and significant correlation between intelligence intrinsic theory and the students’ educational improvement (r=-0.56, p

کلیدواژه‌ها [English]

  • Implicit Intelligence Theories
  • Educational Improvement
  • Intelligence Intrinsic Theory
  • Intelligence Incremental Theories
حجازی، ا؛ عبدلوند، ن؛ اما‌م‌ وردی، د. (1382). "جهت‌‌گیری هدفی باورهای هوشی و پیشرفت تحصیلی". مجله روان‌شناسی، 7 ،30-51.
رستگار، ا؛ حجازی، ا؛ غلامعلی لواسانی، م؛ قربان‌جهرمی، ر. (1388). "باورهای هوشی و پیشرفت تحصیلی: نقش اهداف پیشرفت و درگیری تحصیلی". پژوهش‌های روان‌شناختی، 12، 25-11.
رستگار، ا؛ قربان‌جهرمی، ر؛ مظلومیان، س. (1390). "رابطه باورهای هوشی، اهداف پیشرفت و درگیری شناختی در دانش‌آموزان دبیرستانی". مجله روان‌شناسی، 11، 90- 103.
محبی نورالدین وند، م؛ شهنی ییلاق، م؛ پاشاشریفی، ح. (1392). "بررسی شاخص‌های روان‌سنجی مقیاس نظریه‌های ضمنی هوش در جامعه دانشجویی". فصلنامه اندازه‌گیری تربیتی، 4، 43-64.
 
 
 
Abd-El-Fattah, S. M. & Yates, G. (2010). Implicit Theory of Intelligence Scale: Testing for factorial invariance and mean structure. Social Psychology of Education, 9, 1-14.
Adams, P., Gerhart, S., Miller, R., & Roberts, A. (2009). The accelerated learning program: Throwing open the gates. Journal of Basic Writing, 28, 50–69.
Alomyan, H., & Au, W. (2004). Exploration of Instructional Strategies and Individual Difference Within the Context of Web-based Learning, International Education Journal, 4, 86-92.
Asif, M. (2011). Achievement goals and Intrinsic motivation: A case of IIUM. International Journal of Humanities and Social Science, 11, 96-20.
Anderson, C. (1995). Implicit Theories in Broad Perspective. Psychological Inquiry, 6, 286–321.
Anderson, N. (2000). Web-Based: Instructional Effectiveness. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1583–1585.
Ando, R., Takahira, M., & Sakamoto, A. (2004). Effects of the Internet Use on Elementary School Students of Attitude toward Learning. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 979-984.
Austin, A. M., & Gustafson, L. (2006). Impact of course length on student learning. Journal of Economics and Finance Education, 5, 26–37.
Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects of race and socioeconomic status on academic achievement. Journal of Poverty, 6, 21-35.
Bouchard, T, J. (2004). Genetic Influence on Human Psychological Traits. A Survey Current Directions in Psychological Science, 13, 148–51.
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.
Dupeyrat, C., & Marine, C. (2001). Implicit theories of intelligence, achievement goals, and learning strategy use. Psychologische Beitraege, 43, 34-52.
Dweck, C. (2000). Self-theories: Their role in Motivation, personality and Development. Psychology Press: Taylor and Francis Groupe.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256- 273.
Dweck, C. S. (1986). Motivational processes affecting Learning, American psychologist, 41, 10, 1040-1048.
Dweck, C. S., Chiu, C., & Hong, Y. (1995). Implicit theories and their role in judgments and reactions: A world from two perspectives. Psychological Inquiry, 6, 267–285.
Eitle, T. M. (2005). Do gender and race matter? Explaining the relationship between sports participation and achievement. Sociological Spectrum, 25, 177-195. 
Elliot, A., & McGregor, H. (2001). A2∗A2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-509.
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139-156.
Flum, H., & Kaplan, A. (2006). Exploratory orientation as an educational goal. Educational Psychologist, 41, 99– 100.
Gutman, L. M., & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29, 223 – 248.
Harackiewicz, J. M., & Barron, K. E. (2000). Short-term and longtermconsequences of achievement goals in college: Predicting continued interest and performance overtime. Journal of Educational Psychology, 92, 316–330.
Hong, Y. Y., Chiu, C. Y., Derrick, M. S., Wan, L. W., & Dweck, C. S. (1999). Implicit theories, attributions, and coping: A Meaning system approach. Journal of Personality and Social Psychology, 77, 588-599.
Kerjcie & Morgan. (1970). Determining Sample Size for research activities. Educational and psychological  Measurement. 30.607-610.
Leondari, A. Y., & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students’ achievement behavior. Psychology in the Schools. 39, 279-291.
Long, J. F., Monoi, S., Knoblauch, D., Harper, B., Murphy, P. K. (2007) Academic Motivation and Achievement among Urban Adolescents. Urban Education, 42, 196-222.
McCoy, L. P. (2005). Effect of demographic and personal variables on achievement in eighth grade algebra. Journal of Educational Research, 98 , 131-135.
Parri, J. (2006). Quality in higher education. Vadyba Management, 2, 107-111.
Quihuis, G., Bempechat, J., Jimenez, N. V., & Boulay, B. A. (2002). Implicit theories of across academic domains: A study of meaning making in adolescents of Mexican descent, New Directions for Child and Adolescent Development, 96, 87-99.
Roedel, T. D. & Schraw, G. (1995). Beliefs about intelligence and academic goals. Contemporary Educational Psychology, 20, 464–468.
Sheldon, C. Q., & Durdella, N. R. (2010). Success rates for students taking compressed and regular length developmental courses in the community college. Community College Journal of Research and Practice, 34, 39–54.
Shumox, L., & Lomax, R. (2001). Parental efficacy: Predictor of parenting behavior and adolescent outcomes. Parenting, 2, 127-150.
Sternberg, R. J., & Zhang, L. F. (1996). What do we mean by giftedness? A pentagonal implicit theory. Gifted child quarterly, 39, 88-94.
Strenberg, R. J., & Kaufman, J. C. (1998). Human abilities, Annual Review of Psychology, 49,  479-502.
Suzuki, L., & Aronson, J. (2005). The Cultural Malleability of Intelligence and Its Impact on the Racial/Ethnic Hierarchy. Psychology, Public Policy, and Law, 11, 320–327.
Turner, E. A., Chandler, M., and Heffer, R. W. (2009). The influence of parenting styles, achievement motivation and self-efficacy on academic performance in college students. Journal of College Student Development, 50 , 337-346.
Von Stumm, S., Hell, B., Chamorro-Premuzic, T. (2011). The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspective on Psychological Science, 6, 574–588.
Watt, H. M. G. (2004). Development of adolescents’ self perceptions, values, and taskperceptions according to gender and domain in 7th through 11th-grade Australian students. Child Development, 75, 1556-1574.
Wolters, C. A. (2004). Advancing achievement goals theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250.