النموذج البنائي للعلاقات بين الدافع الأکاديمي والکفاءة الذاتية والاتجاه نحو التدريس والتحصيل الأکاديمي لدى طلبة کلية التربية جامعة السلطان قابوس بسلطنة عمان | ||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||
| Article 6, Volume 36, 173ج2, 2017, Pages 229-250 PDF (791.38 K) | ||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||
| DOI: 10.21608/jsrep.2017.6376 | ||
| Authors | ||
| احمد محمد شبيب1; هلال بن زاهر النبهاني2 | ||
| 1أستاذ علم النفس التربوي کلية التربية جامعة السلطان قابوس عمان/ أستاذ علم النفس التعليمي کلية التربية جامعة الأزهر بالقاهرة | ||
| 2أستاذ علم النفس التربوي المشارک کلية التربية جامعة السلطان قابوس مسقط عمان | ||
| Abstract | ||
| هدف البحث الحالي إلى التحقق من العلاقة بين الدافع الأکاديمي والکفاءة الذاتية والاتجاهات نحو مهنة التدريس والتحصيل الأکاديمي لدى الطلاب المعلمين قبل الخدمة. حيث إن استکشاف العلاقات بين هذه المتغيرات يلقي الضوء على معتقدات الکفاءة الذاتية واتجاهات الطلبة الذين يصبحون فيما بعد معلمين مما قد يساعد ذلک کليتهم فيما بعد من إعداد معلمين أکفاء ولديهم اتجاهات ايجابية نحو مهنتهم. تکونت عينة البحث من 211 تم اختبارهم من طلبة کلية التربية جامعة السلطان قابوس في العام الدراسي الجامعي 2016-2017م. أشارت نتائج البحث إلى أن الدافع الأکاديمي يؤثر في الکفاءة الذاتية والاتجاه نحو التدريس، کما اتضح ذلک من الوزن الانحداري المعياري فقد بلغ على الترتيب (0.259 – 0.603). کما تبين عدم وجود تأثير للدافع الأکاديمي على التحصيل الدراسي فقد بلغ الوزن الانحداري المعياري (0.64). The objective of this research is to investigate the relationship between academic motivation, self-efficacy, and attitudes towards the teaching profession and academic achievement of pre-service teachers. Exploring the relationships between these variables sheds light on the self-efficacy beliefs and attitudes of students who later become teachers, which may help to prepare qualified teachers with positive attitudes towards their profession. The research sample consisted of 211 students from the College of Education, Sultan Qaboos University, in the academic year 2016-2017. The results showed that the academic motivation affects the self-efficacy and the tendency towards teaching, as indicated by the standard regression weight, which was (0.289-0.603). It also showed that there is no effect of academic motivation on academic achievement. | ||
| Keywords | ||
| الدافع الأکاديمي – الکفاءة الذاتية – الاتجاه نحو مهنة التدريس التحصيل الأکاديمي Academic motivation; Self_Efficacy; Attitudes toward teaching profession; Academic Achievement | ||
| References | ||
المراجع:Ahmed, W. & Bruinsma, M. (2006). A Structural Model of Self-concept, Autonomous Motivation and Academic Performance in Cross-cultural Perspective. Electronic Journal of Research in Educational Psychology, 10 (4), pp 551-572. Available from:www.investigacionpsicopedagogica.org/revista/.../Art_10_144.pdf. [Accessed on: 1 May, 2010].
Altinok, H. (2004). Teacher Candidates’ Evaluations of Their Teaching Competencies in Hacettepe University. Journal of Education, Vol. 26 (4), pp 1‐8.
Areepattamannil, S. & Freeman, J. (2008). Academic Achievement, Academic Self-concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools. Journal of Advanced Academics, 19 (4), pp 700- 743.
Aycan, Ş., Aycan, N., An, E. & Türkoğuz, S. (2001). Manisa Demirci Lisesi’nde kimya laboratuvar uygulamalarının kimya dersi başarısına etkisi üzerine bir çalışma. IV. Fen Bilimleri Egitimi Kongresi 2000, Bildiler Kitabı, pp 486-489. Ankara: Milli Egitim Basımevi.
Aydoğdu, C. (2000). A Comparation of Chemistry Instruction Enriched With Experiments And Traditional Problem Solving Activities In Term Of Chemistry Lesson Achievement. Hacettepe University Journal of Education, 19, pp 29-31.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ Prentice – Hall.
Bandura, A. (1993). Perceived Self-efficacy In Cognitive Development and Functioning. Educational Psychologist, 28, pp 117-148. http://dx.doi.org/10.1207/s15326985ep2802_3
Bandura, A., Barbaranelli, C., Caprara, G., & Pastorelli, C. (1996). Multifaceted Impact of Self-efficacy Beliefs on Academic Functioning. Child Development, 67 (3), pp 1206-1222.
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Freeman.
Barker, K., Dowson, M., & McInerney, D. (2005). Effects between Motivational Goals, Academic Self-concept and Academic Achievement: What is the Causal Ordering?. Paper presented at the Australian Association for Research in Education (AARE), Sydney, Australia. Bümen, N. & Özaydin, T. (2014). Changes on Teacher Self-efficacy And Attitudes towards Teaching Profession from Candidacy to Induction. Education and Science, 38 (169), pp 109-125.
Choi, N. (2005). Self-efficacy and Self-concept as Predictors of College Students’ Academic Performance. Psychology in the Schools, 42 (2), PP 197-205. Chowdhury, M. & Shahabuddin, A. (2007). Self-efficacy, Motivation and Their Relationship to Academic Performance of Bangladesh College Students. College Quarterly, 10 (1), pp 1-9.
Deci, E. & Ryan, R. (1985). Intrinsic Motivation and Self-determination in Human Behavior. New York: Plenum Press.
Deci, E. & Ryan, R. (2002). An Overview of Self-determination Theory: Organismic-dialectical Perspective. Handbook of Self-determination Research, pp 3-33. In E. L. Deci & R. M. Ryan (Eds.), Rochester, NY: The University of Rochester Press. Demirtaş, H., Comert, M., & Ozer, N. (2011). Öğretmen adaylarının öz yeterlik inançları ve öğretmenlik mesleğine ilişkin tutumları. Eğitim ve Bilim, 36 (159), pp 96-111.
Fishbein, M. & Ajzen, I. (1975). Belief, Attitude, Intention, and Behavior: An Introduction to Theory and Research. Canada: Addison-Wesley.
House, J. (1995). The Predictive Relationship between Academic Self-concept, Achievement Expectancies, and Grade Performance In College Calculus. The Journal of Social Psychology 135, 1, pp 111-112.
Ipek, C. & Camadan, F. (2012). Primary Teachers' And Primary Pre-service Teachers' Self-efficacy Beliefs and Attitudes toward Teaching Profession. International Journal of Human Sciences, 9 (2), pp 1206-1216.
Jen, T. & Chien, C. (2008). The Influence of the Academic Self-concept on Academic Achievement: From A Perspective of Learning Motivation. Conference Proceedings of IRC. Khalaila, R. (2015). The Relationship between Academic Self-concept, Intrinsic Motivation, Test Anxiety, and Academic Achievement Among Nursing Students: Mediating and Moderating Effects. Nurse Education Today, 35 (3), pp 432-438. Kumar, A. (2001). Open University/Distance Learners’ Academic Self-concept and Academic Performance. Journal of Distance Education, 8 (1), pp 133-146. Lent, R., Larkin, K., & Brown, S. (1986). Self-efficacy In the Prediction of Academic Performance and Perceived Career Options. Journal of Counseling Psychology, 33 (3), pp 265-269.
Linnehan (2005). Who Drops Out of School and Why, In Understanding Dropout; Statistics, Strategies, and High‐stakes Testing. Washington: Macmillan publishing, National Academy Press. Marsh, H. (2006). Academic Resilience and Its Psychological and Educational Correlates: A Construct Validity Approach. Psychology in the Schools, 43, pp 267-281.
Marsh, H., Hau, K., & Kong, C. (2002). Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared with Chinese) for Hong Kong Students. American Educational Research Journal, 39 (3), pp 727-763.
McCoach, D. & Siegle, D. (2001). A Comparison of High Achievers’ and Low Achievers’ Attitudes, Perceptions, and Motivations. Academic Exchange Quarterly, 5 (2), pp 71-76. Mnyandu, P. (2001). The Relations between Self-determination, Achievement Motivation and Academic Achievement. Unpublished MA-dissertation. Pretoria: Unisa. Available from:
http://uir.unisa.ac.za/bitstream/10500/2491/1/dissertation.pdf. [Accessed on: 29 April, 2010].
Muijs, R. & Rejnolds, D. (2001). Teachers’ Beliefs and Behaviors: What Really Matters. Journal of Classroom Interaction, 37, pp 3-15.
Radi, S. (2013). Baccalaureate Nursing Students’ Motivation for Attending University and Its Relationship with Their Academic Achievement. Int. J. Educ. Res., 1 (7), pp 1-12.
Schick, H. & Phillipson, S. (2009). Learning Motivation and Performance Excellence in Adolescents with High Intellectual Potential: What Really Matters?. High Ability Studies, 20 (1), pp 15-37.
Schreiber, J. (2000). The Predictive Validity of an Attitude towards School Scale in Relation to Children’s Academic Achievement. Journal of Educational Research, Vol. 8 (5), pp 400‐410.
Skaalvik, E. & Skaalvik, S. (2004). Self-concept and Self-efficacy: A Test of the Internal/external Frame of Reference Model and Predictions of Subsequent Motivation and Achievement. Psychological Reports, 95, pp 1187–1202.
Spinath, B. & Steinmayr, R. (2007). Intrinsic Motivation and Competence Beliefs. Available from: http://www.srcd.org/journals/cdev/0-0/spinath.pdf. [Accessed on: 27 July, 2010].
Strelnieks, M. (2005). The Relationship of Students’ Domain Specific Self-Concepts and Self-efficacy to Academic Performance. Unpublished doctoral dissertation. Marquette University, Wisconsin.
Tschannen-Moran, M. & Woolfolk-Hoy, A., & Hoy, W. (1998). Teacher Efficacy: Its Meaning and Measure, Review of Educational Research, 68, pp 202-248. | ||
|
Statistics Article View: 260 PDF Download: 665 |
||
