تأثیر روش تأیید خود بر عملکرد تحصیلی، تهدید مربوط به رفتارهای قالبی، استرس و انگیزش تحصیلی دانش‌آموزان پسر پایۀ نهم مدارس دولتی شهرستان ایلام

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

2 استاد، گروه روان‌شناسی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

چکیده

هدف این پژوهش بررسی تأثیر روش تأیید خود بر عملکرد تحصیلی، تهدید مربوط به رفتارهای قالبی، استرس و انگیزش تحصیلی دانش‌آموزان پسر پایۀ نهم شهرستان ایلام بود. این پژوهش به‌لحاظ هدف کاربردی بود و به‌صورت یک طرح آزمایشی میدانی با پیش‌آزمون، پس‌آزمون با گروه گواه فعال اجرا شد. جامعۀ آماری این پژوهش شامل تمام دانش‌آموزان پسر پایۀ نهم مدارس دولتی شهرستان ایلام در سال تحصیلی 1401-1400 بودند. از این تعداد 60 نفر که در آزمون مذکور یک انحراف معیار پایین‌تر از میانگین گرفته بودند، انتخاب و به‌صورت تصادفی در دو گروه آزمایشی و گواه جایدهی شدند. شرکت‌کنندگان چک‌لیست تأیید خود خودکار (SSAM)، مقیاس تهدید تجربه‌شدۀ قالبی (STES)، مقیاس افسردگی، اضطراب و استرس 21 (DASS-21)، مقیاس استاندارد انگیزش تحصیلی (AMS) و عملکرد تحصیلی (معدل دروس اصلی) را برای پیش‌آزمون و پس‌آزمون تکمیل کردند. گروه آزمایشی، مداخلۀ تأیید خود را دریافت کردند؛ درحالی‌که به گروه گواه یک مداخلۀ بی‌اثر ارائه شد. تجزیه و تحلیل به کمک روش‌های آماری تحلیل کوواریانس چندمتغیری (مانکوا) و تک‌متغیری (آنکوا) و با نرم‌افزار SPSS نسخۀ 24 انجام گرفت. نتایج نشان داد مداخلۀ تأیید خود تأثیر معنی‌داری بر عملکرد تحصیلی، تهدید مربوط به رفتار قالبی، استرس، انگیزش درونی و انگیزش بیرونی دانش‌آموزان دارد. به این صورت که تأیید خود، عملکرد تحصیلی و انگیزش درونی را به‌طور معنی‌داری افزایش می‌دهد؛ درحالی‌که تهدید مربوط به رفتار قالبی، استرس و انگیزش بیرونی را به‌طور معنی‌داری کاهش می‌دهد.

کلیدواژه‌ها

عنوان مقاله [English]

The Impact of the Self-Affirmation Method on the Academic Performance, Stereotype Threat, Stress, and Academic Motivation of Male Pupils in the Third Grade of SecoNdary Schools in Ilam

نویسندگان [English]

  • Yaser Alizadeh 1
  • Manijeh Shehni Yailagh 2
  • Sirous Allipour Birgani 1
  • Gholamhossien Maktabi 1
1 Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2 Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
چکیده [English]

The purpose of the current research is to ascertain the impact of the self-affirmation method on the academic performance, stereotype threat, stress, and academic motivation of male pupils in the third grade of secondary schools in Ilam City. This study was conducted as a field experimental design with a pre-test, post-test, and an active control group, and it is applied in terms of its purpose. The statistical population of this study consists of all male pupils who attended public schools in Ilam during the academic year of 2021-2022. Sixty individuals who met the project’s eligibility criteria and achieved a score one standard deviation below the average in the aforementioned test were randomly assigned to one of two experimental and control groups. The pre-test and post-test comprised the Spontaneous Self-Affirmation Measure (SSAM), the Stereotype Threat Experienced Scale (STES), the Depression, Anxiety and Stress Scale-21 (21-DASS), the Academic Motivation Scale (AMS), and Academic Performance. The control group received an ineffective intervention, whereas the experimental group received the self-affirmation intervention. The analysis was conducted with the assistance of SPSS software version 24, utilizing statistical methods such as Multivariate Analysis of Covariance (MANCOVA) and Univariate Analysis of Covariance (ANOVA), with the help of SPSS software version 24. The results showed that the self-affirmation intervention has a significant effect on the academic performance, tension, intrinsic motivation, and extrinsic motivation of students. In this way, self-affirmation yields significant improvements in academic performance and intrinsic motivation, while simultaneously diminishing stereotype threat, stress, and extrinsic motivation.

کلیدواژه‌ها [English]

  • Academic Motivation
  • Academic Performance
  • Self-Affirmation
  • Stereotype Threat
  • Stress

مراجع

بحرانی، م. (1388). بررسی روایی و پایایی مقیاس انگیزش تحصیلی هارتر. مطالعات روان‌شناختی، 5(1)، 72-50. https://doi.org/10.22051/psy.2009.1591
رضایی، ع. م.، جهان، ف.، و رحیمی، م. (1395). عملکرد تحصیلی: نقش اهداف پیشرفت و انگیزۀ پیشرفت. روان‌شناسی تربیتی، 12(42)، 171-155. https://doi.org/10.22054/jep.2016.7387
 صاحبی، ع.، اصغری، م. ج.، و سالاری، ف. س. (1384). اعتباریابی مقیاس افسردگی، اضطراب و تنیدگی (DASS-21) برای جمعیت ایرانی. روان‌شناسان ایرانی، 4(1)، 312-299. https://sanad.iau.ir/Journal/jip/Article/1054371/FullText
علیزاده، ی.، شهنی ییلاق، م.،  عالیپور، س. و مکتبی، غ. (1402). ارزشیابی ویژگی‌های روان‌سنجی سنجش تأییدخود خودکار در دانش‌آموزان پسر پایۀ نهم مدارس دولتی شهرستان ایلام . پژوهش‌های نوین روان‌شناختی، 18(71)، 168-161. https://doi.org/10.22034/jmpr.2023.54652.5337
References
Alan, S. (2019). Comparative investigation of entrepreneurship and innovation perceptions of preservice teachers. International Journal of Education in Mathematics: Science and Technology, 7(4), 311-318. https://www.ijemst.org/index.php/ijemst/article/view/844
Alexander, K. M. (2014). Self-affirmation: A regulatory fit analysis. Ph.D. Thesis of Philosophy, University of Pittsburgh, Pennsylvania. http://d-scholarship.pitt.edu/id/eprint/20908
Alizadeh, Y., Shehni Yailagh, M., Allipour, S., & Maktabi, G. (2023). Evaluation of psychometric properties of the spontaneous self-affirmation measure in male students in the third grade of secondary schools in Ilam. Journal of Modern Psychological Researches, 18(71), 161-168. https://doi.org/10.22034/jmpr.2023.54652.5337 (In Persian)
Ang, R. P., Huan, V. S., & Braman, O. R. (2007). Factorial structure and invariance of the academic expectations stress inventory across Hispanic and Chinese adolescent samples. Child Psychiatry & Human Development, 38(1), 73-87. https://doi.org/10.1007/s10578-006-0044-3
Bahrani, M. (2009). The study of validity and reliability of Harter’s scale of educational motivation. Journal of Psychological Studies, 5(1), 51-72. https://doi.org/10.22051/psy.2009.1591 (In Persian)
Basarmak, U., & Hamutoglu, N. B. (2020). Developing and validating a comprehensive scale to measure perceived barriers to technology integration. International Journal of Technology in Education and Science, 4(1), 53-71. https://doi.org/10.46328/ijtes.v4i1.53
Brady, S. T., Reeves, S. L., Garcia, J., Purdie-Vaughns, V., Cook, J. E., Taborsky-Barba, S., & Cohen, G. L. (2016). The psychology of the affirmed learner: Spontaneous self-affirmation in the face of stress. Journal of Educational Psychology, 108, 353-373. https://doi.org/10.1037/edu0000091  
Chen, W. J., Nelson, A. M., Johnson, H. B., & Fleming, R. (2020). Effects of self‐affirmation on emotion and cardiovascular responses. Stress and Health, 37, 201-212. https://doi.org/10.1002/smi.2986
Cohen, G. L., & Sherman, D. K. (2014). The psychology of change: Self-affirmation and social psychological intervention. Annual Review of Psychology, 65, 333-371. https://doi.org/10.1146/annurev-psych-010213-115137
Creswell, J. D., Dutcher, J. M., Klein, W. M. P., Harris, P. R., & Levine, J. M. (2013). Self-affirmation improves problem-solving under stress. Plos One, 8, 1-7. https://doi.org/10.1371/journal.pone.0062593
Critcher, C. R., & Dunning, D. (2015). Self-affirmations provide a broader perspective on self-threat. Personality and Social Psychology Bulletin, 41, 3-18. https://doi.org/10.1177/0146167214554956
During, C., & Jessop, D. C. (2015). The moderating impact of self‐esteem on self‐affirmation effects. British Journal of Health Psychology, 20(2), 274-289. https://doi.org/10.1111/bjhp.12097
Dutcher, J. M., Eisenberger, N. I., Woo, H., Klein, W. M. P., Harris, P. R., Levine, J. M., & Creswell, J. D. (2020). Neural mechanisms of self-affirmation’s stress buffering effects. Social Cognitive and Affective Neuroscience, 15, 1086-1096. https://doi.org/10.1093/scan/nsaa042
Fink, G. (2017). Stress: Concepts, definition and history. In reference module inneuroscience and biobehavioral psychology (pp. 1-9). Amsterdam: Elsevier Inc. https://doi.org/10.1016/B978-0-12-809324-5.02208-2
Hadden, I. R., Easterbrook, M. J., Nieuwenhuis, M., Fox, K. J., & Dolan, P. (2019). Self-affirmation reduces the socioeconomic attainment gap in schools in England. British Journal of Educational Psychology, 90(2), 517-536. https://doi.org/10.1111/bjep.12291
Harris, P. R., Griffin, D. W., Napper, L. E., Bond, R., Schüz, B., Stride, C., & Brearley, I. (2019). Individual differences in self-affirmation: Distinguishing self-affirmation from positive self-regard. Self and Identity, 18(6), 589-630. https://doi.org/10.1080/15298868.2018.1504819
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300. https://psycnet.apa.org/doi/10.1037/0012-1649.17.3.300
Koyuncuoglu, O. (2021). An investigation of academic motivation and career decidedness among university students. International Journal of Research in Education and Science, 1, 125-143. https://doi.org/10.46328/ijres.1694
Lamont, R. A., Swift, H. J., & Abrams, D. (2015). A review and meta-analysis of age-based stereotype threat: Negative stereotypes, not facts, do the damage. Psychology and Aging, 30(1), 180-193. https://psycnet.apa.org/doi/10.1037/pag0000269
Lapper, M., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsicmotivation in the classroom: Age diferncenes and academic correlates. Jounal of Educational Psychology, 97(2), 184-196. https://doi.org/10.1037/0022-0663.97.2.184
Larsen, D. M., & Puck, M. R. (2020). Developing a validated test to measure students progression in mathematical reasoning in primary school. International Journal on Social and Education Sciences, 2(1), 20-33. https://www.ijonses.net/index.php/ijonses/article/view/26
Leonard, N. R., Gwadz, M. V., Ritchie, A., Linick, J. L., Cleland, C. M., Elliott, L., & Grethel, M. (2015). A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Frontiers in Psychology, 6, 1-16. https://doi.org/10.3389/fpsyg.2015.01028
Liu, C. H., & Huang, P. S. (2019). Beneficial effects of self-affirmation on motivation and performance reduced in students hungry for others’ approval. Contemporary Educational Psychology, 56, 1-13. https://doi.org/10.1016/j.cedpsych.2018.10.008
Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the depression anxiety stress Scale. Sydney: The Psychological Foundation of Australia, Inc. https://doi.org/10.1037/t01004-000
O'Brien, K. A. (2017). Self-affirmation and social anxiety: Affirming values reduces anxiety and avoidance. Ph.D. thesis of philosophy, department of psychology, University of Manitoba Winnipeg, Winnipeg, Manitoba, Canada. http://hdl.handle.net/1993/32498
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2019). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112. https://doi.org/10.1080/02673843.2019.1596823
Perdana, R., Jumadi, J., & Rosana, D. (2019). Relationship between analytical thinking skill and scientific argumentation using PBL with interactive CK 12 simulation. International Journal on Social and Education Sciences, 1(1), 16-23. https://ijonses.net/index.php/ijonses/article/view/1
Picho, K., Rodriguez, A., & Finnie, L. (2013). Exploring the moderating role of context on the mathematics performance of females under stereotype threat: A meta-analysis. Journal of Social Psychology, 153, 299-333. https://doi.org/10.1080/00224545.2012.737380
Porchea, S., Allen, J., Robbins, S., & Phelps, R. (2010). Predictors of long-term enrollment and degree outcomes for community college students: Integrating academic, psychosocial, socio-demographic, and situational factors. The Journal of Higher Education, 81, 750-778. https://doi.org/10.1080/00221546.2010.11779077
Rana, A., Gulati, R., & Wadhwa. (2019). Stress among students: An emerging issue. Integrated Journal of Social Sciences, 6(2), 44-48. https://pubs.iscience.in/journal/index.php/ijss/article/view/891
Rezayi, A., Jahan, F., & Rahimi, M. (2016). Academic performance: The role of achievement goals and achievement motivation. Educational Psychology, 12(42), 155-171. https://doi.org/10.22054/jep.2016.7387 (In Persian)
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020
Sahebi, A., Asghari, M. J., & Salari, R. S. (2005).Validation of depression anxiety and stress scale (DASS-21) for an Iranian population. Journal of Developmental Psychology Iranian Psychologists, 4(1), 36-54. https://sanad.iau.ir/en/Journal/jip/Article/1054371/FullText (In Persian)
Scheel, M., Madabhushi, S., & Backhaus, A. (2009). The academic motivation of at-risk students in a counseling prevention program. The Counseling Psychologist, 37, 1147-1178. https://doi.org/10.1177/0011000009338495
Sherman, D. K., Bunyan, D. P., Creswell, J. D., & Jaremka, L. M. (2009). Psychological vulnerability and stress: The effects of self-affirmation on sympathetic nervous system responses to naturalistic stressors. Health Psychology, 28, 554-562. https://doi.org/10.1037/a0014663
Sherman, D. K., Hartson, K. A., Binning, K. R., PurdieVaughns, V., Garcia, J., Taborsky-Barba, S., Tomassetti, S., Nussbaum, A. D., & Cohen, G. L. (2013). Deflecting the trajectory and changing the narrative: How self-affirmation affects academic performance and motivation under identity threat. Journal of Personality and Social Psychology, 104(4), 591-618. https://doi.org/10.1037/a0031495
Steele, C. M. (1988). The psychology of self-affirmation: Sustaining the integrity of the self. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 21, pp. 261-302). New York: Academic Press. https://doi.org/10.1016/S0065-2601(08)60229-4
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811. https://doi.org/10.1037/0022-3514.69.5.797
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41, 581-592. https://doi.org/10.1023/A:1007094931292
Suren, N., & Kandemir, M. A. (2020). The effects of mathematics anxiety and motivation on students’ mathematics achievement. International Journal of Education in Mathematics, Science and Technology, 8(3), 190-218. https://doi.org/10.46328/ijemst.v8i3.926
Syafii, M. L., Kusnawan, W., & Syukroni, A. (2020). Enhancing listening skills using games. International Journal on Studies in Education, 2(2), 78-107. https://doi.org/10.46328/ijonse.21
Vohs, K. D., Park, J. K., & Schmeichel, B. J. (2013). Self-affirmation can enable goal disengagement. Journal of Personality and Social Psychology, 104(1), 14-27. https://doi.org/10.1037/a0030478
Walton, G. M., & Spencer, S. J. (2009). Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychological Science, 20(9), 1132-1139. https://doi.org/10.1111/j.1467-9280.2009.02417.x
Zimmerman, B., & Schunk, D. (2012). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Lawrence Erlbaum Associates Publishers. https://doi.org/10.4324/9780203831076
فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 16، شماره 1
فروردین 1404
صفحه 267-282

فایل ها

سابقه مقاله

  • تاریخ دریافت: 21 آبان 1401
  • تاریخ بازنگری: 01 دی 1401
  • تاریخ پذیرش: 25 دی 1401
  • تاریخ اولین انتشار: 06 بهمن 1403
  • تاریخ انتشار: 20 فروردین 1404

هم رسانی

ارجاع به این مقاله

آمار