Document Type : Original Article
Authors
Abstract
The purpose of this study was to investigate the intermediate role of progress goals in relation between the structure of the educational system and academic achievement of students. The population of the study consisted of all students of technical and engineering colleges of 5 universities in Tehran. A random sample of 400 students was selected as the research sample. The instruments used in this study are the Meggliidal Classroom Object Structure Questionnaire and the Elliotomaggregate Progression Objectives Questionnaire. To measure the academic achievement of students, the average of all students in the past is used. Research data from the structural equation model examined the research hypothesis. The results of the research show that the target structure with complete mediation of the goals of the progression explains 23% of the changes in the academic achievement of the students, and according to the objectives of the approach-functional progression, the goal-oriented approach-functional structure, the dominant goal structure, the goals of the approach-mastery progress, the goals Achievement-Avoidance Progress, Avoidance-Performance Progress Objectives, and Avoidance-Functional Objective Structure, explain the student's academic achievement. Given the more perceptions of the functional target structure in students and their functional targeting, it is suggested that planning for a higher education structure is based on the mastery of the target structure in order to increase the level of commitment to learning by guiding students towards the goals of mastery progression
Keywords
داوری، مژده؛ غلامعلی لواسانی، مسعود؛ و اژه ای، جواد( 1391). رابطۀ بین کمالگرایی و خودکارآمـدی تحصـیلی بـا اهـداف پیشرفت دانش آموزان .مجلۀروانشناسی 63، سال شانزدهم، شمارة 3، پاییز.
عاشوری، جمال؛ عرب سالاری، زهرا؛ عاشوری، محمد؛ رستمان، حسن؛ جلیل آبکنـار، سـیده سـمیه( 1391). نقـش سـاختارهدف های ادراک شده کلاس، راهبردهای انگیزشی و راهبردهای یادگیری شناختی در پیش بینی پیشـرفت تحصـیلی درس زبان انگلیسی. فصلنامه اندیشه های تازه در علوم تربیتی 27، سال هفتم، شماره سوم، تابستان.
هومن، حیدر علی( 1390). تحلیل داده های چندمتغیری در پژوهش رفتاری. انتشارات: پیک فرهنگ، ویرایش اول، چاپ سوم .
Aarts, H., Gollwitzer, P.M. and Hassin, R.R. (2004). Goal contagion: Perceiving is for pursuing, Journal of Personality and SocialPsychology. 87 (1). 23–37.
Anderman, L. H. (1999). Classroom goal orientation, school belonging, and social goals as predictors of students’ positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32, 89–103.
Anderman, E. M., & Maehr, M. L. (١٩٩٤). Motivation and Schooling in the Middle Grades. Review of Educational Research, ٦٤, ٢٨٧-٣٠٩. http://dx.doi.org/١٠.٣١٠٢/٠٠٣٤٦٥٤٣٠٦٤٠٠٢٢٨٧
Bargh, J.A.,Schwader, K.L., Hailey, S.E., Dyer, R.E. and Boothby, E.J. (2012). Automaticity in social-cognitive processes. Trends in Cognitive Science,١٦ (١٢), 593–605.
Bong, M. (2008). Effects of parent–child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. Journal of Experimental Education, 76 (2), 191–217.
Church, M. A., Elliot, A. J., & Gable, S. L. (٢٠٠١). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, ٩٣, ٤٣-٥٤.http://dx.doi.org/١٠.١٠٣٧/٠٠٢٢-٠٦٦٣.٩٣.١.٤٣
Elliot AJ, McGregor H, Gable S. (١٩٩٩). Achievement goals, study strategies, and exam performance: A mediational analysis.Journal of Educational Psychology, ٩١, ٥٤٩–٦٣.
Elliot, A. J. (١٩٩٩). Approach and avoidance motivation and achievement goals. Educational Psychologist, ٣٤,١٦٩-١٨٩. http://dx.doi.org/١٠.١٢٠٧/s١٥٣٢٦٩٨٥ep٣٤٠٣_٣
Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501- 519. doi:10.1037/0022-3514.80.3.501
Eren, A. (2009). Exploring the relationships among mirror neurons, theory of mind, and achievement goals: Towards a model of achievement goal contagion in educational settings, Educational Research Review, 4 (3), 233-247.
Federici, R. A., Skaalvik, E.M., & Tangen, T.N. (2015). Students’ Perceptions of the Goal Structure in Mathematics Classrooms: Relations with Goal Orientations, Mathematics Anxiety, and HelpSeeking Behavior.International Education Studies, 8(3).
Gavaza, P., Muthart, T., & Khan, G.M. (2014). Measuring Achievement Goal Orientations of Pharmacy Students. American Journal of Pharmaceutical Education, ٧٨(٣), ٥٤. Doi:١٠.٥٦٨٨/ajpe٧٨٣٥٤
Greene, B.A., Miller, R.B., Crowson, M., Duke, B. and Akey, K. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 499–517.
Kryza, K. (2014). Practical Strategies for Developing Executive Functioning Skills for ALL Learners in the Differentiated Classroom. In S. Goldstein & J. A. Naglieri (Ed.), In: Handbook of Executive Functioning, (pp. 523-554). New York: Springer.
Lam, A.C., Ruzek, E.A., Schenke, K., Conley, A.M., Karabenick, S.A. (2015). Student perceptions of classroom achievement goal structure: Is it appropriate to aggregate? Journal of Educational Psychology, 107(4), 1102-1115. http://dx.doi.org/١٠.١٠٣٧/edu٠٠٠٠٠٢٨
Lau, S. and Nie, Y. (٢٠٠٨). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology. 100 (1), 15–29.
Luo, W., Hogan, D., & Paris, S. G. (٢٠١١). Predicting Singapore students’ achievement goals in their Englishstudy: Self-construal and classroom goal structure. Learning and Individual Differences, ٢١, ٥٢٦-٥٣٥.http://dx.doi.org/١٠.١٠١٦/j.lindif.٢٠١١.٠٧.٠٠٢
Meece, J. L., Anderman, E. M., & Anderman, L. H. (٢٠٠٦). Classroom goal structure, student motivation, andacademic achievement. Annual Review of Psychology, ٥٧, ٤٨٧-٥٠٣.http://dx.doi.org/١٠.١١٤٦/annurev.psych.٥٦.٠٩١١٠٣.٠٧٠٢٥٨
Midgley, C. Maehr, M. L., Hruda, L. A., Anderman, E., Anderman, L., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scale. Ann Arbor, MI: University of Michigan.
Ohtani, K., Okada, R., Ito, T., & Nakaya, M. (2013). A multilevel analysis of classroom goal structures’ effects on intrinsic motivation and peer modeling: Teachers’ promoting interaction as a classroom level mediator. Psychology, 4(8), 629-637. http://dx.doi.org/10.4236/psych.2013.48090
Pintrich P, Schunk D. ٢٠٠٢. Motivation in Education. Theory, Research, and Applications. Upper Saddle River, NJ: Merrill/Prentice Hall. ٢nd Ed.
Polychroni, F., Hatzichristou, C., & Sideridis, G. (٢٠١٢). The role of goal orientations and goal structures inexplaining classroom social and affective characteristics. Learning and Individual Differences, ٢٢, ٢٠٧-٢١٧.http://dx.doi.org/١٠.١٠١٦/j.lindif.٢٠١١.١٠.٠٠٥
Sideridis, G.D. (2007). Goal orientations and classroom goal structures as predictors of classroom behaviors for Greek students with and without learning difficulties: Clarifying the differential role of motivational orientations. Advances in Learning and Behavioral Disabilities, 20, 101–137.
Sideridis, G.D., Stamovlasis, D., & Antoniou, F. (2015). Reading Achievement, Mastery, and Performance Goal Structures among Students with Learning Disabilities: A Nonlinear Perspective. Journal of Learning Disabilities, DOI: 10.1177/0022219415576524
Skaalvik, E. M., & Skaalvik, S. (٢٠١٣). Teachers’ perceptions of the school goal structure: Relations withteachers’ goal orientations, work engagement, and job satisfaction. International Journal of EducationalResearch, ٦٢, ١٩٩-٢٠٩. http://dx.doi.org/١٠.١٠١٦/j.ijer.٢٠١٣.٠٩.٠٠٤
Urdan, T. (٢٠٠٤). Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals,Classroom Goal Structures, and Culture. Journal of Educational Psychology, ٩٦, ٢٥١-٢٦٤.http://dx.doi.org١٠.١٠٣٧/٠٠٢٢-٠٦٦٣.٩٦.٢.٢٥١
Urdan, T., & Schoenfelder, E. (٢٠٠٦). Classroom effects on student motivation: Goal structures, socialrelationships, and competence beliefs. Journal of School Psychology, ٤٤, ٣٣١٣٤٩.http://dx.doi.org/١٠.١٠١٦/j.jsp.٢٠٠٦.٠٤.٠٠٣
Wolters, C. A. (٢٠٠٤). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations toPredict Students’ Motivation, Cognition, and Achievement. Journal of Educational Psychology, ٩٦,٢٣٦-٢٥٠.http://dx.doi.org/١٠.١٠٣٧/٠٠٢٢-٠٦٦٣.٩٦.٢.٢٣٦
)