قاعدة معلومات شمعة التربوية educational database -...
TRANSCRIPT
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–
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0.01
0.01)
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–
Abstract The present study aimed to identify the differences in each of
the academic self-efficacy and motivation academic depending on the successful intelligence, and predictability to both the academic self-efficacy and academic motivation through of successful intelligence capabilities, and the revealing of the differences between each of the students in third level and six the level in the study variables . Limited current study on a sample of 200 students (100 students) level (third) and (100) student level (six), Faculty of Education - Department of Psychology - University of Qassim .showed results of the study about the presence of statistically significant differences at the level (0.01 ) between the average scores of students highlands and lowlands successful intelligence in academic self-efficacy, all the differences come in the dimensions and the total score for the questionnaire successful intelligence for the benefit of the students Heights successful intelligence. Also found a statistically significant differences at the level (0.01) between the average scores of students highlands and lowlands successful intelligence in internal and external motivation and the total score, namely (Motivation to knowledge- Motivation to Accomplish Thing- Motivation to Experience Stimulation) and the differences were statistically significant at the 0.01 level of significance)) and these differences for the benefit of the students Heights successful intelligence. The results also showe absence of statistically significant differences between the students of the third level and the six in each of the successful intelligence , self effectively capacity. And some dimensions academic motivation. to the predictability of academic self- efficacy through successful intelligence dimensions ( Practical abilities.- Analytical abilities). And predictability of academic motivation through successful intelligence dimensions (Analytical abilities -abilitiesCreative Key words: successful intelligence, academic self-efficacy, academic
motivation
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٢٠١
(Sternberg)
Successful intelligence (Sternberg, R.,1985,1997)
(Sternberg,1997-1999
(Sternberg & Grigorinko, 2002, 265)
Sterbberg &
Coffen ,2010
)Strenberg
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٢٠٢
et al 2014)
Strenberg (2003)
as cited in chan,2008,373
2007 Chan
2008 Chan
– –
–
2008-2007 )Chan
– –
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٢٠٣
Strenberg (2010)
Sternberg et al. (1996);
Sternberg, Grigorenko, Ferrari and Clinkenburd(1999)
( Sternberg, Jarvin, & Grigorenko, 2011
Zadeh et al,2014) (as cited in
– –
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٢٠٤
20072008 Chan
Sternberg
0.05
0.05
–
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٢٠٥
––
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٢٠٦
Sternberg &
Grigorinko‘ ValLerand et al.(1992)
Owen & Froman, 1988
:
Successful intelligence
(Sternberg,1997-1999
, 2002, 265) (Sternberg & Grigorinko
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٢٠٧
Analytical abilities
Sternberg,
1999,438 )
abilitiesCreative
Sternberg, 1999,438 )
abilitiesPractical
Sternberg, 1999,439 )
Academic Self-Efficacy
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٢٠٨
Owen & Froman, 1988,8)
Academic Motivation
Intrinsic Motivation
: Motivation to knowledge
: Motivation to Accomplish Things
Motivation to Experience Stimulation
Extrinsic Motivation
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٢٠٩
External Regulation
Introjected Regulation
Identified Regulation
Amotivation
ValLerand et al., 1992,1004-1007)
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٢١٠
intelligence: Successful
(Sternberg,1997-1999
(Sternberg &Grigorinko,2002,365), (Sternberg,1999,438)
439Sternberg,1999,438
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٢١١
Sternberg (2005)
(Sternberg ,2005,190)
2000 Sternberg & Grigorenko
the triarchic theory of
successful intelligence
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٢١٢
Sub theory :Componential
)Meta components Control
Monitoring
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٢١٣
Performance components
The acquisition of knowledge components
Selective encoding
Selective combination
Selective comparison
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٢١٤
Sternberg ,2005,191)
: Contextual Sub theory
–
–
Tacit knowledge
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: Experiential or two-Faces Sub theory
– Sternberg,1999 ,448-449
Academic Self-Efficacy
Bandura
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٢١٦
.
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٢١٧
( Bandura
١- Magnitude
٢- Generality Bandura,1977:85)
––
٣- Strength
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٢١٨
Elliott,et al .,2000
:Enactive Mastery Experience :
Vicarious Experience
Verbal Persuation
physiological Affective States
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٢١٩
Bandura,1993
Academic Motivation
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٢٢٠
Behler & Snowman
–
Huitt, 2001
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٢٢١
Lunsden,1994
Intrinsic Motivation
Extrinsic Motivation
Need Theory Atkinson & Mecklelland
Goal Theory
Self- Determination Theory
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٢٢٢
Self-Determination Theory
Ryan&Deci
Self Determination
ContinuumIntrinsic Motivation
Extrinsic
Motivation
External Regulation
introjected regulation
Identified Regulation
Amotivation
Ratelle ,et al.,2004, 744
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٢٢٣
–
– –
– –
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٢٢٤
(49 )
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٢٢٥
)
.
(
( 2014Sternberg. et al
(
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٢٢٦
)
Chan (2008)
––
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٢٢٧
– –
–
–
Sternberg, & Grigorenko (2002)
–
.
Chan (2007)
Sternberg, &
Grigorenko (2002 Schwarzer
(1993)
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٢٢٨
Zadeh et al.(2014
et al.randValleArchambault et
al.
–
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٢٢٩
.
Stover, et al. (2012)
Vallerand et al., 1992
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٢٣٠
Sternberg et al. (2014)
Zadeh et al. (2014)
Chan (2007) ,( 2008)
Zadeh et al.,
Sternberg et al. (2014)
Chan (2007), ( 2008)
SternbergSTAT
Sternberg, et
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٢٣١
al. (2014) SIQ
Sternberg, & Grigorenko (2002) Chan
(2007), 2008)
Chan (2007) ,( 2008
2014Zadeh et al
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٢٣٢
Stover, et al. (2012)
)(
–
)(
–
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٢٣٣
–
–
– –
Successful intelligence
Questionnaire (SIQ):
Sternberg, & Grigorenko (200236)
Analytical abilities
12-1
abilitiesCreative
1324
abilitiesPractical2536
(
1) 234 (518036
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٢٣٤
Chan (2007)
0.87 0.87
0.86
0.51–0.61
:
.
1 0. 636** 13 0.418** 25 0.326** 2 0.725** 14 0.507** 26 0.631** 3 0.474** 15 0.443** 27 0.668** 4 0.682** 16 0.718** 28 0.695** 5 0.544** 17 0.575** 29 0.571** 6 0.623** 18 0.568** 30 0.567** 7 0.223* 19 0.605** 31 0.637**
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٢٣٥
8 0.327** 20 0.618** 32 0.542** 9 0.640** 21 0.538** 33 0.718** 10 0.599** 22 0.453** 34 0.715** 11 0.450** 23 0.574** 35 0.603** 12 0.429** 24 0.661** 36 0.623**
0.718-0.223
––
0.660 ** -
0. 565 ** 0. 549** - 4 0.855** 0. 869** 0. 833**
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٢٣٦
0.01)
––(0.869
0.833
(
49.26 3.437 34.04 2.993 52 17.35 0.01
47.074 2.986 29.074 2.644 52 23.44 0.01
52.703 2.614 35.148 4.276 52 18.20 0.01
145.666 8.062 101.814 8.278 52 19.72 0.01
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٢٣٧
0.001)
0. 813
0. 792
0. 808
0. 809
:College Questionnaire Academic Self-Efficacy (Owen
&Froman,1988
(Owen &Froman,1988)
33
54
3 2 1
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٢٣٨
165)33.
0.92)
0.90 )Lampert (2007)
0. 85) 0.87)
1 0.563** 12 0.452** 23 0.523 ** 2 0.719** 13 0.636** 24 0.471 ** 3 0.650** 14 0.491** 25 0.378 ** 4 0.591** 15 0.384** 26 0.528 ** 5 0.329** 16 0.476** 27 0.366 **
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٢٣٩
6 0.536** 17 0.303** 28 0.552 ** 7 0.554** 18 0.413** 29 0.560 ** 8 0.493** 19 0.429** 30 0.562 ** 9 0.596** 20 0.743** 31 0.481 ** 10 0.666** 21 0.704 32 0.674 ** 11 0.532** 22 0.411** 33 0.692**
0.3030.7430.01
1 20.59 0.01 12 25.89 0.01 23 22.49 0.01 2 17.05 0.01 13 13.75 0.01 24 23.58 0.01 3 22.75 0.01 14 26.22 0.01 25 16.58 0.01 4 13.92 0.01 15 29.17 0.01 26 21.31 0.01 5 13.49 0.01 16 12.29 0.01 27 21.31 0.01 6 19.70 0.01 17 12.29 0.01 28 12.69 0.01 7 21.79 0.01 18 20.36 0.01 29 20.90 0.01 8 16.61 0.01 19 21.18 0.01 30 28.68 0.01 9 20.29 0.01 20 14.16 0.01 31 28.70 0.01 10 14.11 0.01 21 14.88 0.01 32 14.53 0.01 11 18.97 0.01 22 22.49 0.01 33 14.53 0.01
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٢٤٠
6
0.01
18.48 (0.01)
0.91
Academic Motivation Scale (AMS)
Vallerand et al., 1992
Vallerand et al. (1992)
–
––
54 3
21
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٢٤١
0.83 0.86
0.62)
0.83-0.71
:
7 8
1 0.559** 8 0.524** 15 0.486** 22 0.549** 2 0.46 0** 9 0.414** 16 0.486** 23 0.222* 3 0.257** 10 0.330 ** 17 0.499** 24 0.406** 4 0.540** 11 0.426** 18 0.448** 25 0.586** 5 0.084 12 0.042 19 0.067 26 0.078 6 0.421** 13 0.442** 20 0.521** 27 0.407** 7 0.410** 14 0.394** 21 0.397** 28 0.429**
7
0.01 23
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٢٤٢
0.05 5- 12- 19 – 26
24––
–
–
2 0.860** 4 0.653** 6 0.761** 1 0.868** 7 0.634** 3 0.712** 9 0.848** 11 0.815** 13 0.721** 8 0.847** 14 0.809** 10 0.740**
16 0.721** 18 0.780** 20 0.739** 15 0.665** 21 0.860** 17 0.878** 23 0.615** 25 0.844** 27 0.743** 22 0.851** 8 0.771** 24 0.729**
(0.6150.8780.01
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٢٤٣
0.670** 0.585** 0.666** 0.487**
0.698** 0.528**
0.4870.6980.01)
19.740 0.446 14.000 1.176 52 23.701 0.001
19.185 .861 11.592 1.926 52 19.304 0.001
19.666 .480 14.037 1.931 52 14.700 0.001
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٢٤٤
20.000 .000 13.592 2.223 52 14.975 0.001
19.925 .266 12.118 2.224 52 16.578 0.001
20.000 .000 14.925 1.979 52 13.321 0.001
113.925 3.338 89.888 5.257 52 23.101 0.001
10
0.001)
0.560** 0.582** 0.547**
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٢٤٥
0.616** 0.671** 0.618** 0.839**
0.05
T-Test
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٢٤٦
T-
49.121 3.694 34.469 3.104 24.66 0.01
47.015 3.045 30.015 2.725 33.78 0.01
51.681 3.282 36.333 4.795 21.45 0.01
144.318 8.937 104.242 8.303 26.68 0.01
0.01
0.01
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٢٤٧
– – –
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٢٤٨
–
Sternberg
Chan (2007)
Chan
(2008)
:
0.05
T-Test
T-
18.121 1.868 16.348 3.015 4.060 0.01
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٢٤٩
T-
16.742 2.764 15.030 3.341 3.207 0.01
18.090 1.725 15.560 3.338 5.471 0.01
52.954 4.824 46.939 8.492 5.003 0.01
18.727 1.758 16.909 3.409 3.850 0.01
17.818 2.333 15.106 4.069 4.697 0.01
18.833 1.723 16.772 3.166 4.644 0.01
55.378 3.822 48.781 8.106 5.975 0.01
108.333 5.682 95.727 13.602 6.947 0.01
0.01
0.01)
(0.01
0.01
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٢٥٠
(0.01
(0.01
Sternberg, Jarvin, &
Grigorenko, 2011)
Husain
(2014)
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٢٥١
Zadeh et al.(2014
T-Test
–
41.592 6.846 41.543 6.306 0.052
38.518 7.397 38.097 7.354 0.402
44.027 7.055 44.184 7.227 0.155
124.138 17.822 123.826 17.665 0.124
112.537 17.895 106.989 19.236 2.111
17.194 2.455 16.673 2.855 1.386
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٢٥٢
15.629 3.152 15.326 3.169 0.677
17.111 2.536 15.902 3.063 3.053
17.963 2.335 16.837 3.031 2.963
16.694 3.136 15.532 3.565 2.451
13.425 2.333 17.163 3.075 9.757
98.018 9.795 97.434 12.427 0.371
––
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٢٥٣
0.05
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٢٥٤
0.01
–
–
15
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٢٥٥
30404.416 15202.208 40333.564 197 204.739
70737.980 199
74.252 0.01
74.2520.01
B
B
R
R2
.416 1.097 6.446 0.01
.327 .924
0.656 .430
5.059 0.01
16
1.097 .924
0.430
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٢٥٦
0.6566.446)
0.01 5.059
0.01
:
1.097.924
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٢٥٧
Sternberg R.J.(2004).
SternbergGrigorenko,
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٢٥٨
6956.806 2 3478.403
20142.614 197 102.247 27099.420 199
34.020 0.01
34.0200.01
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٢٥٩
B
B
R
R2
.370 .648 4.632 0.01
.183 .286
0.507 0.257
2.293 0.05
.648
.2860.257
4.632 0.01
2.2930.05
.648.286
.
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٢٦٠
Sternberg, Jarvin, &
Grigorenko, 2011)
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٢٦١
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٢٦٢
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٢٦٣
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٢٦٤
Chan ,D.w.,(2007). Burnout, Self efficacy, and Successful Chan, D.w.,(2008). Teacher self-efficacy and successful intelligence
among Chinese secondary school teachers in Hong Kong. Educational Psychology, 28, 7, 735-746.
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٢٦٥
Husain,U.k.,(2014). relationship between self-efficacy and academic motivation .International Conference on Economics, Education and Humanities, Indonesia.
Intelligence among Chinese Prospective and In service School Teachers in Hong Kong. Educational Psychology, 27, 1, 33–49.
Lampert, J. (2007). The Relationship of Self-Efficacy and Self-Conceptn Models and Measures , Master's thesis, Pacific University
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Sternberg, R. J., Ferrari, M., Clinkenbeard, P. R., & Grigorenko, E. L. (1996). Identification, instruction, and assessment of gifted children: A construct validation of triarchic model. Gifted Child Quarterly, 40, 129-137.
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٢٦٦
Sternberg, R.J , Grigorinko, E.L.(2002).The Theory of Successful Intelligence as a Basic for Gifted Education . Gifted Child Quarterly, 46 (4), 265-277.
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