تحلیل چند سطحی رابطه جهت‌گیری هدف دانش‌آموزان و ادراک آنها نسبت‌ به جهت‌گیری هدف والدین با کمک‌طلبی تحصیلی

مقدمه: پژوهش‌ها نشان داده‌اند دانش‌آموزان با موقعیت ‌هایی رو‌به‌رو می شوند که در آنها نمی‌توانند خواسته‌های خود را برآورده کنند و برای انجام تمرینات خود به کمک دیگران نیاز دارند. مطالعه حاضر با هدف بررسی عوامل موثر بر کمک‌ طلبی دانش ‌آموزان در دو سطح دانش‌ آموز و والدین انجام شد.روش کار: در قالب یک مطالعه‌ همبستگی 400 دانش‌ آموز دختر دوره متوسطه نخست در پایه‌های هفتم و هشتم در سال تحصیلی 13981399 به روش نمونه‌ گیری خوشه ‌ای چند مرحله‌ ای از 16 کلاس در مدارس مختلف شهر یزد انتخاب شدند. دانش‌ آموزان، پرسشنامه‌ های کمک‌ طلبی rya ‌و ‌‌‌‌pintrich‌ و جهت ‌گیری هدفی دانش‌ آموزان و والدین midgley و همکاران را تکمیل نمودند. از تحلیل دو سطحی (دانش‌ آموز و والدین) با نرم ‌افزار hlm برای تحلیل داده‌ ها استفاده شده است.یافته ‌ها: یافته های حاصل از تحلیل چند سطحی و بر اساس مدل غیرشرطی، 27 درصد از واریانس کمک ‌طلبی توسط عوامل سطح خانواده و 73 درصد توسط عوامل سطح دانش‌ آموز تبیین شد که نشان ‌دهنده تغییرپذیری کافی متغیر وابسته در بین سطوح مختلف است، اما با ورود پیش بین ی‌های سطح دانش ‌آموز و خانواده و بررسی رابطه آنها با متغیر وابسته، میزان تبیین در مدل کامل در مورد متغیرهای سطح دانش ‌آموز به 6 درصد و در مورد سطح خانواده به 18 درصد تغییر یافت. در سطح دانش‌ آموز، متغیرهای جهت ‌گیری هدفی تبحری و اجتناب عملکرد به طور معناداری کمک ‌طلبی را پیش بینی کرد (0.001>p). جهت ‌گیری هدف تبحری و عملکردی والدین در سطح خانواده پیش بین معناداری برای کمک‌ طلبی در این سطح بود (0.001>p). نتیجه ‌گیری: به دلیل معناداری مثبت جهت ‌گیری هدف تبحری والدین، شایسته است تا در خانواده ‌ها شرایطی فراهم شود تا دانش‌ آموزان بر جهت ‌گیری هدف تبحری تاکید کرده و در مواجهه با تکالیف یادگیری دشوار از کمک ‌طلبی بهره بگیرند.

Multilevel analysis of the relationship between students goal orientation and their perception of parents goal orientation with academic help-seeking

IntroductionOne of the selfregulated learning strategies that are essential due to their executive role is the academic helpseeking strategy. Helpseeking is an active effort to use the opportunities available to achieve success. Students not only reduce academic problems when they need help and demand help but also acquire the knowledge and skills that help them solve problems. Helpseeking behavior has been studied in the research literature under the two headings of avoidance of helpseeking and acceptance of helpseeking. Avoidance of helpseeking refers to a behavior in which the student who needs help refuses to receive help. Conversely, acceptance of helpseeking refers to a behavior in which the student requests hints (clues) and explanations about the problem #39;s solution, which will help the student solve the problems better. Based on classroom observations, helpseeking behavior is divided into three types: a) partial hints or clues, b) confirmation of previous performance, and c) receiving the answer to the problem from another person. Newman (2000) basically distinguishes between executive helpseeking and instrumental helpseeking (6). Individuals in executive helpseeking prefer that others solve the problem for them. In instrumental helpseeking, the requested assistance is in the field of clarifying problemsolving methods, which leads to mastery of the task and supports the individual #39;s mastery in the future. Goal orientation is one of the motivational theories in which students #39; academic helpseeking is understood and conceptualized. Goal orientation means a coherent model of beliefs, attributions, and emotions that directs a person #39;s behavior and shows different approaches, engaging and responding to tasks in progress situations. Midgley et al. (2000) considered three types of goal orientation, including mastery goal orientation, performanceapproach goal orientation, and performanceavoid goal orientation (29). Mastery goal orientation is associated with academic selfefficacy, striving for success, problem assignment selection, perseverance in the face of difficulties, intrinsic interest in learning, application of deep processing strategies, and higher academic achievement. Such people believe that success can be achieved through effort. Performanceapproach goal orientation reflects a focus on demonstrating competence and ability and how an individual #39;s ability will be evaluated compared to others. This type of goal orientation is associated with trying to outdo normative performance, striving for the best, using social comparison criteria, and avoiding undesirable judgments about ability or low selfesteem. In performanceavoid goal, orientation is the fear of failure and seeming inadequacy that motivates people to strive. In other words, while the person does not want to be the best, he does not want to fail. In addition to the role of individual goal orientation on learning, the perception of parent goal orientation is also noteworthy. Research shows that when students think their parents emphasize new skills, deep learning, and personal growth, they are more likely to achieve these goals, and when faced with negative experiences, they use adaptive coping strategies. Conversely, when students feel that their parents emphasize scoring and displaying abilities, as well as avoid looking incapable, they are more likely to have a performanceapproach goal orientation and use maladaptive coping strategies against negative academic experiences. The purpose of this study was to investigate the factors affecting students #39; helpseeking at two levels of student and parent goal orientation.MethodsThis study was a correlational study. The statistical population of female students in the first round of high school (seventh and eighth grade) in the academic year of 20192020 was studying in Yazd. For this purpose, 400 students in 16 different school classes were selected by multistage cluster sampling. Students completed the Ryan and Pintrich (1997) HelpSeeking Questionnaire and the Student and Parental Achievement Goal Orientation Questionnaire Midgley et al. (2000). Data analysis was performed in HLM software using the multilevel analysis method.ResultsFindings from multilevel analysis and according to the unconditional model revealed that 27% of the variance of helpseeking is explained by familylevel factors and 73% by studentlevel factors, which indicates sufficient variability of the dependent variable between different levels and applications. The multilevel analysis method is necessary and valuable for the data, but with the entry of student and familylevel predictors and examining their relationship with the dependent variable, the rate of explanation in the complete model for studentlevel variables to six and familylevel to 18 changed. However, the significance of the width tests from the origin and variance between class and within the classroom showed that helpseeking both before the entry of variables and after the entry of twolevel variables has sufficient variability. At the student level, the variables of mastery and performanceavoidance goal orientation significantly predicted helpseeking (P<0.001). Nevertheless, the relationship between the performance goal orientation variable and helpseeking was insignificant. Parents rsquo; mastery and performance goal orientation at the family level was a significant predictor for helpseeking at this level (P<0.001).ConclusionThe student goal orientation and student perception of the parents rsquo; goal orientation affect the students #39; acceptance and avoidance of helpseeking. In mastery goal orientation, the emphasis is on developing new skills and improving the level of ability. Students who choose such a goal for themselves in the face of complex learning tasks while increasing their efforts are more likely to benefit from helpseeking. When students think their parents emphasize new skills, deep learning, and personal growth, they are more likely to achieve these goals. Due to the positive significance of parents rsquo; mastery goal orientation, it is appropriate to provide conditions in families for students to emphasize mastery goal orientation and helpseeking in the face of complex learning tasks. Ethical ConsiderationsCompliance with ethical guidelines In order to comply with ethical principles, participants were informed before conducting the research that participation in the research is voluntary and that there is no coercion for it. Participants were reassured that their private and personal information would be protected and that the results would be interpreted if they wished. In case of any disturbance, the necessary instructions were provided to the participants to follow up. Participation in the research will not incur any financial burden for the participants. This study did not contradict the religious and cultural norms of the subject and society. This research is taken from a research project with the number 01/3522. In addition, the research method has been approved by the Ethics Committee (Ethics ID: 1399.029IR.UT.PSYEDU.REC).Authors #39; contributionsThe first author did study design, data analysis, and manuscript preparation, and the second and third authors did data collection and preparation.FundingThis article is written at personal expense.AcknowledgmentsWe sincerely thank all those who helped us in conducting this research.Conflict of interestThe authors declared no conflict of interest.