اثربخشی مداخلۀ مثبت‌نگر بر باورهای انگیزشی دانش‌آموزان دارای افت تحصیلی

یکی از مهم‌ترین مسائل و مشکلات نظام‌های آموزشی، افت تحصیلی است که آثار ناگواری از لحاظ مالی و نگرشی بر نظام آموزشی، خانواده و دانش‌آموزان به‌جای می‌گذارد؛ بنابراین، پژوهش حاضر با هدف تعیین اثربخشی مداخله مثبت‌نگر بر باورهای انگیزشی دانش‌آموزان پسر مقطع متوسطه دارای افت عملکرد تحصیلی انجام شد. طرح پژوهش نیمه‌تجربی از نوع پیش‌آزمون پس‌آزمون و پیگیری با گروه کنترل بود. نمونه شامل 30 نفر از دانش‌آموزان پسر دارای افت‌تحصیلی مدارس شهر دزفول در سال تحصیلی 1399-1398 بودند که با روش نمونه‌گیری دردسترس انتخاب شدند و به‌صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. گروه آزمایش مداخله آموزشی را طی دو ماه و نیم در 8 جلسه 90 دقیقه‌ای دریافت کردند. پرسشنامۀ استفاده‌شده، راهبردهای خودانگیخته یادگیری بود. برای تجزیه‌وتحلیل داده‌ها از تحلیل کواریانس چندمتغیری استفاده شد. یافته‌ها نشان دادند بین گروههای آزمایش و کنترل ازنظر باورهای انگیزشی تفاوت معناداری وجود دارد. به عبارت دیگر، مداخلۀ مثبت‌نگر باعث افزایش خودکارآمدی و ارزش‌گذاری درونی و کاهش اضطراب‌ امتحان در مراحل پس‌آزمون و پیگیری شد. منطبق با یافته‌های پژوهش حاضر، مداخله مثبت‌نگر به‌عنوان یک روش کارا برای افزایش خودکارآمدی، ارزش‌گذاری درونی و کاهش اضطراب امتحان که همگی از زیرمولفه‌های باورهای انگیزشی هستند، در دانش‌آموزان دارای افت تحصیلی پیشنهاد می‌شود.

The Effectiveness of Positive Intervention on Motivational Beliefs of Students with Academic Failure

One of the problems and obstacles of educational systems is academic failures that impose unpleasant financial and attitude burdens on the educational system, family, and students. Thus, this study aimed to examine the effectiveness of positive psychotherapy on motivational beliefs in secondary school boy students with academic failure. The present study was a quasiexperimental pretestposttest and followup with a control group. The sample consisted of 30 male students with academic failure in Dezful schools in the academic year of 20182019. The participants were selected by the available sampling method and were randomly assigned to experimental and control groups. The experimental group received eight ninetyminute sessions over two months. The applied questionnaire in the study was Motivated Strategies for Learning Questionnaire. Data were analyzed through multivariate analysis of covariance. The results showed that positive intervention affects motivational beliefs in students with academic failure. Therefore, according to the present study’s findings, positive intervention can efficiently increase selfefficacy and intrinsic value and reduce test anxiety, which are the subcomponents of motivational beliefs in students with academic failure.Introduction*Motivational beliefs are one of the main components affecting successful learning, and if educators pay attention to this component, learning environments will be more attractive and livelier for learners. According to Pintrich and De Groot (1990), motivational beliefs refer to individual beliefs that guide and direct students’ academic activities. Several methods are used to increase and evolve selfefficacy and evaluate and reduce test anxiety, including positive psychology. Positive interventions are a potential new approach to enhancing positive psychological structures in psychology. Positive psychological structures (such as optimism and emotional impact) appear to be associated with different health outcomes (Amonoo et al., 2019). Given the results of various studies and the fact that the experience of failure will play an influential role in students’ motivational beliefs, a positive intervention can be more steps toward creating positive educational experiences. In this way, it can positively affect students’ motivational beliefs. However, no research has been done on the effectiveness of positive intervention in academic failure yet. Therefore, this study sought to see whether positive interventions could affect students’ motivational beliefs about academic failure. MethodThe present study is quasiexperimental (pretest design, posttest, followup with control group). The statistical population in the present study included all male students with a decline in secondary school performance in Dezful in 20182019. The research sample consisted of 30 students with a survey of teachers and a review of students’ scores, which was done by available sampling and randomly assigned 15 people in the control group and 15 people in the experimental group.The assessment tool included the Spontaneous Learning Strategies Questionnaire developed by Pintrich and DeGroot (1990). It has 22 items on a 5point Likert scale from strongly agree (5) to strongly disagree (1). Based on the factor analysis results, this questionnaire’s motivational dimension includes three components: selfefficacy, internal valuation, and test anxiety. In the present study, the Cronbach’s alphas for selfefficacy, internal evaluation, and test anxiety were 0.74, 0.78, and 0.77, respectively. Data were analyzed through multivariate analysis of covariance. ResultLevene’s homogeneity of variances test, the pretest factor of the research variables with the posttest phase of homogeneity of the slopes of the regression line confirmed the assumptions of multivariate covariance analysis.