دیدگاه نوجوانان پسر تیزهوش درباره انگیزش یادگیری: یک پژوهش کیفی

در این پژوهش پژوهشگران کوشیدند با تاسی به فرض‌های فلسفی و تفکر معرفت‌شناسانه سازاگرایی، اهمّ شناساننده‌های انگیزش یادگیری را در نوجوانان تیزهوش کشف کنند. در این پژوهش، برای تحلیل داده‌های کیفی حاصل از مصاحبه با 30 نوجوان پسر تیزهوش، از روش تحلیل مضمون استفاده شد. نتایج رویه‌ تحلیل مضمون دو طبقه‌ مفهومی کلان و توضیح‌دهنده‌ نشانگرهای انگیزشی را از یکدیگر بازشناساند: انگیزاننده‌های مستخرج از فلسفه‌ تربیتی مشوق کمّی‌نگری و انگیزاننده‌های مستخرج از فلسفه‌ تربیتی مشوق کیفی‌نگری. در این بخش، نتایج نشان داد که تجمیع ویژگی‌هایی مانند غیرفرایندی‌نگری، بازده‌اندیشی، شکست‌هراسی، غیرخودراهبری و اغلب، تک‌وجهی‌اندیشی، در زمره‌ توصیف‌گرهای اساسی سازه‌های انگیزشی معطوف بر کمّی‌نگری انگیزشی و در مقابل، بلوک‌هایی مانند فرایندی‌نگری (غیربازده‌اندیشی)، چندوجهی‌اندیشی، یادگیری‌مداری، تعهدمندی (اراده‌مندی) بیش‌ارزش‌گذاری ذاتی برای تلاش‌باوری، پایستگی انگیزشی و نظم‌بخشی هیجانی، بر تعیین‌کننده‌ترین بسترهای آفریننده‌ تحولی‌نگری انگیزشی، دلالت داشتند. درمجموع، تاکید بر رویارویی یا مصاف بین این دو روی‌آوردِ انتزاعیِ معطوف بر سازنده‌های حیات انگیزش یادگیری در تیزهوشان، به‌طرزی ضمنی، از نقش تعیین‌کننده‌ بافت اجتماعی تغذیه‌گر نیازهای روانی بنیادین در یادگیرندگان تیزهوش، حمایت می‌کند. به بیان دیگر، اصرار بر مصاف بین دو فلسفه‌ رقیب، در بطنِ فهم و کشف نشانگرهای انگیزش یادگیری سرآمدان، به‌طرز واقع‌نگرانه‌ای بر تمایز در نقش‌آفرینی‌های محیط‌های اجتماعیِ مشوقِ دغدغه‌های کمّی و کیفی، دلالت دارد.

adolescent gifted boys' perspective on learning motivation: a qualitative research

introduction: in this study, the researchers attempted to identify the key factors that influence the learning motivation of gifted adolescents, based on constructivism’s philosophical assumptions and epistemological thinking. due to the increasing trend of gifted students joining the group of gifted underachievers, and with the increased use of non-adaptive strategies of motivational regulation in facing challenging experiences, such as choosing extreme and far-fetched standards, self-evaluative and self-serving bias, and also the tendency to use a wide range of self-harm behaviors in gifted students, trying to understand the determinants of learning motivation from the perspective of gifted learners is of great importance. based on what was said, the identification of educational motivations or components that form the structure of learning motivation from the perspective of gifted learners can be prioritized for several reasons. first, despite the multiplicity of theories focused on the motivation of academic progress in learners, the constructivist verification of learning motivation in the context of giftedness provides an opportunity to find out whether it is still possible to create motivational structures that were previously not supported by theories. second, if according to the available evidence, one of the most determining bases explaining the phenomenon of gifted underachievement has a motivational nature, understanding the learning motivation in gifted students is of fundamental importance to address the sources of motivational nutrition of the said phenomenon.method: in this study, the thematic analysis method was used to analyze qualitative data obtained from interviews with 30 gifted adolescent boys. the mean and standard deviation of their ages were 16.5 and 0.5 years, respectively, and they were selected using a non-probability targeted sampling method. in this study, a semi-structured interview was used to collect data. in qualitative research, the sampling process continues until subsequent interviews do not add more information to the previous information accumulation and the researchers witnesses the repetition of the same data patterns. in this study, the sampling process continued for up to 30 gifted learners, and after that, the researchers witnessed the theoretical saturation of the data. in general, in this study, it was ensured that in preparing the interview protocol, most of the questions were based on the concept of motivation to progress or motivation to learn in gifted people. therefore, a total of 12 questions were designed and asked to find out about the sources that provide the learners' progress-oriented efforts and what was effective in specifying the movements aimed at their motivational profile.results: from the rich and deep description and interpretation of the existing theoretical and experimental background as well as interviews with gifted learners, 139 primary codes were extracted, which were summarized in eight basic themes. the results of the thematic analysis procedure distinguished two macro-conceptual and explanatory groups of motivational indicators: those derived from a quantitative focus in educational philosophy and those derived from a qualitative focus in educational philosophy (i.e., development concerns). part of the effort of the gifted students in pursuing their academic concerns is reflected in the framework of conceptual markers such as extrinsic and non-self-directed motivation, non-self-directed motivation, causal attributions of non-conformity focused on low expectations, poverty in sufficient self-belief, and insecure significant other experience. the textual analysis of the interviews with the gifted learners showed that the