مطالعه ترکیبی رابطه خودکارآمدی و پیشرفت تحصیلی دانش آموزان مقطع دبیرستان در زبان انگلیسی با محوریت نقش رشته تحصیلی

راحمی, جمیله

doi:10.22059/jflr.2020.289276.683

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	مطالعه ترکیبی رابطه خودکارآمدی و پیشرفت تحصیلی دانش آموزان مقطع دبیرستان در زبان انگلیسی با محوریت نقش رشته تحصیلی
پژوهشهای زبانشناختی در زبانهای خارجی
مقاله 8، دوره 10، شماره 1، فروردین 1399، صفحه 135-151 اصل مقاله (1.25 M)
نوع مقاله: علمی پژوهشی(عادی)
شناسه دیجیتال (DOI): 10.22059/jflr.2020.289276.683
نویسنده
جمیله راحمی^*
استادیار، آموزش زبان انگلیسی، دانشگاه فرهنگیان تهران، ایران
چکیده
هدف این پژوهش، مقایسه سطح خود‌‌کارآمدی زبان انگلیسی دانش‌آموزان مقطع دبیرستان در رشته‌های علوم ریاضی، تجربی و انسانی و همچنین میزان رابطه خود‌‌کارآمدی با پیشرفت تحصیلی آنان در زبان انگلیسی، با تاکید ویژه بر نقش گرایش تحصیلی است. واکاوی ویژگی‌های خود‌‌کارآمدی آزمودنی‌ها و منابع شکل‌گیری باورهای آنان نیز محور دیگر این پژوهش است. نمونه پژوهش شامل15 دبیر زبان انگلیسی و 150 دانش آموز در سه‌رشته برگفته بودند. داده‌ها با استفاده از پرسشنامۀ خود‌‌کارآمدی، نمره‌های آزمون پیشرفت تحصیلی و مصاحبه با دبیران و دانش‌آموزان هر سه رشته جمع‌آوری شدند. تحلیل داده‌ها حاکی از وجود تفاوت معنادار بین سطح خود‌‌کارآمدی و میزان پیشرفت تحصیلی آزمودنی‌های رشته انسانی با فراگیران دو رشته دیگر بود. همچنین میان سطح خود‌‌کارآمدی و پیشرفت تحصیلی دانش‌آموزان دو رشته علوم انسانی و ریاضی، رابطۀ معنادار وجود داشت. نتایج تحلیل کیفی مصاحبه‌‌ها بیانگر منابع متفاوت شکل‌گیری باورهای فردی در آزمودنی‌های سه‌گرایش بود. نتایج این پژوهش‌‌ می‌تواند دستاوردهای کاربردی مهمی برای معلمان و برنامه‌ریزان درسی داشته باشد‌‌ به‌طوری که بتوانند با طراحی محتوی کتب درسی و استفاده از روش‌های آموزش مناسب در رشد باورهای مثبت در فراگیران نقش سازنده‌ای را ایفا کنند.
کلیدواژه‌ها
خودکارآمدی زبان انگلیسی؛ پیشرفت تحصیلی؛ رشته تحصیلی؛ علوم ریاضی؛ تجربی؛ انسانی
عنوان مقاله [English]
A mixed-study of the Relationship between Self-Efficacy and English Achievement of Iranian EFL high School Students with a Focus on the role of Academic Majors
نویسندگان [English]
Jamileh Rahemi
TEFL, Humanities, Farhangian University, Imam Khomeini Center, Kashan, Iran
چکیده [English]
The present study targeted at comparing the English self-efficacy level of Iranian EFL high school students majoring in mathematics, sciences, and humanities as well as examining the relationship between their self-efficacy and their English achievement. Analyzing the self-efficacy features and sources in each major was another aim of the research. The sample comprised 15 English teachers and 150 high school students from the three majors. The required data were collected via an English self-efficacy questionnaire, the participants’ scores on their final English achievement test, and the interviews conducted with the teachers and the students. The results indicated that the humanities were significantly different from the two other majors both in their self-efficacy beliefs and their English achievement. In addition, a significant relationship was found between the two variables only in math and humanities groups, but not in sciences one. Different sources and features of self-beliefs emerged as a result of the qualitative analyses of the interviews. The findings can be illuminating for teachers as well as curriculum designers, who can contribute to the development of positive self-beliefs in EFL learners by implementing helpful strategies and plans in designing the content of the course books and also in the methodology used in classes.
کلیدواژه‌ها [English]
English Self-Efficacy, English Achievement, Academic Major, Mathematics, Sciences, Humanities

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مطالعه ترکیبی رابطه خودکارآمدی و پیشرفت تحصیلی دانش آموزان مقطع دبیرستان در زبان انگلیسی با محوریت نقش رشته تحصیلی

Pajares, F. (2002). Overview of social cognitive theory and self-efficacy. [Online]

Available at: http://www. emory. edu