بررسی نقش هوش اجتماعی و انگیزش تحصیلی در اشتیاق تحصیلی دانشجویان رشته پرستاری دانشگاه علوم پزشکی بیرجند

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد تحقیقات آموزشی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران

2 عضو هیأت علمی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران.

3 کارشناسی ارشد مشاوره خانواده، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبایی، مدرس دانشگاه فرهنگیان بیرجند، بیرجند، ایران

چکیده

هدف پژوهش حاضر بررسی نقش هوش اجتماعی و انگیزش تحصیلی در اشتیاق تحصیلی دانشجویان علوم پزشکی بیرجند بود. روش پژوهش توصیفی از نوع همبستگی و جامعه آماری کلیه دانشجویان رشته پرستاری دانشگاه علوم پزشکی بیرجند در سال تحصیلی 95_1394 بود. از بین جامعه 400 نفری دانشجویان رشته پرستاری، با استفاده از روش نمونه‌گیری طبقه‌ای تعداد 196 نفر انتخاب شدند. ابزارهای مورداستفاده شامل مقیاس انگیزش تحصیلی، مقیاس هوش اجتماعی و مقیاس اشتیاق تحصیلی بود. از آزمون‌های ضریب همبستگی پیرسون و تحلیل رگرسیون جهت تحلیل داده‌ها استفاده شد. نتایج ضریب همبستگی پیرسون نشان داد که بین انگیزش تحصیلی و اشتیاق تحصیلی رابطه مثبت معناداری وجود دارد. همچنین بین انگیزش تحصیلی و خرده مؤلفه‌های اشتیاق عاطفی و اشتیاق شناختی نیز رابطه معنادار مثبتی وجود دارد؛ اما نتایج نشان داد بین هوش اجتماعی و اشتیاق تحصیلی رابطه معناداری وجود ندارد. نتایج تحلیل رگرسیونی نیز نشان داد که انگیزش تحصیلی می‌تواند اشتیاق تحصیلی دانشجویان را پیش‌بینی کند. با توجه به یافته‌های پژوهش حاضر، پیشنهاد می‌شود دوره‌‎ها و کارگاه‌های آموزشی در جهت تقویت انگیزه و اشتیاق تحصیلی دانشجویان توسط دست اندرکاران نظام آموزشی در دانشگاه تشکیل گردد.

کلیدواژه‌ها


عنوان مقاله [English]

Social Intelligence and Academic Motivation in Academic Enthusiasm of Nursing Students at Birjand University of Medical Sciences

نویسندگان [English]

  • Mohammad Chamani 1
  • علی اکبر عجم 2
  • Mojtaba Salmabady 3
1 M.A. in educational research, Department of Educational Sciences, Faculty of Education and Psychology, Payam Noor University, Tehran , IR of Iran.
2 Faculty member, Department of Educational Sciences, Faculty of Education and Psychology, Payam Noor University, Tehran, IR of Iran.
3 M.A. in Family Counseling, Faculty of Education and Psychology, Allameh Tabatabai University, Farhangian University of Birjand, Birjand, Iran
چکیده [English]

This study examined the role of social intelligence and academic motivation in the students' enthusiasm of Medical Sciences.The study was descriptive and correlational. The study population was all students at Birjand University of Medical Sciences in the academic year 2015, using stratified sampling method, 196 persons were selected; furthermore, study tools included academic motivation scale, social intelligence and academic enthusiasm scale. Pearson correlation coefficient test and regression analysis were used. Afterwards, the data analysis showed that there was a significant positive relationship between motivation and academic enthusiasm; and there was also a significant positive relationship
between motivation, cognitive and affective enthusiasm; although the results showed no significant relationship between social intelligence and academic enthusiasm. Regression analysis indicated that students' academic enthusiasm can be predicted by students’ academic motivation. According to the research findings, it is suggested that educational courses and workshops, in order to
enhance students' motivation and enthusiasm, should be programmed and considered in university educational system

کلیدواژه‌ها [English]

  • Social intelligence
  • Academic motivation
  • academic enthusiasm
  • Students
Abbasi M, Dargahi S, Pirani Z, et all 2015, Role of Procrastination and Motivational Self-Regulation in Predicting Students’ Academic Engagement. Iranian Journal of Medical Education. Vol.16, No.1, Pp.160-9. [In Persian]

 Abedi A, Me'marian A, Shoushtar M, et al 2014, A Study of the Effectiveness of Martin’s Cognitive Behavioral Multidimensional Interventions on Academic Achievement and Engagement of High School Female Students in Isfahan City. Journal of Educational Psychology. Vol.10, No.32, Pp. 79-93. [In Persian]

 

Abedi A 2005, Meta-analysis of factors affecting students' motivation high. Tehran: Iran. [In Persian]

 

Archambault I, Janosz M, Fallu J-S, et all 2009, Student engagement and its relationship with early high school dropout. Journal of adolescence. Vol.32, No.3, Pp. 65-70.

 

Bahrani M 2005, A Study of Secondary Students' Academic Motivation and the Predictive Factors. Journal of Social Sciences & Humanities of Shiraz University. Vol.22, No.4, Pp. 104-115. [in Persian]

 

Barkley EF 2009, Student engagement techniques A handbook for college faculty. 1st ed. New Jersey: Jossey-Bass.

Fredricks, JA, Blumenfeld, PC, Paris, AH 2004, School engagement: Potential of the concept, state of the evidence. Review of educational research. Vol.74, No.1, Pp.59-109.

 

Firouznia S, Yousefi A, Ghassemi G 2009, The relationship between academic motivation and academic achievement in medical students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education. Vol.9, No.1, Pp.79-84. [In Persian]

 

Fredricks JA, Blumenfeld PC, Paris AH 2004, School engagement: Potential of the concept, state of the evidence. Review of educational research. Vol.74, No.1, Pp.59-109.

 

Ghorban F 2014, Relationship between academic motivation, academic self-concept and school engagement and academic achievement in adolescents orphaned [M.A]. Ardebil University: Ardebil. [In Persian]

 

 Hinipardaz Z, Ghafourian Boroujerdni M, Pasalar P, et all 2012, Investigation of Emotional Intelligence and Its Relationship with Academic Achievement in Medical Students of Tehran University of Medical Sciences in 2008-2009. Strides in development of medical education. Vol.8, No.2, Pp. 167-172.

 

Hejazi E, Rastegar A, Lavasani M, etall 2009, Intelligence beliefs and academic achievement: the role of achievement goals and academic engagement. Journal of Psychology & Education. Vol.38, No.2, Pp. 25-40. [[In Persian]

Linnenbrink EA, Pintrich PR 2002, Motivation as an enabler for academic success. School Psychology Review. Vol.31, No.3, P.313.

 

Martin AJ, Liem GAD 2010, Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences. Vol.20, No.3, Pp. 265-270.

 

Molazade A, Gholami M, Hamayeli Mehrabani H, et all 2013, Relationship Between the Spiritual Intelligence, academic Achievement, and Achievement Motivation among the Students. Community Health Journal. Vol.7, No.(2 and 3), Pp. 56-64. [In Persian]

 

Naami A, Piriaei S 2012, The Relationship between Dimensions of Academic Motivation With Academic Engagement in Third year Hirdear High school. Journal of Research in Educational systems. Vol.6, No.16, Pp.29-42. [In Persian]

Nijholt A, Stock O, Nishida T 2009, Social intelligence design in ambient intelligence. AI & society. Vol.24, No.1, Pp.1-3.

 

Pintrich PR 2003, A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology. Vol.95, No.4, p.667.

 

Raeisoon M.R, Jan Nesar Moghadamm Gh, Sharifzadeh Gh.R 2014, Relationship of Emotional Intelligence and Self-Concept with Students' Academic Achievement. Iranian Bimonthly of Education Strategies In Medical Sciences. Vol.7, No.5, Pp.287-291.

 

Rezaee A 2010, The Tromsø Social Intelligence Scale: Factorial Structure and Reliability of the Persian Version of Scale in the Students Population. Journal of Psychology. Vol.5, No.20, Pp.65-82. [In Persian]

 

Shahraray M 2007, Angizesh dar taalim va tarbieyat. Pintrich P, Shonk D (Author) Tehran: Elm. [In Persian]

 

Safarinia F, Solgi Z, Tavakkoli S 2011, Investigating validity and reliability of Social Intelligence Questionnaire Among university students in Kermanshah. Social Psychology Research. Vol.1, No.3, Pp. 58-70. [In Persian]

 

 

 

 

 

 

 

 

 

 

 

 

 

Sabzi N 2012, The pattern of personality and emotional intelligence, self-efficacy, social and communication skills [M.A]. Shiraz University: Shiraz. [In Persian]

 

Safari H, Jenaabadi H, Salmabadi M, et all 2016, Prediction of Academic Aspiration based on Spiritual Intelligence and Tenacity. Educ Strategy Med Sci. Vol.9, No.1, Pp.7-12. [In Persian]

 

Silvera D, Martinussen M, Dahl,TI 2001, The Tromsø Social Intelligence Scale, a self‐report measure of social intelligence. Scandinavian journal of psychology. Vol.42, No.4, Pp.313-319.

 

Vallerand RJ, Pelletier LG, Blais MR etall 1992, The academic motivation scale: a measure of intrinsic, extrinsic and A motivation in education. Educational and Psychological Measurement. Vol.52, No.4, Pp.1003-1017.

 

Walker KW 2014, Pearce M. Student engagement in one-shot library instruction. The Journal of Academic Librarianship. Vol.40, No.3, Pp. 281-90.

 

Zulalie B, Ghorbani F 2014, Comparison of academic motivation and school engagement in students with and without dyslexia, Journal of Learning Disabilities. Vol.3, No.3, Pp. 112-118