بررسی رابطه محیط حامی خودمختاری و هیجان‌های پیشرفت مثبت دانشجویان هنر در دوران همه‌گیری بیماری کووید-19: نقش واسطه‌ای اهداف پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

2 گروه روان شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

10.22099/jsli.2024.7399

چکیده

پژوهش حاضر با هدف بررسی رابطه میان محیط حامی خودمختاری و هیجان‌های پیشرفت مثبت در دانشجویان رشته هنر با نقش واسطه‌ای اهداف پیشرفت انجام شد. جامعه آماری پژوهش، کلیه دانشجویان مقطع کارشناسی رشته‌های هنر در دانشگاه هنر نیشابور و دانشکده هنر دانشگاه آزاد اسلامی مشهد بودند. جهت جمع‌آوری داده‌ها، تعداد 300 نفر از دانشجویان به شیوه در دسترس به عنوان اعضای نمونه انتخاب شده و به صورت داوطلبانه به پرسشنامه‌های آنلاین محیط حامی خودمختاری (Assor et al., 2002 & Assor, 2012)، اهداف پیشرفت (Midgley et al., 2000) و هیجان‌های پیشرفت (Pekrun et al., 2002) پاسخ دادند. به منظور تجزیه و تحلیل داده‌ها از شاخص‌های آمار توصیفی و روش مدل‌یابی معادلات ساختاری بهره گرفته شد. نتایج حاصل از یافته‌ها نشان داد که محیط حامی خودمختاری به صورت مستقیم و نیز به واسطه اهداف پیشرفت، پیش‌بینی‌کننده هیجان‌های پیشرفت مثبت دانشجویان رشته هنر است. بدین معنا که محیط حامی خودمختاری هم به صورت مستقیم و هم با بالا بردن اهداف تسلطی و عملکردی-گرایشی و کاهش اهداف عملکردی- اجتنابی، احتمال تجربه هیجان‌های مثبت را تقویت می-کند. بنابراین جهت ایجاد هیجان‎های پیشرفت مثبت در دانشجویان هنر، لزوم حمایت از خودمختاری در محیط‎های آموزشی آنلاین با توجه به نقشی که در اهداف پیشرفت سازگارانه دارند احساس می شود.

کلیدواژه‌ها

موضوعات


Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport and Exercise Psychology36(6), 595-609.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology84(3), 261-271.
Artino Jr, A. R., Holmboe, E. S., & Durning, S. J. (2012). Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher34(3), 240-244.
Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 421-439). New York, NY: Springer, Boston, MA.
Assor, A., & Kaplan, H. (2001). Mapping the domain of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101–120). Kluwer Academic Publishers.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviors predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278.
Balaž, B., Hanzec Marković, I., & Brajša-Žganec, A. (2021). The exploration of the relationship between positive achievement emotions and academic success: Testing the assumptions of the control-value theory of achievement emotions. The Educational and Developmental Psychologist38(1), 77-87.
Baudoin, N., & Galand, B. (2022). Do achievement goals mediate the relationship between classroom goal structures and student emotions at school? International Journal of School & Educational Psychology10(1), 77-93.
Benita, M., & Matos, L. (2021). Internalization of mastery goals: The differential effect of teachers’ autonomy support and control. Frontiers in Psychology, 11, 4086.
Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258-267.
Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science Education, 84(6), 740-756.  
Bordbar, M. (2019). Autonomy-supportive faculty and students' agentic engagement: the mediating role of activating positive achievement emotions. International Journal of Behavioral Sciences13(1), 14-19. ‏
Brau, J. C., Cardell, S., Holmes, A. L., & Wright, C. (2017). Can I boost my GPA by taking online classes? An analysis of online versus traditional class outcomes for five finance courses. Journal of Financial Education43(1), 14-31.
Bryan, C. L., & Solmon, M. A. (2007). Self-determination in physical education: Designing class environments to promote active lifestyles. Journal of Teaching in Physical Education26(3), 260-278.
Camacho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences70, 169-181.
Ciani, K. D., Middleton, M. J., Sumers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35(1), 88-99.
Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98–101.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Springer Science & Business Media.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Eccles, J. S. (2005). Subjective task value and the eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 105–121). Guilford Publications.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232.
Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology, 111(2), 210-234.
Forsblom, L., Pekrun, R., Loderer, K., & Peixoto, F. (2022). Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis. Journal of Educational Psychology, 114(2), 346–367. 
Gaudreau, P., Miranda, D., & Gareau, A. (2014). Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter? Computers & Education, 70, 245–255.
George, J. M., & Dane, E. (2016). Affect, emotion, and decision making. Organizational Behavior and Human Decision Processes, 136, 47-55.
Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., & Salvatore, S. (2018). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. Frontiers in Education, 3(95), 1-11.
Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intra-individual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125.
Gueta, B., & Berkovich, I. (2022). The effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: the mediating role of adolescents’ sense of authenticity. European Journal of Psychology of Education, 37, 85-100.
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction41, 1-10.
Kadivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2010). Validiting the Pekrun’s achievement emotion questionnaire. Journal of Educational Innovations, 8(4), 7-38. ‏ [In Persian]
Kline, R. B. (2016). Principles and practice of structural equation modeling (3rd Ed.). New York: The Guilford press.
Lau, S., & Nie, Y. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology100(1), 15-29.
Lehmann, R. L. (2002). Enhancing the valuing of and commitment to effortful achievement: An achievement goal approach. In Proceeding of the AERA Annual Meeting, University of Minnesota, 1-19. ‏
Liu, X. X., Gong, S. Y., Zhang, H. P., Yu, Q. L., & Zhou, Z. J. (2021). Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39, 100752.
Madjar, N., Nave, A., & Hen, S. (2013). Are teachers’ psychological control, autonomy support and autonomy suppression associated with students’ goals? Educational Studies, 39(1), 43-55.
Maehr, M. L. (1989). Thoughts about motivation. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 299-315). San Diego, CA: Academic Press.
Mahmoudi, H., Issazadegan, A., Amani Sari Baglo, J., & Ketabi, A. (2013). The relationship between achievement goals and academic performance through the mediation of thinking styles among gifted and ordinary students. Research in Cognitive and Behavioral Sciences3(1), 49-68. [In Persian]
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. California: Sage publications
Midgley, C., Maehr, M., Hruda, L., Anderman, E., Anderman, L., Freeman, K., Gheen, M., Kaplan, A., Kumar, R., Middleton, M., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales: The University of Michigan.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Núñez, J. L., & León, J. (2015). Autonomy support in the classroom: A review from self-determination theory. European Psychologist, 20(4), 275-283.
Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C. G., & Molina-López, V. M. (2017). Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Revista de Psicodidáctica (English Ed.)22(1), 45-53.‏
Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midgley, C. (2001). Teachers' communication of goal orientations in four fifth-grade classrooms. The Elementary School Journal102(1), 35-58.
Pekrun, R. (2017). Achievement emotions. In R. Patluny, A. Bellocchi, R. E. Olson, S. Khorana, & M. Peterie (Eds.), Emotions in late modernity (pp. 142–158). Routledge.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Pekrun, R., Marsh, H. W., Elliot, A. J., Stockinger, K., Perry, R. P., Vogl, E., Goetz, T., van Tilburg, W., Lüdtke, O., & & Vispoel, W. P. (2023). A three-dimensional taxonomy of achievement emotions. Journal of Personality and Social Psychology124(1), 145.
Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control‐value approach. Social and Personality Psychology Compass4(4), 238-255.
Perry, R. P., Hladkyj, S., Pekrun, R. H., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology93(4), 776-789.
Putwain, D. W., Larkin, D., & Sander, P. (2013). A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study. Contemporary Educational Psychology38(4), 361-374.
Putwain, D. W., Schmitz, E. A., Wood, P., & Pekrun, R. (2021). The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes. British Journal of Educational Psychology91(1), 347-367.
Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183–203). University of Rochester Press.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal106(3), 225-236.
Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and application (pp. 223–244). Mahwah, NJ: Erlbaum.
Schlofteldt, D. (2018). Combating student apathy: Helping teachers create autonomy-supportive classrooms that foster motivation and higher achievement, Master thesis, Hamline University. The United States, Saint Paul, Minnesota.
Schumacker, R. E., & Lomax, R. G. (2012). A beginner's guide to structural equation modeling. New York: Routledge.
Schweder, S., Raufelder, D., & Wulff, T. (2022). Adolescents’ goals, self-efficacy, and positive emotions–how important is the learning context? International Journal of School & Educational Psychology10(1), 1-17.
Shekhar, C., & Devi, R. (2012). Achievement motivation across gender and different academic majors. Journal of Educational and Developmental Psychology, 2(2), 105-109.
Simonton, K. L., Solmon, M. A., & Garn, A. C. (2019). Exploring perceived autonomy support and emotions in university tennis courses. International Journal of Sport and Exercise Psychology, 19(1), 134-148.
Theobald, M., Breitwieser, J., Murayama, K., & Brod, G. (2021). Achievement emotions mediate the link between goal failure and goal revision: Evidence from digital learning environments. Computers in Human Behavior119, 106726.
Tsai, Y.-M., Kunter, M., Lüdtke, O., Trautwein, U. & Ryan, R. M.  (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460–472.
Wang, M., & Hu, J. (2022). Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions. Frontiers in Psychology13, 959461.
Wang, C. K., Ng, B. L. L., Liu, W. C., & Ryan, R. M. (2016). Can being autonomy-supportive in teaching improve students’ self-regulation and performance? In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 227-243). New York: Routledge.
West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with non-normal variables: Problems and remedies. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 56–75). Sage Publications, Inc.
Xiang, S., Liu, Y., & Bai, L. (2017). Parenting styles and adolescents’ school adjustment: Investigating the mediating role of achievement goals within the 2×2 Framework. Frontiers in Psychology8, 1809.
Xu, J. (2022). A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives. Computers & Education177, 104367.
Zheng, J., Jiang, N., & Dou, J. (2020). Autonomy support and academic stress: A relationship mediated by self-regulated learning and mastery goal orientation. New Waves-Educational Research and Development Journal, 23(1), 43-63
Zimmermann, J., Tilga, H., Bachner, J., & Demetriou, Y. (2021). The effect of teacher autonomy support on leisure-time physical activity via cognitive appraisals and achievement emotions: A mediation analysis based on the control-value theory. International Journal of Environmental Research and Public Health18(8), 3987.
Zong, X., Zhang, L., & Yao, M. (2018). Parental involvement and Chinese elementary students’ achievement goals: The moderating role of parenting style. Educational Studies44(3), 341-356.