نویسندگان

1 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز، ایران

2 عضو هیأت علمی دانشگاه شهید چمران اهواز، ایران

3 عضو هیأت علمی دانشگاه شهید چمران اهواز، دانشکدۀ روان‌شناسی و علوم تربیتی، ایران

چکیده

هدف از این پژوهش بررسی تأثیر خودکارآمدی تحصیلی و فراشناخت بر اضطراب امتحان و کمک‌طلبی تحصیلی در دانش‌آموزان پسر سال سوم دبیرستان‌های شهر اهواز است. جامعۀ آماری این پژوهش را تمام دانش‌آموزان پسر سال سوم دبیرستان‌های شهر اهواز در سال تحصیلی 93ـ1392 تشکیل می‌دهد. از این جامعۀ آماری نمونه‌ای به تعداد 330 نفر با روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شد. برای سنجش متغیرهای مورد مطالعه از پرسشنامه‌های مقیاس خودکارآمدی تحصیلی (میگلی و همکاران، 2000)، پرسشنامۀ فراشناخت حالتی (اونیل و عابدی، 1996) پرسشنامۀ اضطراب امتحان اهواز (1375)، پرسشنامۀ رفتار کمک‌طلبی (ریان و پینتریچ، 1997) استفاده شد. برای تحلیل داده‌ها از روش آماری تحلیل رگرسیون استفاده شد. نتایج رگرسیون نشان داد که بین متغیرهای خودکارآمدی تحصیلی و فراشناخت با اضطراب امتحان رابطۀ معنی‌داری وجود ندارد، در حالی که بین متغیرهای خودکارآمدی تحصیلی و فراشناخت با کمک‌طلبی تحصیلی رابطۀ معنی‌داری وجود دارد (001/0P < ).

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Academic Self-Efficacy and Metacognition on Test Anxiety and Academic Help-Seeking Behavior in 3rd Grade High School Boys

نویسندگان [English]

  • sharif mombeyni 1
  • gholamhoseyn maktabi 2
  • naser behrozi 3

چکیده [English]

The aim of the present research was to investigate the effect of academic self-efficacy and metacognition on test anxiety and help-seeking behavior in 3rd grade high school boys in Ahvaz. The population included the male high school students in the 3rd grade during 2013 academic year 2013-14, 330 students were selected by multistage random sampling method as the sample. Academic Self-Efficacy Scale (Midgley et al. 2000) State Metacognition Inventory (O,Neil & Abedi 1997), Ahvaz Test Anxiety questionnaire (1996) and Help-Seeking Behavior questionnaire (Ryan & Pintrich, 1997) were used to measure variables under study. Multiple regressions were used for data analysis. Results indicated that there is no significant relationship between self-efficacy and metacognition with test anxiety, while self-efficacy and metacognition had significant relationship with help-seeking behavior (P < 0.001).

کلیدواژه‌ها [English]

  • academic self-efficacy
  • Metacognition
  • test anxiety
  • help-seeking brhavior
  • male high school students

Aceves, M.J., Hinshaw, S.P., Mendoza-Denton, R., &amp; Page-Gould, E. (2010). Seek help from teachers or fight back? Student perceptions of teachers’ actions during condicts and responses to peer victimization. Journal of Youth Adolescence, 39, 658–669. Akbary-boorang, M., &amp; Aminyazdi, S. (2009). Test anxiety and self-efficacy: A study on the students of Islamic Azad University, Branch of Southern Khorasan. Ofogh-e-Danesh Journal, 15(3), 70-76. Aleven, V., &amp; Koedinger, K.R. (2000). Limitations of student control: Do students know when they need help? In G. Gauthier, C. Frasson, &amp; K. Van Lehn (Eds.), Proceedings of the 5th international Conference on Intelligent Tutoring Systems, pp. 292–303, Berlin: Springer. Aleven, V., Mclaren, B., Roll, I., &amp; Koedinger, K. (2006). Toward meta-cognitive tutoring: A model of help-seeking with a cognitive tutor. International Journal of Artificial Intellegence in Education, 16(2006), 101-130. Barrows, J., Dunn, S. &amp; Carrie, S. (2013). Anxiety, self-efficacy, and college exam grades. Universal Journal of Educational Research, 13, 204-208. Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research and educational implication in: S.A. Karabenick &amp; K. Newman (Eds.): Help-seeking in academic setting: Goals, group and Context, Erlbaum. Davis, W., &amp; Lysaker, L. (2005). Cognitive behavioral therapy and functional and meta- cognitive outcomes in schizophrenia: A single case study. Cognitive and Behavioral Practice, 12(4), 468-478. Ellis, D.M., &amp; Hudson, J.L. (2010). The Metacognitive Model of Generalized Anxiety Disorder in Children and Adolescent. Cognitive and Behavioral Practice, 13(4), 151–163. Fuchs, L.S., &amp; Fuchs, D. (1998). General educator instructional adaption for students. Learning Disabilities Quarterly, 21, 23-33. Higa, C.K., &amp; Daleiden, E.L. (2007). Social anxiety and cognitive biases in non-referred children: The interaction and the rate interpretion biases. Journal of Anxiety Disorder, 99(3), 109- 115. Madni, A. (2008). Do the perceptions of usefulness of academic support services influence ethnically diverse students’ help-seeking attitudes and behaviors? Unpublished dissertation. University of Southern California. Retrieved from www.Usc.Digitallibrary.Usc.Edu/Madni, 2008. Midgley, C., Meahr, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, L.E. etal. (2000). Manual for the parents of adaptive learning scales (PALS), Ann Arbor, MI: University of Michigan. Nelson-legall, B., &amp; Ketelhut, D. (2008). Exploring embedded guidance and self-efficacy in educational multi-user virtual environments. International Journal of Computer-Supported Collaborative Learning, 3, 413–427. Nie, Y., Lau, S. &amp; Liau, K.A. (2011). Academic self efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21, 736-741. O̕̕̕Neil, J., Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. National center for research on evaluation, standards, and students testing. University of California, Los Angeles. Persson, R., Cleal, B., Jakobson, M., Villadsen, E., &amp; Anderson, L. (2013). The relationship between self-efficacy and help evasion. Health Educational and Behavior,10(5), 1-5. Pustinen, M., Kokkonen, M., Tolvanen, A., &amp; Pulkinen, L. (2004). Children´s help-seeking and impulsivity, Learning and Individual Differences, 14, 231-246. Roll, I., Aleven, V., Mclaren, B., &amp; Koedinger, K. (2011). Improving student´s help-seeking skill using metacognitive feedback in an intelligent tutoring system. Learning and Instruction Health Education and Behavior, 21(2011), 267-280. Ryan, A.M., &amp; Pintrich, P.R. (1997). Should I ask for help? The role of motivation and attitudes in adolescents help-seeking in math class. Journal of Educational Psychology, 89 (2),329- 341. Sarason, S.B., &amp; Mandler, G. (1952). Some correlates of test anxiety. Journal of Abnormal and Social Psychology, 48, 810-817. Tobias, S. (1985). Test anxiety: Interference, defective skils and cognitive capacity. Educational Psychology, 20(3), 135- 142. Vuk, J. (2008). College students behavior on multiple choice self-tailored exams in relation to metacognitive ability, self –efficacy, and test anxiety. Dissertation in Educational Psychology, 20(2), 139-159. Mississippi state, Mississippi. Williams, J.D., &amp; Takaku, S. (2011). Help seeking, self-efficacy and writing performance among college students. Journal of Writing Research, 3(1), 1-18. Woolfolk, A.E. (2007). Educational psychology (10th ed.). Boston: Pearson. Zivcic-Becirevic, I., Guretic, J., &amp; Miljevic, M. (2009). The role of metacognitive beliefs, automatic thoughts during learning and attribution of success in students, test anxiety and academic achievement. Journal of Social Science, 18(1), 119–136.