فاعلية برنامج  تدريبي  قائم على النظرية الإنمائية للذكاء لتحسين الاندماج المدرسي لدى طلبة المرحلة الثانوية

هبه مجيد عيسى; أ.د. علي عبد الكاظم عجه

doi:10.31185/eduj.Vol61.Iss1.3615

Authors

Rese. Heba Majeed Issa Wasit University / College of Education for Human Sciences
Dr. Ali Abdul-Kazem Ajja Wasit University / College of Education for Human Sciences

DOI:

https://doi.org/10.31185/eduj.Vol61.Iss1.3615

Keywords:

effectiveness, training program, development theory, intelligence, desire to learn

Abstract

The aim of the current research is to identify the effectiveness of a training program based on the developmental theory of intelligence to improve school integration among high school students. The experimental method was used in the study as it fits the nature of the research. The researcher prepared the study tools and extracted the validity and reliability of the study tools. The sample of the research consisted of (60) female students who were randomly divided into an experimental group and a control group, each consisting of (30) students. The results indicated the effectiveness of the program in improving school integration among high school students. The researcher also wrote recommendations and suggestions based on the research results

Downloads

Download data is not yet available.

References

أسامة محمد عبدالمجيد إبراهيم (2008). النظرية الضمنية للذكاء وعلاقتها بطرق المعرفة وأساليب التفكير والتحصيل الدراسي لدى طلبة الجامعة السعوديين. مجلة كلية التربية بالمنصورة - جامعة المنصورة - مصر، 66(2)، 3 - 47.

أسماء عبد الحميد (2011). توجهات الهدف بالمرحلة الجامعية كناتج للنظرية الضمنية للذكاء وفعالية الذات والاتجاه نحو المقرر وخصائص التقييم. مجلة كلية التربية امعة الأزهر،145 (2)، 285 - 339.

شيري مسعد حليم (2015). الدافعية الأكاديمية وعلاقتها بالاندماج المدرسي لدى تلاميذ المرحلة الإعدادية. مجلة دراسات عربية في علم النفس: مصر، 14(1)، 89 - 162.

عبد المنعم الحنفي (1987). موسوعة علم النفس والتحليل النفسي. ط2، مصر: دار العودة.

عبدالرحمن عيسوي، محمد السيد محمد الزعبلاوي، عبد العالي الجسماني (2006). القدرات العقلية وعلاقتها الجدلية بالتحصيل العلمي، مجلة مدرسة الوطنية الخاصة، منشورات وزارة التربية والتعليم، سلطنة عمان.

عدنان محمد عبده القاضي (2012). الذكاء الوجداني وعلاقته بالاندماج الجامعي لدى طلبة كلية التربية جامعة تعز. المجلة العربية لتطوير التفوق، (4)، 26 - 80.

عزت عبالحميد محمد حسن (2011). الاحصاء النفسي والتربوي: تطبيقات باستخدام برنامج SPSS 18. القاهرة: دار الفكر العربي.

مسعد ربيع عبدالله أبوالعلا (2011). نمذجة العلاقات بين توجهات الهدف وفعالية الذات والاندماج المدرسي والتحصيل الأكاديمي لدى عينة من طلاب المرحلة الثانوية. مجلة البحوث النفسية والتربوية: كلية التربية جامعة المنوفية - مصر، 26 (1)، 257 - 302.

معاوية محمود أبوغزال (2016). الارتباط بالمدرسة لدى الطلبة المراهقين وفقاً لمتغيري الجنس والفئة العمرية. المجلة الأردنية في العلوم التربوية، 12(3)، 321 - 334.

Abbott-Chapman. J., Martin, K., Ollington, N., Venn, A., Dwyer, T. & Gall, S. (2014) The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study. British Educational Research Journal, 40(1), 102–120. DOI: 10.1002/berj.3031. DOI: https://doi.org/10.1002/berj.3031

Abd-El-Fattah, S.M. & Yates, G. (2006, November). Implicit Theory of Intelligence Scale: Testing for factorial invariance and mean structure. Paper presented at the Australian Association for Research in Education Conference, Adelaide, South Australia, 1-14. From: https://pdfs. semanticscholar.org/04cd/374aa46ef5d50f6949fe31c463f183bf2759.pdf.

Aditomo, A. (2015). Students’ response to academic setback: “growth mindset” as a buffer against demotivation. International Journal of Educational Psychology, 4(2), 198 - 222. DOI: https://doi.org/10.17583/ijep.2015.1482

Ainley, M. (2012). Students’ Interest and Engagement in Classroom Activities. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283-302). New York, NY, US: Springer Science+Business Media. http://dx.doi.org/10.1007/978-1-461 4-2018-7_37. DOI: https://doi.org/10.1007/978-1-4614-2018-7_13

Alrashidi, O. Phan, H.P. & Ngu, B. H. (2016). Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualizations. International Education Studies; Vol. 9, No. 12, 41-52. DOI: https://doi.org/10.5539/ies.v9n12p41

Blackwell, L. S., Trzesniewski, K. H., and Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Develpoment, 78, 246–263. doi: 10.1111/j.1467-8624.2007.00995.x. DOI: https://doi.org/10.1111/j.1467-8624.2007.00995.x

Boutakidis, I. P., Rodríguez, J. L., Miller, K. K. & Barnett, M. (2014) Academic Engagement and Achievement Among Latina/o and Non-Latina/o Adolescents, Journal of Latinos and Education, 13(1), 4-13. DOI: 10.1080/15348431.2013.800815. DOI: https://doi.org/10.1080/15348431.2013.800815

Chase P. A., Warren, D. J. A., and Lerner, R. M. (2015). School Engagement, Academic Achievement, and Positive Youth Development. In E. P. Bowers, G. J. Geldhof, S. K. Johnson, L. J. Hilliard, R. M. Hershberg, J. V. Lerner & R.d M. Lerner (Eds). Promoting Positive Youth Development Lessons from the 4-H Study (57-70). New York, NY, US: Springer Science+BusinessMedia. DOI: https://doi.org/10.1007/978-3-319-17166-1_4

Chen, J. and Pajares, F. (2010). Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science. Contemporary Educational Psychology, 35(1), 75-87. DOI:10.1016/j.cedpsyc h.2009.10.003 DOI: https://doi.org/10.1016/j.cedpsych.2009.10.003

De Castella K. & Byrne, D. (2015) My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement, motivation, and student disengagement. European Journal of Psychology of Education , 30(3), 245-267. DOI: 10.1007/s10212-015-0244-y DOI: https://doi.org/10.1007/s10212-015-0244-y

Dogan, U. (2015). Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance. Anthropologist, 20(3): 553-561. DOI: https://doi.org/10.1080/09720073.2015.11891759

Dupeyrat, C. & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59. DOI: https://doi.org/10.1016/j.cedpsych.2004.01.007

Dweck, C. S., & Molden, D. C. (2005). Self-Theories: Their impact on competence motivation and acquisition. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122-140). New York: Guilford Press.

Fredricks, J. A., & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 763-782). New York, NY, US: Springer Science+BusinessMedia. DOI:10.1007/ 978-1-4614-2018-7_37 DOI: https://doi.org/10.1007/978-1-4614-2018-7_37

Good, C., Aronson, J., and Inzlicht, M. (2003). Improving adolescents’ standardized test performance: an intervention to reduce the effects of stereotype threat. Journal of Applied Developmental Psychology, 24(6), 645-662. DOI: 10.1016/j.appdev.2003. 09.002. DOI: https://doi.org/10.1016/j.appdev.2003.09.002

Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and Their Implications, 5(4), 216-231.

Hutagalung, F. H., Lee W. S., & Abedalaziz, N. (2016). Modeling the relations of motivational variables as explanatory factors of science achievement in Malaysian context. Advanced Science Letters, 22, 2031–2034. DOI: https://doi.org/10.1166/asl.2016.7765

King, R. B., McInerney, D. M., and Watkins, D. A. (2012). How you think about your intelligence determines how you feel in school: the role of theories of intelligence on academic emotions. Learning Individual Differences. 22, 814–819. doi: 10.1016/j. lindif.2012.04.005. DOI: https://doi.org/10.1016/j.lindif.2012.04.005

Lam, S., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H., . . . Zollneritsch, J. (2014). Under-standing and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29(2), 213-232. DOI:10.1037/ spq0000057. DOI: https://doi.org/10.1037/spq0000057

Lawson, M. A. & Lawson, H. A. (2013). New Conceptual Frameworks for Student Engagement Research, Policy, and Practice. Review of Educational Research, 83(3), 432–479. DOI: 10.3102/0034654313480891. DOI: https://doi.org/10.3102/0034654313480891

Li, P.; Zhou, N.; Zhang, Y.; Xiong, Q.; Nie, R. & Fang, X. (2017). Incremental Theory of Intelligence Moderated the Relationship between Prior Achievement and School Engagement in Chinese High School Students, Frontiers in Psychology, 8, DOI: 10.3389/fpsyg.2017.01703. DOI: https://doi.org/10.3389/fpsyg.2017.01703

Li, Y. & Lerner, R. M. (2013). Interrelations of Behavioral, Emotional, and Cognitive School Engagement in High School Students. Journal of Youth Adolescence, 42 (1), 20-32. DOI:10.1007/s10964-012-9857-5. DOI: https://doi.org/10.1007/s10964-012-9857-5

Mameli, C., & Passini, S. (2017, in press). Measuring four-dimensional engagement in school: An Italian validation of the Student Engagement Scale and of the Agentic Engagement Scale. Testing, Psychometrics, Methodology in Applied Psychology(TPM).

Montenegro, A. (2017). Understanding the Concept of Agentic Engagement for Learning. Colombian Applied Linguistics Journal, 19(1), pp. 117-128. DOI: 10.14483/calj.v19n1.10472. DOI: https://doi.org/10.14483/calj.v19n1.10472