Motivational Believes and its Relation To the Three Dimensional intelligence of High Achievers
DOI:
https://doi.org/10.31185/eduj.Vol53.Iss1.3710Keywords:
المعتقدات الدافعية ، الذكاء الثلاثي الابعاد ، المتفوقينAbstract
The current research aims to identify
1-Identifying the level of motivational beliefs among outstanding students.
2-Identifying the level of three-dimensional intelligence among outstanding students.
3-Identifying the degree and nature of the relationship between motivational beliefs and three-dimensional intelligence among outstanding students.
4-Identifying the difference in the relationship between motivational beliefs and three-dimensional intelligence according to the gender of the students (male/female).
Consisted of (500) male and female students who were chosen randomly with a proportional distribution of (235) males and (265) females.
The following results were reached:
1.Outstanding students have a high level of motivational beliefs, and there is no real difference between the arithmetic and hypothetical means of the external goal orientation dimension, which means that the level of goal orientation among outstanding students is moderate in a natural proportion equal to the percentage seen in normal society.
2.Outstanding students have a high level of analytical and practical abilities. Outstanding students have a moderate level of creative ability and there is a real difference between the general average of three-dimensional intelligence and hypothetical, which means that they enjoy a three-dimensional level of intelligence.
3.An increase in the level of motivational beliefs among outstanding students is accompanied by an increase in their level of triangular intelligence.
- There is a greater correlation between motivational beliefs and three-dimensional intelligence among males than among female outstanding students.
Downloads
References
ابو جادو ، محمود محمد علي ، (2006) : نظرية الذكاء الناجح ، الذكاء التحليلي والابداعي والعملي ، برنامج تطبيقي ، ط1 ، عمان ، دار ديبونو للطباعة والنشر.
ابو حماد ، ناصر الدين ، (2011) : اختبارات الذكاء الدليل والمرجع الميداني ، ط1، عالم الكتب الحديث ، الاردن.
حسين محمد حسين سعيد ، (2010) : فعالية نموذج ستيرنبرج الثلاثي للذكاء في التعرف على الموهوبين اكاديمياً في الرياضيات بالمرحلة الاعدادية ، كلية التربية ، جامعة بني سويف.
رشوان ، حسين احمد : (2006) : الشخصية دراسة في علم الاجتماع النفسي والاتجاهات ، دار النهضة للطباعة والنشر ، بيروت
الزغول ، رافع النصير والزغول ، عماد عبد الرحيم ، (2003) : علم النفس المعرفي ، عمان ، دار الشروق ، ط1.
الزيات ، فتحي مصطفى ، (1996) : سايكولوجية التعلم بين المنظور الارتباطي والمنظور المعرفي ، دار النشر للجامعات القاهرة
طه ، محمد ،(2006) : الذكاء الانساني اتجاهات معاصرة وقضايا نقدية ، مجلة عالم المعرفة ، المجلس الوطني للثقافة والفنون والاداب ، الكويت ، ع330 .
عبد الحافظ ، ثناء عبد الودود وبحر، امتثال خضير ، (2016) : الانتباه التنفيذي والوظيفية التنفيذية ، دار من المحيط الى الخليج للنشر والتوزيع ، عمان.
العزاوي ، ياسمين طه ابراهيم ، (2004) : الخصائص السايكومترية لبعض اختبارات ذكاء الاطفال بعمر (من 5-6) سنوات دراسة مقارنة ، اطروحة دكتوراه غير منشورة ، جامعة بغداد ، كلية التربية.
علام ، صلاح الدين محمود ، (2010) : علم النفس التربوي ، عمان ، الادرن- دار الفكر.
علي ، محمد ناجي حسن ، (2023) : التعلم الاصيل وعلاقته باستراتيجيات التنظيم الدافعي والمعتقدات الدافعية لدى طلبة المرحلة الاعدادية ، اطروحة دكتوراه ، غير منشورة ، كلية التربية ، الجامعة المستنصرية
مصطفى ، منال محمود محمد ، (2013) : المعتقدات الدافعية او استراتيجيات التعلم وادارة المواد الاكاديمية والاستعداد الاكاديمي لمتغيرات تنبؤية بالاداء الاكاديمي لدى طالبات الجامعة ، مجلة كلية التربية ، جامعة المنصورة ، العدد 83 ، الجزء الثاني.
ناصر ، حسين ناصر ، (2015) : المعتقدات المعرفية والدافعية وعلاقتها بالتعلم المنظم ذاتياً لدى طلبة الجامعة ، اطروحة دكتوراه غير منشورة ، جامعة بابل ، كلية التربية للعلوم الانسانية.
Artino , R, A(2008) : Motivation Believes and Perceptions of Instructional Quality, predicting satisfaction with on lien Training journal. Learning , 24 , (3).
Bandura , albert (1982) : Self –Efficacy Mechanism in Human Agency Reprinted form American psycholoyict , Vol, 37, no ,2 , printed U.S.A.
Bembenutty H. (2005) : predicting Homework Completion and Academic Achievement the role of motivational beliefs and self Regulatory processes , Unpublished doctoral . dissertation, the sity university of Ney York.
Berger , J.(2012) : Uncovering vocational students multipre goal profiles in the learning of mathematics : Differences an learning sttegies, Motivational beliefs and Cognitive abilities Educational psychology , 32 (4).
Chan, David (2007) : Leadership and intelligence Roepert review , vol . 29. Issue 3 , ebschohst.
King, Shnon, R. (2010): Examining the role of Goal Setting . and Self – monitoring on six the Crade students Motivational believes and Performance , dissertation submitted in partial fulfillment of the requirements for the degree of ph. Din Educational Geoge mason university.
Oscovar, Skayye , M(2004) . Relation of motivational beliefs an self – Reyulatev , learning outsomes for I are an ian college students , psychological Reports , 2004 , (94-1202-2204)
Patrick, H; Kaplan, A & M . Ryan (2007) : Early Adolescents , perceptions of the classroom Social Environment , Motivational beliefs And Engagment journal of educational psychology 99 (1) , 83-98.
Pintrch, p. R. and Schrauben, P.(1992) : student mutational beliefs and their cognitive engagement in classroom tacka. In . D.schunk and J.meece (Eds) . students perceptions in the classroom : causes and consequences pp-149-183.
pintrich , P.R.oser .R and De Gtoot , E (1994) : classroom and ind IvI dual differences in early adoles cents motivation and self – regulated learning journal of early
Pintrich, P.R. & Schunk , D. H. (2002) : Motivation In Education : Theory , Search and Applications (2nd ed) Columbus, OH.
Pintrich, P.R.(2004) : A, conceptual framework for assessing student motivational and self – regulated learning an college student , Educational psychology review, 16,(385-407)
Pintrich, P.R., & Schrauben, B.(1992) : Student Motivation Beliefs and Their Cognitive engagement In Classroom tasks. And in D. Schunk and J. Meece (EDE) Student perceptions in the classroom : Causes and consequences (149-183).
Pintrich, P.R., & Zusho, A.(2007): Student Motivation and Self – regulated Learning in College Classroom in R.P.pery and J.C smarmart (E.ds). the scholarship of teaching and learning perspective (PP.73. 1-810)
Pintrich, P.R., Smith D. A. F. , Jarcia, T., Mckeachle , W. J.(1991): Amanual for the use of the Motivated Strategies For Learning Question naire (MSLQ).
Sceberg, R.(1998): principle of teaching for intelligence . Educational psychologist , 55 (2/3), (65-72).
Shell, D. F. & Husman , J.(2001) : the Multivariate Dimensionality of personal Control and future tim perspective.
Stemberg , Robert.J. and Jrigorenko , E.l., (2007): Teaching for successful Intelligence second Edition, Corwinpress.
Sternbege , Robert.J.& Crigovenko , A. L, (2002) : The Theory the Successful intelligence as Basis for Gifted Educational , Jifiev Chilb Ouarterly, 46 (4).
Sternberg , Robert , J.(2005) : An Evaluation of teacher Training for Tribrachic Lnstruction Projects Retrieved an Aug(2005) from Httplldrdc. Uchicagoedu- tommcounity – Progects Sterntoerge. Shtml.
Sternberg , Robert ., J; (1998): Applying the Tribrachic Theory of Human intelligentsia in the classroom Cambridge university . press.
Sternberj , R.G. & Williams, W.m (2002): Educational Psychology Boston.
Steven , E. and Stemberg , R and J Rigonenko, L. and Jarvin, L. and Sharpes , K. (2009): Using the theory of successful intelligence a formwork for developing assess emenes in Ap physics contemporary educational psychology. 34 (3), (195-209).
Walters, C.A.,& Rosenthal, H.(2000):The Relation between Students Motivational beliefs . and Their . use of motivational Regulation strategies. In national journal research , 33 (7-8), (801 -820).
Downloads
Published
Issue
Section
License
Copyright (c) 2023 أ.م.د حياة علي جاسم
This work is licensed under a Creative Commons Attribution 4.0 International License.
