نوع مقاله : مقاله پژوهشی
1 دانشجوی دکتری روانشناسی کودکان استثنایی، گروه روان شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران، firstname.lastname@example.org,
2 نویسنده مسئول، استادیار، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران، email@example.com
3 استادیار، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران، firstname.lastname@example.org
4 استاد مدعو گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز. ایران و دانشیار گروه روانشناسی دانشگاه اصفهان email@example.com ,
عنوان مقاله [English]
Introduction: The irreplaceable role of education in all aspects of development requires paying attention to all students including gifted children in all educational and behavioral fields, etc. Accordingly, the present study was conducted to investigate the effectiveness of Martin's behavioral methodology on the psychological well-being and academic motivation of gifted male high school students.
Methods: The present study used a quasi-experimental with a pre-test-post-test design and a control group. The statistical population of the present study included gifted male high school students in Isfahan in the academic year 2010-2011. The purposive sampling and random assignment methods were used in this study. Thus, 30 students were selected by purposive sampling method from gifted high school students in Isfahan and they were randomly assigned to experimental and control groups. The experimental group received educational intervention in 13 sessions of 75 minutes over two months. The questionnaires were Pekran's (1989) Psychological Welfare Questionnaire and Walrand et al. (1992) Academic Motivation Questionnaire. The data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS/24 software.
Results: The results showed that Martin's methodological-behavioral method is effective on the components of psychological well-being (F=7.48,P< 0.003) and external academic motivation(F=14.78,P< 0.001) and internal academic motivation(F=12.39,P< 0.001). This method can be used to increase psychological well-being and academic motivation.
Conclusion: Considering the cognitive effectiveness of Martin's behavior on increasing psychological well-being as well as increasing external and internal motivation, it is recommended that this method be used in the educational system to increase students' psychological well-being and academic motivation.
1.White SLG., Graham LJ., Blaas S.. Why do we know so little about the factors associated with gifted underachievement? A systematic literature reviews. Educational Research Review, 2018; 24: 55-66.
2.Ryff CD.. Psychological Well-being in Adult Life, Current Directions in Psychological Science, 1995; 4: 100- 104.
3.NEL L. The Psychoneurological Experiences of Master s Degree Students In Professional Psychology Programs: An Interpretative Phenomenological Analysis. Thesis in fulfilment of the requirements for the degree. Department Of Psychology Faculty of The Humanities: University of The Free State Bloemfontein. 2011; 48- 84.
4.Guenole F., Speranza M., Louis J., Fourneret P., Revol O., Baleyte J.. Wechsler profiles in referred children with intellectual giftedness: Associations with trait-anxiety, emotional dysregulation, and heterogeneity of Piaget-like reasoning processes. European Journal of Pediatric Neurology, 2015;19(4): 402-410.
7.Seif AA. Modern Educational Psychology, Psychology of Learning and Education, Seventh Edition. Tehran: Doran Publishing, 2016.
5.Atash Rooz B., Naderi F., Pasha R., Iftikhar Saadi Z., Askari P.. The effect of expectation-value motivational model on internal and external academic motivation, educational employment, and academic performance of mathematics, Quarterly Journal of Child Mental Health ,2018; 5(2): 95-83.
6.Deci EL., Ryan RM.. Handbook of self- determination research. Rochester, NY: University of Rochester Press, 2002.
8.Ochani M., Hatami J., Hejazi E.. Predicting the inner motivation of female students through basic psychological needs in mathematics, Quarterly Journal of Applied Psychological Research, 2015; 6 (3): 101-113.
9.Berking M., Znoj H.. Entwicklung und Validierung eines Fragebogens zur standardisierten Selbsteinschätzung emotionaler Kompetenzen (SEK-27). Zeitschrift Psychiatr Psychol Psychother. 2008;56(2):141-53. DOI: 10.1024/1661 -47220.127.116.11
10.Memarian AD., Abedi A., Shoushtari M.. The Effectiveness of Martin Multidimensional Cognitive-Behavioral Interventions on Academic Motivation of Third Grade Female Junior School Students, Journal of New Educational Approaches, Faculty of Educational Sciences and Psychology, University of Isfahan, 2015.
13.Hadadranjbar S., Sadipour E., Delavar A., Delavar A., Qavam S.. Effectiveness of Training Program based on Cognitive- Behavior Approach on Academic Emotions in Students with Academic Self-Defeating Behaviors. Educ Strategy Med Sci. 2018; 11 (1) :108-117.
14.Mikaeli Manieh F.. Investigating the psychological well-being of undergraduate students at Urmia University. Knowledge horizon; Quarterly Journal of Gonab University of Medical Sciences and Health Services,2010; 16 (4): 47-31.
15.Sefidi F., and Farzad, V.. Validation of Ryff psychological well-being test in students of Qazvin General Medical University. Scientific Journal of Qazvin University of Medical Sciences,2012; 16 (1): 71-65.
16.Vallerand R J., Pelletier LG., Blais MR., Briere N M., Senecal C., Vallieres EF.. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurement,1992; 52(4): 1003-1017.
17.Pekrun R., Goetz T., Frenzel Anne C., Barchfeld P., and Perry Raymond P.. Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology,2011; 36: 36-48.
19.Pintrich PR.. Motivational and self-regulated learning components of classroom academic performance. In M. L. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement, Greenwich, JAI Press, 2004: 371-401.
20.Martin AJ.. Enhancing student motivation and engagement: The effects of a multi-dimensional intervention. Contemporary Educational Psychology, 2008; 33(2): 239-269. doi: 10.1016/j.cedpsych. 2006; 11:003