Inquiry of dysfunctional motivational beliefs based on data foundation theory
Background: Because dysfunctional motivational beliefs cause problems in student's academic life. Understanding its constituents is very important. The question is, what are the factors involved in students' dysfunctional motivational beliefs? Aims: The purpose of this study is inquiry of...
| Main Authors: | , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Dr. Mahmoud Mansour publication
2022-03-01
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| Series: | مجله علوم روانشناختی |
| Subjects: | |
| Online Access: | http://psychologicalscience.ir/article-1-1213-en.html |
| Summary: | Background: Because dysfunctional motivational beliefs cause problems in student's academic life. Understanding its constituents is very important. The question is, what are the factors involved in students' dysfunctional motivational beliefs?
Aims: The purpose of this study is inquiry of dysfunctional motivational beliefs based on data foundation theory
Methods: The method of the present study was based on the data of the Foundation Strauss and Corbin (2015). Statistical population of the present study was all male and female high school students in Ferdos city who were studying in the 98-99 academic year and had poor academic performance were selected using purposive sampling (theoretical sampling). Who were interviewed using semi-structured Descriptive / interpretive (Walsh, Edwards, & Fraser, 2007) interviews. Data analysis was performed based on three methods of open, axial and selective coding Strauss and Corbin (2015).
Results: The findings showed Factors affecting dysfunctional motivational beliefs are behavioral, motivational, emotional, cognitive and personal, school and family factors, some of which appear as contextual, causal and others in the role of environmental variables. Appropriate attitude of parents and school staff to the student, proper assessment of stressful situations related to the exam, use of cognitive and metacognitive strategies as strategies to deal with dysfunctional motivational beliefs and adverse school, family and individual components are the main consequences of the phenomenon. The subject was dysfunctional motivational beliefs of students.
Conclusion: It seems that the results of this study can be useful in developing tools to identify dysfunctional motivational beliefs and develop intervention programs to Improvement these beliefs |
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| ISSN: | 1735-7462 2676-6639 |