Araştırma Makalesi
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The Efficiency of Training Objective Management on Attribution Styles among Students of Islamic Azad University, Hamedan

Yıl 2017, Cilt: 3 Sayı: 1, 27 - 34, 30.06.2017

Öz

One of the methods useful in
improving the targeting of the people, using the management approach that
emphasized the role of cognitive processes such as attribution styles.
Therefore, this study aimed to target management training on attribution styles
among students of Islamic Azad University, Hamedan. Quasi-experiment was
conducted. The study population included all students of Islamic Azad
University, Hamedan are the 2014- 2015 school year. The sample in this research
includes 30 people of Azad University students, Hamedan that have chosen in
clustered multi- stages and then divided to two control and experiment groups
randomly and equally. Therefore, there are 15 people in each class as
experimental group and 15 other ones as control group. Measurement tools are
documentary styles, Sligman documentary questionnaires (1982). The results show
that aim management training has positive and negative attribution styles. In
addition, this training causes improvement of positive attribution styles and
decreasing negative attribution styles among students. 

Kaynakça

  • Ames, C. (1992). Achievement goals and the classroom motivational climate, In D.H. schunk & J.Meece (Eds), student perceptions in the classroom. Hillsdale, NJ, Erlbaum.
  • Anderman, E., & Midgley, E. (2007). Changes in Achievement goal orientation, perceived academic competence, and grades across the transition to middle- level schools. Contemporary educational psyohogy, 22, 269-298.
  • Bigdeli, I. (2003). Style pilot study documents the pattern of learned helplessness. Master's thesis, Faculty of Humanities, Tehran Tarbiat Modarres University.
  • Dweck, C. S. (2002). A social cognitive to motivation and personality. Psychological Review, 95, 256- 273.
  • Farhangi, A, A. (2003). Management theorists and celebrities. The first edition, Tehran: Frandysh.
  • Fotohibanab, S., Hashem, T., Sadeghi S, Bayrami, M. (2010). The effectiveness of strategy training on self-management by objectives styles of students according to their documents. New ideas Education, 6 (1), 147-162.
  • Hjelle, L. A., Busch, E. A., & Warren, H. E. (1996). Explanatory style, dispositional optimism, and reported parental behavior. Journal of Genetic Psychology, 157, 489-499.
  • Kuntz, H. (2005). Management principles. Translator M. Gray, Third Edition, Tehran: Organization of public administration.
  • Mahmoudi, B. (1999). Documentary style knowledge of successful and unsuccessful female students in middle school female students in Tehran and attribution retraining unsuccessful. Master's thesis, Faculty of Psychology and Educational Sciences, Tehran, Allameh University.
  • Peterson, C., & Park, C. (1998). Learned helplessness and explanatory style. In D. F. Barone, M. Hersen, & V. B. VanHasselt (Eds.), Advanced Personality, New York: Plenum.
  • Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research, Contemporary educational Psychology, 25, 92-104.
  • Rezaeian, A. (2010). Principles of organization and management. Third Edition, Tehran, Samt. Sanjuan, P., Perez, C., Rueda, B., & Ruiz, A. (2008). Interactive effects of attributional styles for positive and negative events on psychological distress. Personality and Individual Differences, 45(2), 187-190.
  • Schunk, D.H, (2009). Self- efficacy for reading and writing, in fluence of modeling, goal setting and self- evaluation. Http //www. Nation allitracy trust. Org. ok/ research/ efficacy abstlacs. Shahniyilagh, M., Jalilzade, N, & Maktabi, G. (2010). The relationship between depression and academic performance attribution styles fifth grade students in Ahvaz city. Studies Educational Psychology, 7 (12), 47-70.
  • Shaykh al-Islam, R. (2008). Determine the relationship between locus of control and academic achievement, according to documents and intelligence variables, gender and family background. Master's thesis, Shiraz University of Psychology and Education.
  • Stoner, J., & Freeman, E. (2006). Management. Translator M. toosi, First Edition, Tehran: Institute for Trade Studies and Research.
  • Valiallh, M. M. F., Zarei, A. (2011). Relationship between attribution styles and mathematics achievement motivation and academic achievement in students the second year. Studies Educational Psychology, 6 (5), 7-97.
  • Wentzel, K. (2005). What is it that I am trying to achieve? Classroom goals from a content perspective. Contemporary educational psychology, 25,105-115.
  • Wolters, C. (2006). The relation between goal orientation and student's motivational beliefs and self –regulated learning. Learning and Individual Differences, 8, 211-238.
  • Yousofi, B., Sheikh, M. (2002). Evaluate and compare the effects of three Chinese objective attribution retraining programs on self-esteem and sense of self-efficacy of a combination of documentary style and motivation Middle school students in Kermanshah. Movement, 1(13), 31-43.
  • Zarei, A. (2001). The relationship between attribution styles and achievement motivation and academic achievement in mathematics among students in the second year of public high schools in Arak. Master's thesis, Tehran: Teacher Training College.
  • Zimmerman, B. J. (2004). Attaining self- regulation, A social cognitive perspective. In M. Boekaerts, P.R, Pintrich & M. Zeidner (Eds). Handbook of self- regulation. San Siego, CA, Academic press.
Yıl 2017, Cilt: 3 Sayı: 1, 27 - 34, 30.06.2017

Öz

Kaynakça

  • Ames, C. (1992). Achievement goals and the classroom motivational climate, In D.H. schunk & J.Meece (Eds), student perceptions in the classroom. Hillsdale, NJ, Erlbaum.
  • Anderman, E., & Midgley, E. (2007). Changes in Achievement goal orientation, perceived academic competence, and grades across the transition to middle- level schools. Contemporary educational psyohogy, 22, 269-298.
  • Bigdeli, I. (2003). Style pilot study documents the pattern of learned helplessness. Master's thesis, Faculty of Humanities, Tehran Tarbiat Modarres University.
  • Dweck, C. S. (2002). A social cognitive to motivation and personality. Psychological Review, 95, 256- 273.
  • Farhangi, A, A. (2003). Management theorists and celebrities. The first edition, Tehran: Frandysh.
  • Fotohibanab, S., Hashem, T., Sadeghi S, Bayrami, M. (2010). The effectiveness of strategy training on self-management by objectives styles of students according to their documents. New ideas Education, 6 (1), 147-162.
  • Hjelle, L. A., Busch, E. A., & Warren, H. E. (1996). Explanatory style, dispositional optimism, and reported parental behavior. Journal of Genetic Psychology, 157, 489-499.
  • Kuntz, H. (2005). Management principles. Translator M. Gray, Third Edition, Tehran: Organization of public administration.
  • Mahmoudi, B. (1999). Documentary style knowledge of successful and unsuccessful female students in middle school female students in Tehran and attribution retraining unsuccessful. Master's thesis, Faculty of Psychology and Educational Sciences, Tehran, Allameh University.
  • Peterson, C., & Park, C. (1998). Learned helplessness and explanatory style. In D. F. Barone, M. Hersen, & V. B. VanHasselt (Eds.), Advanced Personality, New York: Plenum.
  • Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research, Contemporary educational Psychology, 25, 92-104.
  • Rezaeian, A. (2010). Principles of organization and management. Third Edition, Tehran, Samt. Sanjuan, P., Perez, C., Rueda, B., & Ruiz, A. (2008). Interactive effects of attributional styles for positive and negative events on psychological distress. Personality and Individual Differences, 45(2), 187-190.
  • Schunk, D.H, (2009). Self- efficacy for reading and writing, in fluence of modeling, goal setting and self- evaluation. Http //www. Nation allitracy trust. Org. ok/ research/ efficacy abstlacs. Shahniyilagh, M., Jalilzade, N, & Maktabi, G. (2010). The relationship between depression and academic performance attribution styles fifth grade students in Ahvaz city. Studies Educational Psychology, 7 (12), 47-70.
  • Shaykh al-Islam, R. (2008). Determine the relationship between locus of control and academic achievement, according to documents and intelligence variables, gender and family background. Master's thesis, Shiraz University of Psychology and Education.
  • Stoner, J., & Freeman, E. (2006). Management. Translator M. toosi, First Edition, Tehran: Institute for Trade Studies and Research.
  • Valiallh, M. M. F., Zarei, A. (2011). Relationship between attribution styles and mathematics achievement motivation and academic achievement in students the second year. Studies Educational Psychology, 6 (5), 7-97.
  • Wentzel, K. (2005). What is it that I am trying to achieve? Classroom goals from a content perspective. Contemporary educational psychology, 25,105-115.
  • Wolters, C. (2006). The relation between goal orientation and student's motivational beliefs and self –regulated learning. Learning and Individual Differences, 8, 211-238.
  • Yousofi, B., Sheikh, M. (2002). Evaluate and compare the effects of three Chinese objective attribution retraining programs on self-esteem and sense of self-efficacy of a combination of documentary style and motivation Middle school students in Kermanshah. Movement, 1(13), 31-43.
  • Zarei, A. (2001). The relationship between attribution styles and achievement motivation and academic achievement in mathematics among students in the second year of public high schools in Arak. Master's thesis, Tehran: Teacher Training College.
  • Zimmerman, B. J. (2004). Attaining self- regulation, A social cognitive perspective. In M. Boekaerts, P.R, Pintrich & M. Zeidner (Eds). Handbook of self- regulation. San Siego, CA, Academic press.
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma
Yazarlar

Esfandiary Zahra Bu kişi benim

Yayımlanma Tarihi 30 Haziran 2017
Gönderilme Tarihi 2 Eylül 2017
Kabul Tarihi 22 Mayıs 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 3 Sayı: 1

Kaynak Göster

APA Zahra, E. (2017). The Efficiency of Training Objective Management on Attribution Styles among Students of Islamic Azad University, Hamedan. Uluslararası Kültürel Ve Sosyal Araştırmalar Dergisi, 3(1), 27-34.

Uluslararası Kültürel ve Sosyal Araştırmalar Dergisi