چکیده:
ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ﻣﯿﺰان ﺗﺄﺛﯿﺮ ﻣﺪاﺧﻼت ﭼﻨﺪ ﺑﻌﺪی ﺷﻨﺎﺧﺘﯽ رﻓﺘﺎری، ﺑﺮ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان دﺧﺘﺮ دوره راﻫﻨﻤﺎﯾﯽ ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ، ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﺳﻮم راﻫﻨﻤﺎﯾﯽ ﺷﻬﺮ اﺻﻔﻬﺎن ﺑﻮدﻧﺪ. ﺑﺪﯾﻦ ﻣﻨﻈﻮر، 54 ﻧﻔﺮ از داﻧﺶآﻣﻮزان ﺳﺎل ﺳﻮم راﻫﻨﻤﺎﯾﯽ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1391-92 از ﻃﺮﯾﻖ ﻧﻤﻮﻧﻪﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪای اﻧﺘﺨﺎب و ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﯽ ﺑﻪ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﮔﻤﺎرده ﺷﺪﻧﺪ(27 ﻧﻔﺮ ﮔﺮوه آزﻣﺎﯾﺶ و 27 ﻧﻔﺮ ﮔﺮوه ﮐﻨﺘﺮل). ﺑﺮﻧﺎﻣﻪ ﻣﺪاﺧﻼت ﭼﻨﺪ ﺑﻌﺪی ﻣﺎرﺗﯿﻦ (2008) ﺑﺮ روی ﮔﺮوه آزﻣﺎﯾﺶ اﺟﺮا ﺷﺪ. اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده اﯾﻦ ﭘﮋوﻫﺶ ﻣﻘﯿﺎس اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ واﻟﺮاﻧﺪ(1990) ﺑﻮد. ﺑﺮای ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮی (ﻣﺎﻧﮑﻮا)اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﻣﺪاﺧﻼت ﭼﻨﺪﺑﻌﺪی ﺑﺮ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ دروﻧﯽ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ داﺷﺖ(0/0001=p). ﻫﻤﭽﻨﯿﻦ، ﻣﺪاﺧﻼت ﭼﻨﺪﺑﻌﺪی ﺑﺮ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ ﺑﯿﺮوﻧﯽ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ داﺷﺖ(0/0001=p ).
This study examined the effect of a cognitive- behavioral multifaceted intervention on academic motivation among middle school female students of Isfahan.Statistical population was students who were in middle school girls in Isfahan.The samples consist of 54 students of third year in 1391-92 academic years who were selected through cluster random sampling and randomly assigned to experimental and control groups. (27 experimental group and 27 controls). Martin (2008), multifaceted intervention program, was conducted on experiment group. Research tool was the Valrand Academic Motivation Scale (1990). Collected data was analyzed by analysis of Multivariate covariance (Mancova). Results showed that the multifaceted interventions to cognitive - behavioral Martin is effective on academic intrinsic of motivation intrinsic school female students in Isfahan. Multifaceted interventions to cognitive - behavioral Martin is effective on academic motivation extrinsic school female students in Isfahan.