رابطة ساده و چندگانه جهت‌گیری‌های انگیزشی با خودکارآمدی خلاق در دانش‌آموزان پسر سال سوم مقطع متوسطه

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ Research in School and Virtual Learning Year 3, Number 12, Spring 2016 (P 17-26) (26 - 17 ‫ )ص‬1395 ‫ ﺑﻬﺎر‬،‫ ﺷﻤﺎره دوازدﻫﻢ‬،‫ﺳﺎل ﺳﻮم‬ ‫راﺑﻄﮥ ﺳﺎده و ﭼﻨﺪﮔﺎﻧﻪ ﺟﻬﺖﮔﯿﺮيﻫﺎي اﻧﮕﯿﺰﺷﯽ ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق در داﻧﺶآﻣﻮزان ﭘﺴﺮ‬ ‫ﺳﺎل ﺳﻮم ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ‬ 3 ‫ ﻣﻨﯿﺠﻪ ﺷﻬﻨﯽ ﯾﯿﻼق‬،2‫ ﻋﻠﯿﺮﺿﺎ ﺣﺎﺟﯽ ﯾﺨﭽﺎﻟﯽ‬،1*‫ﺣﻤﯿﺪ ﻓﺮاﻣﺮزي‬ ‫ داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﭼﻤﺮان اﻫﻮاز‬،‫ روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺸﺠﻮي ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ‬.1 ‫ داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﭼﻤﺮان اﻫﻮاز‬،‫ روانﺷﻨﺎﺳﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.2 ‫ داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﭼﻤﺮان اﻫﻮاز‬،‫ روانﺷﻨﺎﺳﯽ‬،‫ اﺳﺘﺎد‬.3 1395/02/19 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1394/03/07 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ Simple and Multiple Relationships of Motivational Orientations with Creative Self - Efficacy in Students of Third Year of High School H. Faramarzi*1, A. Haji Yakhchali2, M. Shehniyailagh3 1. M.A Student, Educational Psychology, Shahid Chamran University of Ahvaz 2. Assistant Professor, Psychology, Shahid Chamran University of Ahvaz 3. Professor, Psychology, Shahid Chamran University of Ahvaz Received: 2015/05/28 Accepted: 2016/05/08 Abstract The main purpose of the present study is to investigate simple and multiple relationships of important events of motivational orientations with creative self-efficacy in students of third year of high schools of Romeshgan City during academic year 2014-2015. The present study is descriptive study in kind of correlation. Out of the population, 200 students were selected using multistage random sampling. For this purpose, in stage 1, out of 13 high schools for boys, 8 high schools were selected randomly and in next stage, 25 students were selected from each high school using simple random sampling. Total number of the population was equal to 1642 people. Applied instruments in this study include Creative Self - Efficacy Questionnaire (CSEQ), Advancement Goals Scale (AGOS) and motivational orientation scale. Also, data analysis is done using correlation coefficient and regression analysis. At the present study, reliability of the mentioned questionnaires has been estimated using Cronbach alpha. Obtained results indicate that there is significant relationship between skill-oriented goal, performance-oriented goal, internal motivation and external motivation with creative selfefficacy. Moreover, the results showed that skilloriented goal, performance-oriented goal, internal and external motivation can be considered as important factors to determine creative self-efficacy. In addition, obtained results from regression analysis using simultaneous enter method showed that predictor variables can explain 0.87% of creative self-efficacy, which is significant in confidence level of p<0.01. Keywords Creative Self - Efficacy, Goals Achievement, Motivational Orientations. *Corresponding Author: ‫ﭼﮑﯿﺪه‬ ‫ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ راﺑﻄﮥ ﺳﺎده و ﭼﻨﺪﮔﺎﻧﻪ ﭘﯿﺸﺎﯾﻨﺪﻫﺎي ﻣﻬﻢ‬ ‫ﺟﻬﺖﮔﯿﺮيﻫﺎي اﻧﮕﯿﺰﺷﯽ ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق در داﻧﺶآﻣﻮزان ﭘﺴﺮ ﺳﺎل‬ 1393-1394 ‫ﺳﻮم دﺑﯿﺮﺳﺘﺎنﻫﺎي ﺷﻬﺮﺳﺘﺎن روﻣﺸﮕﺎن در ﺳﺎل ﺗﺤﺼﯿﻠﯽ‬ ،‫ از اﯾﻦ ﺟﺎﻣﻌﮥ آﻣﺎري‬.‫ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد‬.‫ﺑﻮد‬ ‫ ﺑﻪ‬.‫ ﻧﻔﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﭼﻨﺪﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ‬200 ‫ﺗﻌﺪاد‬ ‫ دﺑﯿﺮﺳﺘﺎن ﭘﺴﺮاﻧﻪ دوﻟﺘﯽ ﻫﺸﺖ‬13 ‫اﯾﻦ ﺻﻮرت ﮐﻪ در ﻣﺮﺣﻠﮥ اول از ﺑﯿﻦ‬ ‫دﺑﯿﺮﺳﺘﺎن ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ اﻧﺘﺨﺎب ﺷﺪه و در ﻣﺮﺣﻠﮥ ﺑﻌﺪ از ﻫﺮ دﺑﯿﺮﺳﺘﺎن‬ ‫ ﺗﻌﺪاد ﮐﻞ اﯾﻦ ﺟﺎﻣﻌﻪ‬.‫ ﻧﻔﺮ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺳﺎده اﻧﺘﺨﺎب ﺷﺪهاﻧﺪ‬25 ‫ﺗﻌﺪاد‬ ‫ اﺑﺰارﻫﺎي ﻣﻮرد اﺳﺘﻔﺎده در اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ‬.‫ ﻧﻔﺮ ﺑﻮدﻧﺪ‬1642 ‫ ﻣﻘﯿﺎس ﻫﺪفﻫﺎي ﭘﯿﺸﺮﻓﺖ‬،(CSEQ) ‫ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق‬ ‫ ﻣﻘﯿﺎس ﺟﻬﺖﮔﯿﺮي اﻧﮕﯿﺰﺷﯽ ﺑﻮدﻧﺪ و دادهﻫﺎي ﭘﮋوﻫﺶ ﺑﺎ‬،(AGOS) ‫اﺳﺘﻔﺎده از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ و ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﻣﻮرد ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ ﻗﺮار‬ ‫ در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي ﻣﺬﮐﻮر ﺑﺎ اﺳﺘﻔﺎده از روش‬.‫ﮔﺮﻓﺘﻨﺪ‬ ‫ ﻫﺪف‬،‫ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﻫﺪف ﺗﺒﺤﺮﮔﺮا‬.‫آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﻣﺤﺎﺳﺒﻪ ﺷﺪ‬ ‫ اﻧﮕﯿﺰش دروﻧﯽ و اﻧﮕﯿﺰش ﺑﯿﺮوﻧﯽ ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق‬،‫ﻋﻤﻠﮑﺮدﮔﺮا‬ ،‫ در ﺿﻤﻦ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻫﺪف ﺗﺒﺤﺮﮔﺮا‬.‫راﺑﻄﻪاي ﻣﻌﻨﺎدار وﺟﻮد دارد‬ ‫ اﻧﮕﯿﺰش دروﻧﯽ و اﻧﮕﯿﺰش ﺑﯿﺮوﻧﯽ ﻣﯽﺗﻮاﻧﺪ ﺑﻪ ﻋﻨﻮان ﯾﮏ‬،‫ﻫﺪف ﻋﻤﻠﮑﺮدﮔﺮا‬ ‫ ﻧﺘﺎﯾﺞ‬،‫ ﻫﻤﭽﻨﯿﻦ‬.‫ﻋﺎﻣﻞ در ﺗﻌﯿﯿﻦ ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق در ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﻮد‬ ‫ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﺑﻪ روش ورود ﻫﻢزﻣﺎن ﻧﺸﺎن داد ﮐﻪ ﻣﺘﻐﯿﺮﻫﺎي ﭘﯿﺶﺑﯿﻦ‬ p<0/01 ‫ درﺻﺪ از ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق را ﺗﺒﯿﯿﻦ ﻣﯽﮐﻨﺪ؛ ﮐﻪ در ﺳﻄﺢ‬0/87 .‫ﻣﻌﻨﺎدار اﺳﺖ‬ ‫واژﮔﺎن ﮐﻠﯿﺪي‬ .‫ ﺟﻬﺖﮔﯿﺮي اﻧﮕﯿﺰﺷﯽ‬،‫ ﻫﺪفﻫﺎي ﭘﯿﺸﺮﻓﺖ‬،‫ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق‬ ‫ ﺣﻤﯿﺪ ﻓﺮاﻣﺮزي‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪18‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﺳﻮم‪ ،‬ﺷﻤﺎره دوازدﻫﻢ‪ ،‬ﺑﻬﺎر ‪1395‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺑﺎورﻫﺎي اﻓﺮاد از ﺧﻮدﮐﺎرآﻣﺪي ‪ ،‬راﺑﻄﮥ ﺗﻌﺎﻣﻠﯽ و ﭼﻨﺪﮔﺎﻧﻪ ﺑﺎ‬ ‫اﻧﮕﯿﺰش و ﺧﻮدﺗﻨﻈﯿﻤﯽ دارد )ﺑﻨﺪورا‪ .(1981 ،2‬اﻧﮕﯿﺰة اﻓﺮاد‪،‬‬ ‫ﻫﺪاﯾﺖﮐﻨﻨﺪه ﻣﺴﯿﺮ ﮐﺎرﻫﺎﯾﯽ اﺳﺖ ﮐﻪ آنﻫﺎ ﻣﯽﺧﻮاﻫﻨﺪ‪ ،‬اﻧﺠﺎم‬ ‫دﻫﻨﺪ‪ .‬آنﻫﺎ اﺣﺘﻤﺎﻻً ﭘﯿﺎﻣﺪ ﮐﺎرﻫﺎي ﺧﻮد را ﭘﯿﺶﺑﯿﻨﯽ ﻣﯽﮐﻨﻨﺪ‪،‬‬ ‫اﻫﺪاﻓﯽ ﺑﺮاي ﺧﻮدﺷﺎن ﺗﻨﻈﯿﻢ ﻣﯽﮐﻨﻨﺪ و ﺳﭙﺲ ﺑﻪ ﻣﻨﻈﻮر‬ ‫رﺳﯿﺪن ﺑﻪ آن اﻫﺪاف‪ ،‬ﺑﻪ ﯾﮏ ﺑﺮﻧﺎﻣﻪرﯾﺰي ﻣﺪون ﻣﯽﭘﺮدازﻧﺪ‪.‬‬ ‫ﺧﻮدﮐﺎرآﻣﺪي ﺑﻪ ﺑﺎورﻫﺎي اﻓﺮاد درﺑﺎرة ﺗﻮاﻧﺎﯾﯽﻫﺎي ﺧﻮد در اﻧﺠﺎم‬ ‫ﯾﮏ ﺗﮑﻠﯿﻒ ﺑﻪ ﻃﻮر ﻣﻮﻓﻘﯿﺖآﻣﯿﺰ در ﺳﻄﻮح ﻣﺸﺨﺺ اﺷﺎره دارد‬ ‫)ﺑﻨﺪورا‪ .(1981 ،‬ﻣﻄﺎﻟﻌﺎت ﻧﺸﺎن ﻣﯽدﻫﻨﺪ ﮐﻪ ﺧﻮدﮐﺎرآﻣﺪي‬ ‫داﻧﺶآﻣﻮزان‪ ،‬ﭘﯿﺶﺑﯿﻨﯽﮐﻨﻨﺪة ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ در دروس‬ ‫ﻣﺨﺘﻠﻒ اﺳﺖ‪) .‬ﻫﺎﮐﺖ‪1985 ،3‬؛ ﮐﻮﭘﺮ‪ 4‬و راﺑﯿﻨﺴﻮن‪5‬؛ ‪1991‬؛‬ ‫ﭘﺎژره و ﻣﯿﻠﺮ‪1995 ،6‬؛ ﻻﯾﻢ‪ ،7‬ﻻ‪ 8‬و ﻧﺎي‪2008 ،9‬؛ رﯾﻮرز‪،10‬‬ ‫‪2008‬؛ ﺑﻪ ﻧﻘﻞ از ﻣﺮوﺗﯽ‪ .(1390 ،‬ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق ﺑﻪ ﻋﻨﻮان‬ ‫‪11‬‬ ‫ﺑﺎور ﺑﻪ ﺗﻮاﻧﺎﯾﯽ اﯾﺠﺎد ﮐﺎرﻫﺎي ﺧﻼق‪ ،‬ﺗﻌﺮﯾﻒ ﻣﯽﺷﻮد )ﺗﯿﺮﻧﯽ‬ ‫و ﻓﺎرﻣﺮ‪ .(2002 ،12‬ﻫﻤﭽﻨﯿﻦ ﺑﺎورﻫﺎي اﻓﺮاد از ﺧﻮدﮐﺎرآﻣﺪي‬ ‫ﺧﻼق ﺑﺮ ﻓﺮاﯾﻨﺪﻫﺎي ﺷﻨﺎﺧﺘﯽ ﺑﻪ ﺷﮑﻞﻫﺎي ﻣﺨﺘﻠﻔﯽ ﺗﺄﺛﯿﺮ‬ ‫ﻣﯽﮔﺬارد‪.‬‬ ‫ﻣﺠﻤﻮﻋﻪ ﻫﺪفﻫﺎي ﺷﺨﺼﯽ اﻓﺮاد از ارزﯾﺎﺑﯽ ﺗﻮاﻧﺎﯾﯽﻫﺎي ﺧﻮد‬ ‫ﻣﺘﺄﺛﺮ ﻣﯽﺷﻮد‪ .‬ادراك ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻻﺗﺮ از ﻫﺪف‪ ،‬اﻓﺮاد را ﺑﻪ‬ ‫ﭼﺎﻟﺶ ﻣﯽﮐﺸﺪ و در ﻧﺘﯿﺠﻪ ﺑﺎﻋﺚ ﺗﻌﻬﺪ ﺑﯿﺸﺘﺮ او ﺑﻪ اﻓﺮاد دﯾﮕﺮ‬ ‫ﺑﺮاي رﺳﯿﺪن ﺑﻪ اﻫﺪاﻓﺶ ﻣﯽﺷﻮد‪ .‬ﺑﯿﺸﺘﺮ اﻓﺮاد درﮔﯿﺮ ﮐﺎرﻫﺎي‬ ‫ﻣﯽﺷﻮﻧﺪ ﮐﻪ ﺑﺎ آن اﺣﺴﺎس رﺿﺎﯾﺖ و راﺣﺘﯽ ﮐﻨﻨﺪ و از ﮐﺎرﻫﺎي‬ ‫ﮐﻪ ﻧﻤﯽﺗﻮاﻧﻨﺪ اﻧﺠﺎم دﻫﻨﺪ‪ ،‬اﺟﺘﻨﺎب ﻣﯽﮐﻨﻨﺪ‪ .‬ﺟﯿﻤﺰ )‪(1990‬‬ ‫ﻣﯽﻧﻮﯾﺴﺪ ﮐﻪ ﺗﺠﺎرب اﻓﺮاد ﺑﺮ اﻧﺘﺨﺎب ﻫﺪفﻫﺎي ﺧﻮد ﺗﺄﺛﯿﺮ‬ ‫ﻣﯽﮔﺬارد‪ .‬ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﻫﻤﭽﻨﯿﻦ ﺑﺮ ﻣﯿﺰان اﺳﺘﺮس و‬ ‫اﺿﻄﺮاب اﻓﺮاد در ﮐﺎرﻫﺎي ﮐﻪ درﮔﯿﺮ اﻧﺠﺎم آن ﻣﯽﺷﻮﻧﺪ‪ ،‬ﺗﺄﺛﯿﺮ‬ ‫ﻣﯽﮔﺬارد‪.‬‬ ‫ﺗﺤﻘﯿﻖ روي ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق در زﻣﯿﻨﮥ ﻋﻠﻤﯽ‬ ‫ﺣﯿﻄﮥ ﭘﺮﮐﺎري اﺳﺖ‪ .‬ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق اﺻﻄﻼﺣﯽ اﺳﺖ ﮐﻪ‬ ‫‪1‬‬ ‫‪1. Self – Efficacy‬‬ ‫‪2. Bandura‬‬ ‫‪3. Hackett‬‬ ‫‪4. Cooper‬‬ ‫‪5. Robinson‬‬ ‫‪6. Miller‬‬ ‫‪7. Liem‬‬ ‫‪8. Lau‬‬ ‫‪9. Nie‬‬ ‫‪10. Rivers‬‬ ‫‪11. Tierney‬‬ ‫‪12. Farmar‬‬ ‫ﺑﻪ وﺳﯿﻠﮥ ﺑﻨﺪورا ﺑﺮ اﺳﺎس اﺻﻄﻼح ﺧﻮدﮐﺎرآﻣﺪي‪ ،‬ﮔﺴﺘﺮش‬ ‫ﯾﺎﻓﺘﻪ اﺳﺖ )ﮐﺎرﻣﻠﯽ‪ .(2014 ،13‬در ﮐﻞ ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق‬ ‫ﻧﺸﺎندﻫﻨﺪة ﯾﮏ ﺧﻮدﻗﻀﺎوﺗﯽ از ﺗﻮاﻧﺎﯾﯽﻫﺎﯾﯽ اﺳﺖ ﮐﻪ روي‬ ‫اﻧﺘﺨﺎب‪ ،‬ﺗﻼش‪ ،‬ﻫﺪف‪ ،‬دﺳﺘﺎورد و ﭘﯿﺎﻣﺪﻫﺎ ﺗﺄﺛﯿﺮ ﻣﯽﮔﺬارد‬ ‫)ﮐﺎرﻣﻠﯽ‪ .(2014 ،‬اﮔﺮﭼﻪ ﺗﺤﻘﯿﻘﺎت اوﻟﯿﻪ روي اﯾﻨﮑﻪ ﭼﻄﻮر‬ ‫ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﺑﻪ ﭘﯿﺎﻣﺪﻫﺎي ﺧﻼق ﻣﺮﺗﺒﻂ ﻣﯽﺷﻮﻧﺪ‪،‬‬ ‫ﺗﻤﺮﮐﺰ داﺷﺖ‪ ،‬اﻣﺎ ﺗﺤﻘﯿﻘﺎت ﻣﺤﺪودي ﺑﻪ ﺑﺮرﺳﯽ ﺟﻬﺖﮔﯿﺮي‬ ‫اﻧﮕﯿﺰﺷﯽ و ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق در ﺑﯿﻦ داﻧﺶآﻣﻮزان‬ ‫ﭘﺮداﺧﺘﻪاﻧﺪ‪ .‬ﻫﻤﭽﻨﯿﻦ ﺗﯿﺮﻧﯽ و ﻓﺎرﻣﺮ )‪ (2002‬ﺧﻮدﮐﺎرآﻣﺪي‬ ‫ﺧﻼق را ﺑﻪ ﻋﻨﻮان ﯾﮏ ﺣﺎﻟﺖ ﺧﻮدﮐﺎرآﻣﺪي اﻧﮕﯿﺰﺷﯽ ﮐﻠﯽ ﺑﺮاي‬ ‫ﻧﺸﺎن دادن ﺧﻼﻗﯿﺖ ﺗﻌﺮﯾﻒ ﻣﯽﮐﻨﻨﺪ‪ .‬ﺧﻮدﮐﺎرآﻣﺪي ﺧﻼق از‬ ‫ﻣﺘﻐﯿﺮﻫﺎي ﮔﻮﻧﺎﮔﻮن ﺗﺄﺛﯿﺮ ﻣﯽﭘﺬﯾﺮد ﮐﻪ ﺷﻨﺎﺳﺎﯾﯽ ﻣﯿﺰان‬ ‫ﺗﺄﺛﯿﺮﮔﺬاري آنﻫﺎ ﻣﯽﺗﻮاﻧﺪ ﺑﻪ ﺑﻬﺒﻮد و ﭘﯿﺸﺮﻓﺖ آنﻫﺎ در اﯾﻦ‬ ‫ﺣﻮزه ﮐﻤﮏ ﺷﺎﯾﺎﻧﯽ ﮐﻨﺪ؛ ازﺟﻤﻠﻪ اﯾﻦ ﻋﻮاﻣﻞ ﺟﻬﺖﮔﯿﺮي‬ ‫اﻧﮕﯿﺰﺷﯽ اﺳﺖ )دﺳﯽ و رﯾﺎن‪.(2000 ،‬‬ ‫اﻧﮕﯿﺰش‪ ،‬ﻧﯿﺮوﯾﯽ اﺳﺖ ﮐﻪ ﺑﻪ رﻓﺘﺎر اﻧﺮژي ﻣﯽدﻫﺪ و آن را ﺑﻪ‬ ‫ﺳﻮي ﯾﮏ ﻫﺪف ﻫﺪاﯾﺖ ﻣﯽﮐﻨﺪ‪ .‬ﻣﻌﻤﻮﻻً ﻣﻔﻬﻮم اﻧﮕﯿﺰش‬ ‫ﻫﻨﮕﺎﻣﯽ ﺑﻪ ﮐﺎر ﮔﺮﻓﺘﻪ ﻣﯽﺷﻮ (...truncated)