مشخصه‌های روان‌سنجی مقیاس خودکارآمدی ادراک شدة معلمان برای آموزش اخلاقی دانش‌آموزان

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 6, No 1 (Serial Number 21), Summer 2018 (P 31-42) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (42 - 31 ‫ )ص‬1397 ‫ ﺗﺎﺑﺴﺘﺎن‬،(21 ‫ ﺷﻤﺎره اول )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﺷﺸﻢ‬ ‫ﻣﺸﺨﺼﻪﻫﺎي روانﺳﻨﺠﯽ ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان‬ 3 ‫ ﻋﻠﯽ ﺗﻘﻮاﯾﯽﻧﯿﺎ‬،2‫ ﻣﺤﻤﺪآزاد ﻋﺒﺪاﷲﭘﻮر‬،1*‫اﻣﯿﺪ ﺷﮑﺮي‬ ‫ اﯾﺮان‬،‫ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﺑﻬﺸﺘﯽ‬،‫ روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.1 ‫ اﯾﺮان‬،‫ داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﻣﻬﺎﺑﺎد‬،‫ روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.2 ‫ اﯾﺮان‬،‫ داﻧﺸﮕﺎه ﯾﺎﺳﻮج‬،‫ روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎدﯾﺎر‬.3 1397/06/14 :‫ ﺗﺎرﯾﺦ ﭘﺬرش‬1396/04/15 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ Psychometric Properties of the Teacher Efficacy for Moral Education Scale among Students O. Shokri*1, M.A. Abdullah Pour2, A. Taghvaeiniya3 1. Assistant Professor, Educational Psychology, Shahid Beheshti University, Tehran, Iran 2. Associate Professor, Educational Psychology, Islamic Azad University, Mahabad, Iran 3. Assistant Professor, Educational Psychology, Yasouj University, Yasuj, Iran Received: 2017/07/06 Accepted: 2018/09/05 Abstract The main purpose of the present study was investigating the psychometric properties of the Teacher Efficacy for Moral Education Scale (TEMES). In this correlation study, 200 teachers (100 male, 100 female) completed the TEMES and the Short Character Strength Measure (SCSM). The confirmatory factor analysis method and internal consistency were used to compute the TEMES's factorial validity and reliability, respectively. Also, in order to examine the concurrent validity of the Teacher Efficacy for Moral Education Scale, we computed the correlation between different dimensions of TEMES and different character strengths. The results of confirmatory factor analysis, based on AMOS software, indicated that multidimensional structure of the TEMES that consist of teacher positivity and teacher instructional practices had acceptable fit with the data of Iranian teacher’s sample. The analyses of Correlation between different dimensions of TEMES and character strengths (wisdom, courage, humanity, justice, temperance and transcendence) provided initial evidence for the TEMES concurrent validity. The Internal consistencies for the scales measuring teacher positivity and teacher instructional practices were 0/80 and 0/81, respectively. In sum, these findings provide evidence for the validity and reliability of the TEMES as an instrument for measuring the Iranian teachers’ personal self-efficacy for fostering moral character in the classroom. ‫ﭼﮑﯿﺪه‬ ‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف آزﻣﻮن ﻣﺸﺨﺼﻪﻫﺎي روانﺳﻨﺠﯽ ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي‬ (2008 ،‫ ﺗﺮﻧﺮ و ﮐﻤﯿﻠﮑﻮ‬،‫ واﯾﺪﯾﭻ‬،‫؛ ﻧﺎرواﺋﺰ‬TEME) ‫ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ‬ ‫ زن( ﺑﻪ‬100 ‫ ﻣﺮد و‬100) ‫ ﻣﻌﻠﻢ‬200 ،‫ در ﻣﻄﺎﻟﻌﻪ ﻫﻤﺒﺴﺘﮕﯽ ﺣﺎﺿﺮ‬.‫اﻧﺠﺎم ﺷﺪ‬ ‫ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻤﺎن ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ و ﻧﺴﺨﮥ ﮐﻮﺗﺎه اﺑﺰار‬ ‫ در اﯾﻦ‬.‫( ﭘﺎﺳﺦ دادﻧﺪ‬2012 ،‫؛ ﻓﺮﻧﻬﺎم و ﻟﺴﺘﺮ‬SECS) ‫ﻧﯿﺮوﻣﻨﺪيﻫﺎي ﻣﻨﺸﯽ‬ ‫ ﺑﻪ ﻣﻨﻈﻮر ﺗﻌﯿﯿﻦ رواﯾﯽ ﻋﺎﻣﻠﯽ و ﭘﺎﯾﺎﯾﯽ ﻧﺴﺨﮥ ﮐﻮﺗﺎه اﺑﺰار ﻣﻘﯿﺎس‬،‫ﻣﻄﺎﻟﻌﻪ‬ ‫ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان ﺑﻪ ﺗﺮﺗﯿﺐ از روشﻫﺎي‬ ،‫ ﻫﻤﭽﻨﯿﻦ‬.‫آﻣﺎري ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺄﯾﯿﺪي و ﺿﺮاﯾﺐ ﻫﻤﺴﺎﻧﯽ دروﻧﯽ اﺳﺘﻔﺎده ﺷﺪ‬ ‫ﺑﻪ ﻣﻨﻈﻮر ﻣﻄﺎﻟﻌﮥ رواﯾﯽ ﻫﻢزﻣﺎن ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ‬ ‫ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﺑﯿﻦ ﻣﻘﯿﺎسﻫﺎي اﺑﺰار ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي‬،‫داﻧﺶآﻣﻮزان‬ ‫ ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ‬.‫آﻣﻮزش اﺧﻼﻗﯽ ﺑﺎ ﻧﯿﺮوﻣﻨﺪيﻫﺎي ﻣﻨﺸﯽ ﮔﺰارش ﺷﺪ‬ ‫ﺗﺎﯾﯿﺪي ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ ﺑﺮ ﭘﺎﯾﮥ ﻧﺮماﻓﺰار‬ ‫ ﻧﺸﺎن داد ﮐﻪ در ﻧﻤﻮﻧﮥ ﻣﻌﻠﻤﺎن اﯾﺮاﻧﯽ ﺳﺎﺧﺘﺎر دوﻋﺎﻣﻠﯽ ﻣﻘﯿﺎس‬AMOS ‫ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان ﻣﺸﺘﻤﻞ ﺑﺮ دو زﯾﺮﻣﻘﯿﺎس‬ .‫ﻣﺜﺒﺖ ﺑﻮدن ﻣﻌﻠﻢ و ﻓﻌﺎﻟﯿﺖﻫﺎي آﻣﻮزﺷﯽ ﺑﺎ دادهﻫﺎ ﺑﺮازش ﻗﺎﺑﻞ ﻗﺒﻮﻟﯽ دارد‬ ‫ﻧﺘﺎﯾﺞ ﻣﺮﺑﻮط ﺑﻪ ﻫﻤﺒﺴﺘﮕﯽ ﺑﯿﻦ زﯾﺮﻣﻘﯿﺎسﻫﺎي ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش‬ ‫اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان ﺑﺎ ﻧﯿﺮوﻣﻨﺪيﻫﺎي ﻣﻨﺸﯽ ﻣﻌﻠﻤﺎن ﺑﻪ ﻃﻮر ﺗﺠﺮﺑﯽ از رواﯾﯽ‬ ‫ﻫﻢزﻣﺎن ﻧﺴﺨﮥ ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان‬ ‫ ﺿﺮاﯾﺐ ﻫﻤﺴﺎﻧﯽ دروﻧﯽ دو زﯾﺮﻣﻘﯿﺎس ﻣﺜﺒﺖ ﺑﻮدن ﻣﻌﻠﻢ و‬.‫ﺣﻤﺎﯾﺖ ﮐﺮد‬ ،‫ در ﻣﺠﻤﻮع‬.‫ ﺑﻪ دﺳﺖ آﻣﺪ‬0/81 ‫ و‬0/80 ‫ﻓﻌﺎﻟﯿﺖﻫﺎي آﻣﻮزﺷﯽ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺮاﺑﺮ ﺑﺎ‬ ‫ﻧﺘﺎﯾﺞ ﻣﻄﺎﻟﻌﮥ ﺣﺎﺿﺮ ﻧﺸﺎن داد ﮐﻪ ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش اﺧﻼﻗﯽ‬ ‫داﻧﺶآﻣﻮزان ﺑﺮاي ﺳﻨﺠﺶ ﺑﺎور ﻣﻌﻠﻢ درﺑﺎره ﺗﻮاﻧﺎﯾﯽ ﺧﻮد ﺑﺮاي ﺑﻬﺒﻮد و‬ ،‫اﺛﺮﮔﺬاري ﺑﺮ رﻓﺘﺎر و ﻣﻨﺶ اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان در ﮔﺮوه ﻧﻤﻮﻧﮥ ﻣﻌﻠﻤﺎن اﯾﺮاﻧﯽ‬ .‫اﺑﺰاري روا و ﭘﺎﯾﺎ اﺳﺖ‬ Keywords Confirmatory Factor Analysis, Concurrent Validity, Teacher Efficacy for Moral Education Scale (TEMES), Internal Consistency. ‫واژﮔﺎن ﮐﻠﯿﺪي‬ ‫ ﻣﻘﯿﺎس ﮐﺎرآﻣﺪي ﻣﻌﻠﻢ ﺑﺮاي آﻣﻮزش‬،‫ رواﯾﯽ ﺳﺎزه‬،‫ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺎﯾﯿﺪي‬ .‫ ﻫﻤﺴﺎﻧﯽ دروﻧﯽ‬،‫اﺧﻼﻗﯽ‬ *Corresponding Author: ‫ اﻣﯿﺪ ﺷﮑﺮي‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪ 32‬ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﺷﺸﻢ‪ ،‬ﺷﻤﺎره اول )ﭘﯿﺎﭘﯽ ‪ ،(21‬ﺗﺎﺑﺴﺘﺎن ‪1397‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﻣﺮور ﺷﻮاﻫﺪ ﺗﺠﺮﺑﯽ ﻣﺨﺘﻠﻒ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺗﺎﮐﯿﺪ ﺑﺮ ﺗﻮان‬ ‫ﺗﻔﺴﯿﺮي ﺑﺎورﻫﺎي ﮐﺎرآﻣﺪي در ﭘﯿﺶﺑﯿﻨﯽ ﮐﻨﺶوري اﻓﺮاد‬ ‫ﻣﺨﺘﻠﻒ در ﻗﻠﻤﺮوﻫﺎي ﻣﻄﺎﻟﻌﺎﺗﯽ آﻣﻮزﺷﯽ و ﺣﺮﻓﻪاي ﻫﻤﻮاره‬ ‫در ﮐﺎﻧﻮن ﻣﻮرد ﺗﻮﺟﻪ ﻣﺤﻘﻘﺎن ﺑﻮده اﺳﺖ )اﺳﭽﻮردﻓﯿﮕﺮ‪،‬‬ ‫ﮐﺎﻧﺮﻣﺎن و اﺳﭽﻨﻬﺎﻓﻦ‪2008 ،1‬؛ ﮐﺎﭘﺮارا‪ ،‬ﺑﺎرﺑﺎراﻧﯿﻠﯽ‪ ،‬ﺑﺎرﮔﻮﮔﻨﯽ‬ ‫و اﺳﺘﯿﮑﺎ‪2003 ،2‬؛ اﺳﮑﺎﻟﻮﯾﮏ و اﺳﮑﺎﻟﻮﯾﮏ‪(2007 ،3‬؛ ﺑﺮ‬ ‫اﯾﻦ اﺳﺎس‪ ،‬در ﺗﻌﺪاد زﯾﺎدي از ﻣﻄﺎﻟﻌﺎت‪ ،‬ﻣﺤﻘﻘﺎن ﻣﺨﺘﻠﻒ‬ ‫ﮐﻮﺷﯿﺪهاﻧﺪ ﺑﻪ ﻃﻮر ﺧﺎص‪ ،‬ﻧﻘﺶ ﺗﻔﺴﯿﺮي ﺑﺎورﻫﺎي ﮐﺎرآﻣﺪي‬ ‫را در ﺗﺒﯿﯿﻦ اﻟﮕﻮي ﺗﻤﺎﯾﺰﯾﺎﻓﺘﮕﯽ در ﮐﻨﺶوري ﻣﻌﻠﻤﺎن در‬ ‫ﻗﻠﻤﺮوﻫﺎي ﻣﻔﻬﻮﻣﯽ ﻣﺘﻔﺎوت ﺑﻪ ﻃﻮر ﻧﻈﺎﻣﺪار ﺗﺤﻠﯿﻞ ﮐﻨﻨﺪ‬ ‫)ﻣﮏ آداﻣﺰ‪2009 ،4‬؛ واﻟﮑﺮ و ﻓﺮﯾﻤﺮ‪2009 ،5‬؛ ﺧﺪاﯾﯽ‪،‬‬ ‫‪.(1397‬‬ ‫‪6‬‬ ‫ﺑﺮاﺳﺎس ﻧﻈﺮﯾﮥ ﺷﻨﺎﺧﺘﯽ اﺟﺘﻤﺎﻋﯽ ﺑﻨﺪورا )‪ ،(1997‬ﺳﺎزة‬ ‫ﺑﺎورﻫﺎي ﺧﻮرﮐﺎرآﻣﺪي در ﺳﻪ ﻋﺎﻣﻞ ﻓﺮاﯾﻨﺪﻫﺎي دروﻧﯽ‬ ‫)ﻣﺸﺘﻤﻞ ﺑﺮ وﺟﻮه ﻋﺎﻃﻔﯽ‪ ،‬ﺷﻨﺎﺧﺘﯽ و ﻓﯿﺰﯾﻮﻟﻮژﯾﮏ(‪ ،‬ﺗﺎﺛﯿﺮات‬ ‫ﻣﺤﯿﻄﯽ و رﻓﺘﺎر ﮐﻨﻮﻧﯽ و ﮔﺬﺷﺘﻪ ﻓﺮد رﯾﺸﻪ دارد‪.‬‬ ‫ﺧﻮدﮐﺎرآﻣﺪي ادراك ﺷﺪه در ﭘﯿﺶﺑﯿﻨﯽ رﻓﺘﺎر و ﺗﻐﯿﯿﺮات‬ ‫رﻓﺘﺎري از ﻧﻘﺶ ﺑﻼﻣﻨﺎزﻋﯽ ﺑﺮﺧﻮردار اﺳﺖ )ﺑﻨﺪورا‪.(1997 ،‬‬ ‫ﻫﻤﭽﻨﯿﻦ‪ ،‬ﺑﺎورﻫﺎي ﻓﺮد درﺑﺎرة رﻓﺘﺎرﻫﺎي ﺧﻮﯾﺶ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ‬ ‫ﭘﯿﺎﻣﺪﻫﺎي اﻋﻤﺎﻟﺶ‪ ،‬در ﭘﯿﺶﺑﯿﻨﯽ آن رﻓﺘﺎرﻫﺎ از ﺗﻮان ﺑﯿﺸﺘﺮي‬ ‫ﺑﺮﺧﻮردار اﺳﺖ‪ .‬ﻫﻨﺴﺎن‪ (2001) 7‬ﻧﯿﺰ ﺗﺎﮐﯿﺪ ﻣﯽﮐﻨﺪ ﮐﻪ‬ ‫ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎ اﺛﺮﮔﺬاري ﺑﺮ اﻧﺘﺨﺎبﻫﺎي رﻓﺘﺎري‬ ‫ﻣﺤﺘﻤﻞ و ارزﺷﮕﺬاري ﺑﺮاي ﺗﻼش در ﻣﻮاﺟﻬﻪ ﺑﺎ رﺧﺪادﻫﺎي‬ ‫ﻧﺎﮐﺎم ﮐﻨﻨﺪه در ﭘﯿﺶﺑﯿﻨﯽ ﺗﺠﺎرب ﻫﯿﺠﺎﻧﯽ اﻓﺮاد ﻧﯿﺰ اﯾﻔﺎي‬ ‫ﻧﻘﺶ ﻣﯽﮐﻨﻨﺪ‪ .‬در واﻗﻊ‪ ،‬ﺑﺮﺧﯽ ﺷﻮاﻫﺪ از ﻧﻘﺶ ﺑﺎورﻫﺎي‬ ‫ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻻ در ﻗﻠﻤﺮو اﺧﻼﻗﯽ ﺣﻤﺎﯾﺖ ﮐﺮدهاﻧﺪ )ﻣﮏ‬ ‫آداﻣﺰ‪2009 ،‬؛ واﻟﮑﺮ و ﻓﺮﯾﻤﺮ‪.(2009 ،‬‬ ‫اﻓﺮاد در ﻗﻠﻤﺮوﻫﺎي ﭼﻨﺪﮔﺎﻧﮥ اﺟﺘﻤﺎﻋﯽ‪ ،‬ورزﺷﯽ و‬ ‫ﺗﺤﺼﯿﻠﯽ‪ ،‬ادراك ﺧﻮد ﻣﺘﻔﺎوﺗﯽ دارﻧﺪ‪ .‬ﺑﻨﺪورا )‪ (1997‬ﻧﯿﺰ ﺗﺎﮐﯿﺪ‬ ‫ﻣﯽﮐﻨﺪ ﮐﻪ ﺑﺎور ﺧﻮدﮐﺎرآﻣﺪي ﺑﺮ ﺣﺴﺐ ﻗﻠﻤﺮو ﻣﺘﻔﺎوت اﺳﺖ‪.‬‬ ‫‪1. Schwerdtfeger, Konermann & Schonhofen‬‬ ‫‪2. Caprara, Barbaranelli, Borgogni & Steca‬‬ ‫‪3. Skaalvik & Skaalvik‬‬ ‫‪4. McAdams‬‬ ‫‪5. Walker & Frimer‬‬ ‫‪6. Bandura‬‬ ‫‪7. Henson‬‬ ‫ﻓﺮد ﻣﻤﮑﻦ اﺳﺖ ﺑﺮاي رﯾﺎﺿﯽ و آﻣﻮزش رﯾﺎﺿﯽ‬ ‫ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻻ و ﺑﺮاي ورزش و آﻣﻮزش ورزش‪،‬‬ ‫ﺧﻮدﮐﺎرآﻣﺪي ﭘﺎﯾﯿﻨﯽ داﺷﺘﻪ ﺑﺎﺷﺪ؛ ﺑﻨﺎﺑﺮاﯾﻦ‪ ،‬ﻣﺤﻘﻘﺎن ﺗﺮﺑﯿﺘﯽ‬ ‫ﺑﺮاي ﺳﻨﺠﺶ ﺧﻮدﮐﺎرآﻣﺪي ﻣﻌﻠﻢ در ﻗﻠﻤﺮوﻫﺎي ﻣﺨﺘﻠﻒ‪،‬‬ ‫اﺑﺰارﻫﺎي ﺳﻨﺠﺶ ﻣﺘﻔﺎوﺗﯽ را ﺗﻮﺳﻌﻪ دادهاﻧﺪ‪.‬‬ ‫ﻧﺘﺎﯾﺞ ﺑﺮﺧﯽ ﻣﻄﺎﻟﻌﺎت ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ در ﺑﯿﻦ‬ ‫ﻗﻠﻤﺮوﻫﺎي ﭼﻨﺪﮔﺎﻧﻪ ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﻣﻌﻠﻤﺎن‪ ،‬ﺑﺎورﻫﺎي‬ ‫ﺧﻮدﮐﺎرآﻣﺪي آﻣﻮزﺷﯽ آﻧﻬﺎ در ﭘﯿﺶﺑﯿﻨﯽ ﮐﯿﻔﯿﺖ ﻋﻤﻠﮑﺮد‬ ‫داﻧﺶآﻣﻮزان از اﻫﻤﯿﺖ ﺧﺎﺻﯽ ﺑﺮﺧﻮردار اﺳﺖ؛ ﺑﺮاي ﻣﺜﺎل‪،‬‬ ‫وﻗﺘﯽ ﻣﻌﻠﻤﺎن در ﮐﻼس درس از ﺑﺎورﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي‬ ‫آﻣﻮزﺷﯽ ﺑﺎﻻﯾﯽ ﺑﺮﺧﻮردار ﺑﺎﺷﻨﺪ‪ ،‬در آن ﮐﻼس درس‪،‬‬ ‫داﻧﺶآﻣﻮزان اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ ﺑﯿﺸﺘﺮي ﻧﺸﺎن ﻣﯽدﻫﻨﺪ‬ ‫)ﻣﯿﺪﮔﻠﯽ‪ ،‬ﻓﻠﺪﻻﻓﺮ و اﻟﮑﯿ ﺲ‪ (1989 ، 8‬و ﺑﺎورﻫﺎي‬ ‫ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎﻻﺗﺮي دارﻧﺪ )آﻧﺪرﺳﻮن‪ ،‬ﮔﺮﯾﻨﯽ و ﻟﻮن‪،9‬‬ ‫‪ (1988‬و از (...truncated)