Motivation in Mathematics Learning: A Cross-National Perspective PDF

‫‪www.onlinedoctranslator.com - naisreP ot hsilgnE morf detalsnarT‬‬ ‫ﻣﺠﻠﻪﺍﺭﻭﭘﺎﯾﯽ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﺁﻣﻮﺯﺵ )‪1666–39:1661 (2024‬‬ ‫‪https://doi.org/10.1007/s10212-024-00820-x‬‬...

‫‪www.onlinedoctranslator.com - naisreP ot hsilgnE morf detalsnarT‬‬ ‫ﻣﺠﻠﻪﺍﺭﻭﭘﺎﯾﯽ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﺁﻣﻮﺯﺵ )‪1666–39:1661 (2024‬‬ ‫‪https://doi.org/10.1007/s10212-024-00820-x‬‬ ‫ﻣﻄﺎﻟﻌﻪﺗﻄﺒﯿﻘﯽ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﺍﻧﮕﯿﺰﻩ‪ :‬ﯾﮏ ﺗﻔﺴﯿﺮ‬ ‫ﺍﮐﻠﺲ‪1‬‬ ‫ﮊﺍﮐﻠﯿﻦﺍﺱ‪.‬‬ ‫ﺩﺭﯾﺎﻓﺖ‪ 15:‬ﻧﻮﺍﻣﺒﺮ ‪ / 2023‬ﺗﺠﺪﯾﺪ ﻧﻈﺮ‪ 15 :‬ﻧﻮﺍﻣﺒﺮ ‪ / 2023‬ﭘﺬﯾﺮﺵ‪ 21 :‬ﻓﻮﺭﯾﻪ ‪ / 2024‬ﺍﻧﺘﺸﺎﺭ‬ ‫ﺁﻧﻼﯾﻦ‪ 6:‬ﻣﺎﺭﺱ ‪2024‬‬ ‫© ﻧﻮﯾﺴﻨﺪﻩ)ﻫﺎﯼ( ‪2024‬‬ ‫ﭼﮑﯿﺪﻩ‬ ‫ﺩﺭﺍﯾﻦ ﺗﻔﺴﯿﺮ‪ ،‬ﻣﻦ ﺑﺮ ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ‪ ،‬ﻣﺸﺘﺮﮎ ﻭ ﻃﻮﻟﯽ ﺩﺭ ﻣﻮﺭﺩ ﺭﺷﺪ ﺍﻧﮕﯿﺰﻩ ﻭ ﻋﻤﻠﮑﺮﺩ ﺭﯾﺎﺿﯽ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥﺩﺑﺴﺘﺎﻧﯽ ﺩﺭ ﺷﺶ ﮐﺸﻮﺭ ﻧﺮﻭﮊ‪ ،‬ﺳﻮﺉﺪ‪ ،‬ﻓﻨﻼﻧﺪ‪ ،‬ﺍﺳﺘﻮﻧﯽ‪ ،‬ﭘﺮﺗﻐﺎﻝ ﻭ ﺻﺮﺑﺴﺘﺎﻥ ﺗﻤﺮﮐﺰ‬ ‫ﻣﯽ ﮐﻨﻢ‪.‬ﻣﺤﻘﻘﯿﻦ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺭﺍ ﺑﺮﺍﯼ ﺍﺭﺯﯾﺎﺑﯽ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻃﺮﺍﺣﯽ ﮐﺮﺩﻧﺪ‬ ‫ﮐﻪﺑﻪ ﻃﻮﺭ ﮐﻠﯽ ﺗﻌﺮﯾﻒ ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻫﺎﯼ ﻣﻌﻠﻢ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺑﺮﺍﯼ ﺍﺭﺯﯾﺎﺑﯽ ﺑﺎﻭﺭﻫﺎ ﻭ ﻋﻤﻠﮑﺮﺩ‬ ‫ﻣﻌﻠﻤﺎﻥ‪،‬ﻭ ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻫﺎﯼ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺮﺍﯼ ﺍﺭﺯﯾﺎﺑﯽ ﺑﺎﻭﺭﻫﺎ ﻭ ﻋﻤﻠﮑﺮﺩ ﻭﺍﻟﺪﯾﻦ ﻭ ﻫﻤﭽﻨﯿﻦ ﺍﺩﺭﺍﮎ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ‬ ‫ﻭﺳﭙﺲ ﭘﺎﯾﺎﯾﯽ ﻭ ﺭﻭﺍﯾﯽ ﺁﻥ ﻫﺎ ﻣﻮﺭﺩ ﺁﺯﻣﺎﯾﺶ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻨﺪ‪.‬ﺍﯾﻦ ﺍﻗﺪﺍﻣﺎﺕ ﺩﺭ ﺗﻤﺎﻡ ﺷﺶ ﮐﺸﻮﺭ ﺑﻪ ﻃﻮﺭﯼ ﮐﻪ‬ ‫ﺁﻧﻬﺎﺑﺘﻮﺍﻧﻨﺪ ﻫﻢ ﺗﻮﺳﻌﻪ ﺩﺭ ﺩﺍﺧﻞ ﮐﺸﻮﺭﻫﺎ ﻭ ﻫﻢ ﻗﺎﺑﻠﯿﺖ ﺗﻌﻤﯿﻢ ﺑﯿﻦ ﮐﺸﻮﺭﻫﺎ ﺭﺍ ﺑﺮﺭﺳﯽ ﮐﻨﻨﺪ‪.‬ﻣﻦ ﻧﻈﺮﺍﺕ‬ ‫ﻣﻘﺎﯾﺴﻪ ﺍﯼﺧﻮﺩ ﺭﺍ ﺑﺮ ﻣﻮﺿﻮﻋﺎﺕ ﺯﯾﺮ ﻣﺘﻤﺮﮐﺰ ﻣﯽ ﮐﻨﻢ ﮐﻪ ﺑﻪ ﻣﻄﺎﻟﻌﺎﺕ ﻣﺨﺘﻠﻒ ﻣﯽ ﭘﺮﺩﺍﺯﻧﺪ‪ :‬ﺗﻔﺎﻭﺕ ﻫﺎﯼ‬ ‫ﺟﻨﺴﯿﺘﯽ‪،‬ﻣﻠﯽ ﻭ ‪ ،SES‬ﺗﺄﺛﯿﺮ ﺑﺎﻭﺭﻫﺎ ﻭ ﺷﯿﻮﻩ ﻫﺎﯼ ﻣﻌﻠﻢ‪ ،‬ﺗﺄﺛﯿﺮ ﻭﺍﻟﺪﯾﻦ‪ ،‬ﻭ ﻓﺮﺿﯿﻪ ﻫﺎﯼ ﺁﺯﻣﻮﻥ ﺑﺮﮔﺮﻓﺘﻪ ﺍﺯ‬ ‫ﺳﯿﺴﺘﻢ ﻫﺎﯼﺍﻧﮕﯿﺰﺷﯽ ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ﻣﺨﺘﻠﻒ‪.‬‬ ‫ﮐﻠﻤﺎﺕﮐﻠﯿﺪﯼﺍﻧﮕﯿﺰﻩ؛ ﺩﯾﺪﮔﺎﻩ ﻫﺎﯼ ﻣﻘﺎﯾﺴﻪ ﺍﯼ · ﻣﻌﻠﻤﺎﻥ · ﻭﺍﻟﺪﯾﻦ · ﺟﻨﺴﯿﺖ · ﺩﺑﺴﺘﺎﻥ‬ ‫ﺍﺯﺍﯾﻨﮑﻪ ﺍﺯ ﻣﻦ ﺧﻮﺍﺳﺘﻪ ﺷﺪ ﺗﺎ ﺍﯾﻦ ﺗﻔﺴﯿﺮ ﺭﺍ ﺑﻨﻮﯾﺴﻢ ﺑﺴﯿﺎﺭ ﻣﻔﺘﺨﺮ ﺷﺪﻡ‪.‬ﺗﯿﻢ ﻫﺎﯼ ﺗﺤﻘﯿﻘﺎﺗﯽ ﻣﺴﺉﻮﻝ‬ ‫ﻣﻘﺎﻻﺕﺍﯾﻦ ﺑﺨﺶ ﻭﯾﮋﻩ ﺑﺎ ﺍﯾﺠﺎﺩ ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﻭ ﻃﻮﻟﯽ ﺩﺭ ﻣﻮﺭﺩ ﺭﺷﺪ ﺍﻧﮕﯿﺰﻩ ﻭ ﻋﻤﻠﮑﺮﺩ ﺭﯾﺎﺿﯽ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥﻣﻘﻄﻊ ﺍﺑﺘﺪﺍﯾﯽ ﺩﺭ ﺷﺶ ﮐﺸﻮﺭ ﻧﺮﻭﮊ‪ ،‬ﺳﻮﺉﺪ‪ ،‬ﻓﻨﻼﻧﺪ‪ ،‬ﺍﺳﺘﻮﻧﯽ‪ ،‬ﭘﺮﺗﻐﺎﻝ ﻭ ﺻﺮﺑﺴﺘﺎﻥ‬ ‫ﻣﺤﻘﻘﯿﻦﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺭﺍ ﺑﺮﺍﯼ ﺍﺭﺯﯾﺎﺑﯽ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻃﺮﺍﺣﯽ ﮐﺮﺩﻧﺪ ﮐﻪ ﺑﻪ‬ ‫ﻃﻮﺭﮐﻠﯽ ﺗﻌﺮﯾﻒ ﺷﺪﻩ ﺑﻮﺩ‪ ،‬ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻫﺎﯼ ﻣﻌﻠﻢ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺑﺮﺍﯼ ﺍﺭﺯﯾﺎﺑﯽ ﺑﺎﻭﺭﻫﺎ ﻭ ﻋﻤﻠﮑﺮﺩ ﻣﻌﻠﻤﺎﻥ‪،‬‬ ‫ﻭﭘﺮﺳﺶ ﻧﺎﻣﻪ ﻫﺎﯼ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺮﺍﯼ ﺍﺭﺯﯾﺎﺑﯽ ﺑﺎﻭﺭﻫﺎ ﻭ ﻋﻤﻠﮑﺮﺩ ﻭﺍﻟﺪﯾﻦ ﻭ ﻫﻤﭽﻨﯿﻦ ﺍﺩﺭﺍﮎ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﻭ ﺳﭙﺲ‬ ‫ﭘﺎﯾﺎﯾﯽﻭ ﺭﻭﺍﯾﯽ ﺁﻥ ﻫﺎ ﻣﻮﺭﺩ ﺁﺯﻣﺎﯾﺶ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻨﺪ‪.‬ﺍﯾﻦ ﺍﻗﺪﺍﻣﺎﺕ ﺩﺭ ﺗﻤﺎﻡ ﺷﺶ ﮐﺸﻮﺭ ﺑﻪ ﻃﻮﺭﯼ ﮐﻪ ﺁﻧﻬﺎ‬ ‫ﺑﺘﻮﺍﻧﻨﺪﻫﻢ ﺗﻮﺳﻌﻪ ﺩﺭ ﺩﺍﺧﻞ ﮐﺸﻮﺭﻫﺎ ﻭ ﻫﻢ ﻗﺎﺑﻠﯿﺖ ﺗﻌﻤﯿﻢ ﺩﺭ ﺑﯿﻦ ﮐﺸﻮﺭﻫﺎ ﺭﺍ ﺑﺮﺭﺳﯽ ﮐﻨﻨﺪ ‪ -‬ﺩﻗﯿﻘﺎ ًﻧﻮﻉ‬ ‫ﭘﺮﻭﮊﻩﺟﺎﻣﻌﯽ ﮐﻪ ﺩﺭ ﺍﯾﻦ ﺯﻣﯿﻨﻪ ﻣﻄﺎﻟﻌﺎﺗﯽ ﻣﻮﺭﺩ ﻧﯿﺎﺯ ﺍﺳﺖ‪.‬ﻣﺎ ﺑﻪ ﺧﺎﻃﺮ ﺍﯾﺠﺎﺩ ﺍﯾﻦ ﻣﺠﻤﻮﻋﻪ ﺩﺍﺩﻩ ﻫﺎ ﺑﻪ ﺍﯾﻦ‬ ‫ﻣﺤﻘﻘﺎﻥﻣﺪﯾﻮﻧﯿﻢ‪.‬ﻣﻘﺎﻻﺕ ﺍﺭﺍﺉﻪ ﺷﺪﻩ ﺩﺭ ﺍﯾﻦ ﺑﺨﺶ ﻭﯾﮋﻩ ﻓﻘﻂ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ‬ ‫‪[email protected]‬‬ ‫*‬ ‫‪Jacquelynne S. Eccles‬‬ ‫‪1‬‬ ‫ﺩﺍﻧﺸﮕﺎﻩﮐﺎﻟﯿﻔﺮﻧﯿﺎ‪ ،‬ﺁﻣﻮﺯﺵ ‪ ،2068‬ﮐﺪ ﭘﺴﺘﯽ‪ ،5500 :‬ﺍﯾﺮﻭﯾﻦ‪ ،CA 92697 ،‬ﺍﯾﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺁﻣﺮﯾﮑﺎ‬ ‫‪3(789‬‬ ‫ﺟﻠﺪ‪45610123):‬‬ ‫‪JS Eccles‬‬ ‫‪1662‬‬ ‫ﺍﻭﻟﯿﻦﻣﺠﻤﻮﻋﻪ ﺍﺯ ﻧﺘﺎﯾﺞ ﺗﻨﻬﺎ ﺩﺭ ﻣﻮﺝ ﺍﻭﻝ ﺟﻤﻊ ﺁﻭﺭﯼ ﺩﺍﺩﻩ ﻫﺎ‪.‬ﺑﻨﺎﺑﺮﺍﯾﻦ‪ ،‬ﺍﮔﺮﭼﻪ ﻣﻘﺪﻣﺎﺗﯽ‪ ،‬ﺍﯾﻦ ﻣﻘﺎﻻﺕ ﺩﺭ‬ ‫ﺣﺎﻝﺣﺎﺿﺮ ﻗﺪﺭﺕ ﺍﯾﻦ ﻣﺠﻤﻮﻋﻪ ﺩﺍﺩﻩ ﻫﺎ ﺭﺍ ﺑﺮﺍﯼ ﺑﺮﺭﺳﯽ ﻃﯿﻒ ﮔﺴﺘﺮﺩﻩ ﺍﯼ ﺍﺯ ﻣﻮﺿﻮﻋﺎﺕ ﺑﻪ ﻣﺎ ﻧﺸﺎﻥ ﻣﯽ‬ ‫ﺩﻫﻨﺪﻭ ﺑﻪ ﻣﺎ ﺍﺷﺎﺭﻩ ﺍﯼ ﺑﻪ ﻗﺪﺭﺕ ﺁﯾﻨﺪﻩ ﻣﺠﻤﻮﻋﻪ ﺩﺍﺩﻩ ﻫﺎ ﺑﺮﺍﯼ ﺑﺮﺭﺳﯽ ﺑﺴﯿﺎﺭﯼ ﺍﺯ ﻓﺮﺿﯿﻪ ﻫﺎﯼ ﻋﻠﯽ ﺑﺴﯿﺎﺭ‬ ‫ﻣﻬﻢﺩﺭ ﻣﻮﺭﺩ ﺭﺷﺪ ﺍﻧﮕﯿﺰﻩ ﺭﯾﺎﺿﯽ ﮐﻮﺩﮐﺎﻥ ﻣﯽ ﺩﻫﻨﺪ‪.‬ﻫﻢ ﺩﺭ ﺧﺎﻧﻪ ﻭ ﻫﻢ ﺩﺭ ﻣﺪﺭﺳﻪ ﺩﺭ ﺳﺎﻟﻬﺎﯼ ﺍﻭﺍﺳﻂ‬ ‫ﺩﺑﺴﺘﺎﻥﺩﺭ ﺟﻮﺍﻣﻊ ﻏﺮﺑﯽ ﻭ ﻣﺪﺭﻥ‪.‬ﺗﺎ ﺣﺪ ﺍﻣﮑﺎﻥ‪ ،‬ﻧﻈﺮﺍﺕ ﺧﻮﺩ ﺭﺍ ﺑﺮ ﺍﺳﺎﺱ ﻣﻀﺎﻣﯿﻨﯽ ﺳﺎﺯﻣﺎﻧﺪﻫﯽ ﻣﯽ ﮐﻨﻢ‬ ‫ﮐﻪﺑﺮ ﺭﻭﯼ ﮐﺎﻏﺬﻫﺎ ﺑﺮﯾﺪﻩ ﻣﯽ ﺷﻮﻧﺪ‪.‬‬ ‫ﺟﻨﺴﯿﺖﻭ ‪SES‬‬ ‫ﺑﻪﻃﻮﺭ ﮐﻠﯽ‪ ،‬ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ ﮐﻠﯿﺸﻪ ﺍﯼ ﺩﺭ ﺍﻧﮕﯿﺰﻩ ﺭﯾﺎﺿﯽ ﻫﻨﻮﺯ ﺩﺭ ﻫﺮ ﯾﮏ ﺍﺯ ﺍﯾﻦ ﮐﺸﻮﺭﻫﺎ ﻭﺟﻮﺩ‬ ‫ﺩﺍﺭﺩ‪.‬ﺩﺭ ﺳﺎﻝ ‪ ،1979‬ﮐﺎﺭﻡ ﺭﺍ ﺑﺎ ﻣﺠﻤﻮﻋﻪ ﺍﯼ ﺍﺯ ﻣﻄﺎﻟﻌﺎﺕ ﺁﻏﺎﺯ ﮐﺮﺩﻡ ﮐﻪ ﺑﻪ ﺍﯾﻦ ﺳﻮﺍﻝ ﭘﺮﺩﺍﺧﺘﻢ‪ :‬ﭼﺮﺍ ﺯﻧﺎﻥ‬ ‫ﮐﻤﺘﺮﺍﺯ ﻣﺮﺩﺍﻥ ﺑﻪ ﺩﻭﺭﻩ ﻫﺎ ﻭ ﺭﺷﺘﻪ ﻫﺎﯼ ﻣﺮﺗﺒﻂ ﺑﺎ ﺭﯾﺎﺿﯿﺎﺕ ﺩﺑﯿﺮﺳﺘﺎﻥ ﻭ ﺩﺍﻧﺸﮕﺎﻩ ﻭ ﺳﭙﺲ ﺑﻪ ﻣﺸﺎﻏﻞ‬ ‫ﻣﺮﺗﺒﻂﺑﺎ ﺭﯾﺎﺿﯿﺎﺕ ﻣﯽ ﺭﻭﻧﺪ؟ ﻣﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻧﻢ ‪ Eccles‬ﻭ ﻫﻤﮑﺎﺭﺍﻥ ﺭﺍ ﭘﯿﺸﻨﻬﺎﺩ ﮐﺮﺩﯾﻢ‪.‬ﻣﺪﻝ ﻧﻈﺮﯼ ﺍﻧﺘﻈﺎﺭ‪-‬‬ ‫ﺍﺭﺯﺵﺍﻧﺘﺨﺎﺏ ﻫﺎﯼ ﻣﺮﺗﺒﻂ ﺑﺎ ﺩﺳﺘﺎﻭﺭﺩ ﺑﺮﺍﯼ ﻫﺪﺍﯾﺖ ‪ 40‬ﺳﺎﻝ ﺁﯾﻨﺪﻩ ﺗﺤﻘﯿﻘﺎﺕ ﻣﺎ ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﻣﻮﺿﻮﻉ‪.‬ﺩﺭ‬ ‫ﺍﯾﻦﻣﺪﻝ‪ ،‬ﻣﺎ ﭘﯿﺸﻨﻬﺎﺩ ﮐﺮﺩﯾﻢ ﮐﻪ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ ﺩﺭ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﻣﺮﺑﻮﻁ ﺑﻪ ﺷﺎﯾﺴﺘﮕﯽ ﻫﺎﯼ‬ ‫ﺭﯾﺎﺿﯽ‪،‬ﺍﻧﺘﻈﺎﺭﺍﺕ ﻣﻮﻓﻘﯿﺖ‪ ،‬ﻭ ﻋﻼﻗﻪ ﺩﺭﮎ ﺷﺪﻩ‪ ،‬ﺳﻮﺩﻣﻨﺪﯼ‪ ،‬ﻭ ﺍﺭﺯﺵ ﻫﺎ ﻭ ﻫﺰﯾﻨﻪ ﻫﺎﯼ ﺩﺳﺘﯿﺎﺑﯽ‪،‬‬ ‫ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪﻩ ﻫﺎﯼﺍﻭﻟﯿﻪ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ ﺩﺭ ﺍﻧﺘﺨﺎﺏ ﻫﺎﯼ ﺗﺤﺼﯿﻠﯽ ﻭ ﺣﺮﻓﻪ ﺍﯼ ﺭﯾﺎﺿﯽ ﻫﺴﺘﻨﺪ‪.‬‬ ‫ﺳﺎﻝ ﻫﺎﺗﺤﻘﯿﻖ ﺗﻮﺳﻂ ﻣﺮﺩﻡ ﺩﺭ ﺳﺮﺍﺳﺮ ﺟﻬﺎﻥ ﺍﺯ ﺍﯾﻦ ﭘﯿﺶ ﺑﯿﻨﯽ ﻫﺎ ﭘﺸﺘﯿﺒﺎﻧﯽ ﮐﺮﺩ ﻭ ﺑﺴﯿﺎﺭﯼ ﺍﺯ ﮐﺸﻮﺭﻫﺎﯼ‬ ‫ﻏﺮﺑﯽﺳﺮﻣﺎﯾﻪ ﮔﺬﺍﺭﯼ ﻫﺎﯼ ﻋﻤﺪﻩ ﺍﯼ ﺭﺍ ﺩﺭ ﻣﺪﺍﺧﻼﺕ ﻃﺮﺍﺣﯽ ﺷﺪﻩ ﺑﺮﺍﯼ ﮐﺎﻫﺶ ﺍﯾﻦ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ‬ ‫ﺩﺭﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻧﺪ‪.‬ﺑﺎ ﺍﯾﻦ ﺣﺎﻝ‪ ،‬ﻣﺎ ﺩﺭ ﺳﺎﻝ ‪ 2023‬ﻫﺴﺘﯿﻢ ﻭ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ ﺩﺭ ﺍﯾﻦ‬ ‫ﺑﺎﻭﺭﻫﺎﻭ ﺍﻫﻤﯿﺖ ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪﻩ ﺁﻥ ﻫﺎ ﺩﺭ ﺗﻤﺎﻡ ﺍﯾﻦ ﺷﺶ ﮐﺸﻮﺭ ﺑﺎﻗﯽ ﻣﯽ ﻣﺎﻧﺪ‪ ،‬ﺩﺭ ﺑﺮﺧﯽ ﺍﺯ ﮐﺸﻮﺭﻫﺎﯼ‬ ‫ﺩﯾﮕﺮﺑﺰﺭﮒ ﺗﺮ ﺍﻣﺎ ﻫﻤﭽﻨﺎﻥ ﺩﺭ ﻫﺮ ﮐﺸﻮﺭﯼ ﻣﺸﻬﻮﺩ ﺍﺳﺖ‪.‬ﭼﺮﺍ؟ ﻣﺎ ﻣﯽ ﺩﺍﻧﯿﻢ ﮐﻪ ﺍﯾﻦ ﻣﺪﺍﺧﻼﺕ ﺩﺭ ﮐﻮﺗﺎﻩ‬ ‫ﻣﺪﺕﻣﯿﺰﺍﻥ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ ﺩﺭ ﺍﯾﻦ ﺑﺎﻭﺭﻫﺎ ﺭﺍ ﮐﺎﻫﺶ ﻣﯽ ﺩﻫﺪ‪ ،‬ﺍﻣﺎ ﻇﺎﻫﺮﺍ ًﻧﺘﻮﺍﻧﺴﺘﻪ ﺍﻧﺪ ﺩﺭ ﻃﻮﻝ‬ ‫ﺯﻣﺎﻥﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻣﯿﺰﺍﻥ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﮐﺎﻫﺶ ﺩﻫﻨﺪ‪ ،‬ﻋﻠﯿﺮﻏﻢ ﺍﯾﻦ ﻭﺍﻗﻌﯿﺖ ﮐﻪ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﻋﻤﺪﻩ ﺟﻨﺴﯿﺘﯽ ﺩﺭ‬ ‫ﻋﻤﻠﮑﺮﺩﺭﯾﺎﺿﯽ ﺩﺭ ﺩﺭﻭﺱ ﻭ ﺍﺳﺘﺎﻧﺪﺍﺭﺩﻫﺎﯼ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺷﺪﻩ ﺍﺳﺖ‪.‬ﺁﺯﻣﻮﻥ ﺑﻪ ﻣﯿﺰﺍﻥ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﮐﺎﻫﺶ‬ ‫ﯾﺎﻓﺘﻪﺍﺳﺖ‪.‬‬ ‫‪.‬ﻣﻮﺭﺩﺑﺮﺭﺳﯽ ﻗﺮﺍﺭ ﮔﺮﻓﺖ ‪ Laine‬ﻭ ‪ Haataja، Niemivirta، Holm، Ilomanni‬ﻣﯿﺎﻧﮕﯿﻦ ﺳﻄﺢ‬ ‫ﮐﻼﺱﺗﻮﺳﻂ ‪ SES‬ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻭ ‪SES‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‪ ،‬ﻟﯿﺠﻦ‪ ،‬ﺑﺎﻭﮐﺎﻝ‪ ،‬ﭘﯿﮏ‪ ،‬ﺍﻭﯾﺒﻮ‪ ،‬ﭘﺎﺟﻮﻻ ﻭ ﺳﻮﺭﻣﻮﺱ )ﺍﯾﻦ‬ ‫ﻣﻮﺿﻮﻉ( ﻭ ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﺑﻮﺧﻬﻮﻟﺘﺰ‪ ،‬ﻫﺎﻧﺴﻦ‪ ،‬ﻟﯿﻮ‪ ،‬ﻭ ﮐﺎﺭﺷﺘﺎﯾﻦ )ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‪.‬ﺍﮔﺮﭼﻪ ‪ SES‬ﺩﺭ ﺳﻄﺢ ﺩﺍﻧﺶ‬ ‫ﺁﻣﻮﺯﺩﺭ ‪ Haataja‬ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪.‬ﻫﻢ ﺍﺭﺗﺒﺎﻁ ﻣﺴﺘﻘﯿﻢ ﺑﺎ ﻧﻤﺮﺍﺕ ﺁﺯﻣﻮﻥ ﻭ ﻫﻢ ﺍﺛﺮﺍﺕ ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﺍﺯ ﻃﺮﯾﻖ‬ ‫ﺍﺭﺗﺒﺎﻁ‪ SES‬ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻭ ﺍﻧﺘﻈﺎﺭﺍﺕ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺑﺮﺍﯼ ﻣﻮﻓﻘﯿﺖ ﺭﯾﺎﺿﯽ ﺩﺍﺷﺖ‪ SES ،‬ﺳﻄﺢ ﮐﻼﺱ‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎﯼﺳﻄﺢ ﮐﻼﺱ ﺭﺍ ﺩﺭ ﺍﻧﺘﻈﺎﺭﺍﺕ ﻣﻮﻓﻘﯿﺖ ﻭ ﻧﻤﺮﺍﺕ ﺁﺯﻣﻮﻥ ﺩﺭ ﺩﺍﺩﻩ ﻫﺎﯼ ﻓﻨﻼﻧﺪ ﭘﯿﺶ ﺑﯿﻨﯽ ﻧﮑﺮﺩ‪.‬‬ ‫ﺭﺍﺩﯾﺸﯿﭻ‪،‬ﺑﻮﺧﻬﻮﻟﺘﺰ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﻓﻘﻂ ﺑﻪ ‪ SES‬ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺩﺭ ﺳﻄﺢ ﮐﻼﺱ ﻧﮕﺎﻩ ﮐﺮﺩ‪.‬ﺁﻧﻬﺎ‬ ‫ﺩﺭﯾﺎﻓﺘﻨﺪﮐﻪ ﮐﺎﻫﺶ ﺍﻋﺘﻘﺎﺩ ﺑﻪ ﺭﺍﻫﺒﺮﺩﻫﺎﯼ ﺗﺪﺭﯾﺲ ﺭﯾﺎﺿﯽ ﻣﺘﺮﻗﯽ ﺩﺭ ﻓﻨﻼﻧﺪ‪ ،‬ﺳﻮﺉﺪ ﻭ ﺻﺮﺑﺴﺘﺎﻥ ﺩﺭ ﺳﻄﺢ‬ ‫‪)2‬ﺳﻄﺢ ﮐﻼﺱ( ﻭ ﺑﺮﺧﯽ ﺷﻮﺍﻫﺪ ﺍﺯ ﺍﺭﺗﺒﺎﻁ ﺗﻌﺪﯾﻞ ﮐﻨﻨﺪﻩ ﺑﯿﻦ ﺟﻨﺴﯿﺖ ﻭ ﺍﺭﺯﺵ ﻣﻔﯿﺪ ﺩﺭ ﺳﻄﺢ ‪) 1‬ﺳﻄﺢ‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯ( ﺩﺭ ﻧﺮﻭﮊ ﻭ ﺑﯿﻦ ﺟﻨﺴﯿﺖ ﺭﺍ ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﻨﺪ‪.‬ﻭ ﻟﺬﺕ ﺑﺮﺩﻥ ﺍﺯ ﺭﯾﺎﺿﯽ ﺩﺭ ﻓﻨﻼﻧﺪ‪.‬ﺳﺮﺍﻧﺠﺎﻡ‪ ،‬ﺩﺭ‬ ‫ﺍﺳﺘﻮﻧﯽ)‪ ،Leijen، Baucal، Pikk، Uibu، Pajula‬ﻭ ‪ ،Sõrmus‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ‪.‬ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ‬ ‫ﺯﺑﺎﻥﺍﺳﺘﻮﻧﯽ ﺩﺭ ﺧﺎﻧﻪ ﺑﻪ ﻃﻮﺭ ﻣﺜﺒﺖ ﺑﺎ ﺑﺎﻭﺭﻫﺎﯼ ﺷﺎﯾﺴﺘﮕﯽ ﺭﯾﺎﺿﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ‪ ،‬ﺍﺩﺭﺍﮐﺎﺕ ﮐﻼﺱ ﺩﺭﺱ‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥﺣﻤﺎﯾﺖ ﮐﻨﻨﺪﻩ ﺁﮊﺍﻧﺲ ﻭ ﺍﺣﺴﺎﺱ ﻋﺎﻣﻠﯿﺖ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻣﺮﺗﺒﻂ ﺑﻮﺩ ‪(، SES‬‬ ‫ﺗﺄﺛﯿﺮﺍﻋﺘﻘﺎﺩﺍﺕ ﻭ ﻋﻤﻠﮑﺮﺩ ﻣﻌﻠﻢ‬ ‫ﭼﻬﺎﺭﻣﻘﺎﻟﻪ‪ Radišić، Buchholtz ،‬ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﮐﺮﺳﺘﯿﭻ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‬ ‫ﻫﺎﺍﺗﺠﺎﻭ ﻫﻤﮑﺎﺭﺍﻥ )ﺍﯾﻦ ﻣﻮﺿﻮﻉﻟﯿﺠﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﺍﺯ ﯾﮏ ﺭﻭﯾﮑﺮﺩ ‪ SEM‬ﺩﻭ ﺳﻄﺤﯽ ﺑﺮﺍﯼ ﺑﺮﺭﺳﯽ‬ ‫ﻧﻘﺶﺑﺎﻟﻘﻮﻩ ﺑﺎﻭﺭﻫﺎﯼ ﻣﻌﻠﻢ ﺑﺮ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﻣﺮﺗﺒﻂ ﺑﺎ ﺭﯾﺎﺿﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ‪.‬‬ ‫‪31‬‬ ‫‪1663‬‬ ‫ﻣﻄﺎﻟﻌﻪﺗﻄﺒﯿﻘﯽ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﺍﻧﮕﯿﺰﻩ‪ :‬ﯾﮏ ﺗﻔﺴﯿﺮ‬ ‫ﻭﻋﻤﻠﮑﺮﺩ ﺭﯾﺎﺿﯽ ﻣﺎﻧﻨﺪ ﺑﺴﯿﺎﺭﯼ ﺍﺯ ﺗﻼﺵ ﻫﺎﯼ ﻣﺸﺎﺑﻪ ﺩﯾﮕﺮ ﺩﺭ ﺍﯾﻦ ﺯﻣﯿﻨﻪ‪ ،‬ﺗﺄﺛﯿﺮﺍﺕ ﻣﻌﻠﻤﺎﻥ ﺩﺭ ﺳﻄﺢ‬ ‫ﮐﻼﺱﮐﻮﭼﮏ ﺗﺎ ﻭﺟﻮﺩ ﻧﺪﺍﺷﺖ‪ ،‬ﺍﮔﺮﭼﻪ ﭘﯿﭽﯿﺪﮔﯽ ﺭﻭﺵ ﺷﻨﺎﺧﺘﯽ ﻭ ﻧﻈﺮﯼ ﺁﺷﮑﺎﺭ ﺩﺭ ﺍﯾﻦ ﻣﻄﺎﻟﻌﺎﺕ ﺑﺴﯿﺎﺭ‬ ‫ﺑﯿﺸﺘﺮﺍﺯ ﺯﻣﺎﻧﯽ ﺍﺳﺖ ﮐﻪ ﻣﻦ ﻣﻄﺎﻟﻌﺎﺕ ﮐﻼﺳﯽ ﺧﻮﺩ ﺭﺍ ﺷﺮﻭﻉ ﮐﺮﺩﻡ‪.‬ﺑﺎﺯ ﻫﻢ‪ ،‬ﻣﺎﻧﻨﺪ ﺑﺴﯿﺎﺭﯼ ﺍﺯ ﻣﻄﺎﻟﻌﺎﺕ‬ ‫ﺩﯾﮕﺮ‪،‬ﺑﯿﺸﺘﺮ ﻭﺍﺭﯾﺎﻧﺲ ﺩﺭ ﺑﺎﻭﺭﻫﺎﯼ ﺍﯾﻦ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺩﺭ ﺳﻄﺢ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺩﺭ ﮐﻼﺱ ﻫﺎﯼ ﺩﺭﺱ ﻗﺮﺍﺭ‬ ‫ﺩﺍﺷﺖﺗﺎ ﺩﺭ ﺳﻄﺢ ﺑﯿﻦ ﮐﻼﺱ ﯾﺎ ﻣﻌﻠﻢ‪.‬ﺍﯾﻦ ﺗﻌﻤﯿﻢ ﺣﺘﯽ ﺑﺮﺍﯼ ﺩﺭﮎ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺍﺯ ﺑﺎﻭﺭﻫﺎﯼ ﻣﻌﻠﻤﺎﻥ‬ ‫ﺭﯾﺎﺿﯽﺧﻮﺩ ﻧﯿﺰ ﺻﺎﺩﻕ ﺍﺳﺖ‪.‬‬ ‫ﻣﻦﺍﯾﻦ ﺍﻟﮕﻮ ﺭﺍ ﮐﺎﻣﻼ ًﻧﺎﺍﻣﯿﺪﮐﻨﻨﺪﻩ ﯾﺎﻓﺘﻢ‪.‬ﻣﻦ ﻣﯽ ﺧﻮﺍﻫﻢ ﺑﺎﻭﺭ ﮐﻨﻢ ﮐﻪ ﻣﻌﻠﻤﺎﻥ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﻧﯿﺮﻭﯼ‬ ‫ﻗﺪﺭﺗﻤﻨﺪﺧﻮﺑﯽ ﺩﺭ ﮐﻼﺱ ﻫﺎﯼ ﺩﺭﺱ ﺑﺎﺷﻨﺪ‪.‬ﻣﻄﺎﻟﻌﺎﺕ ﮐﯿﻔﯽ ﻭ ﺧﺎﻃﺮﺍﺕ ﺷﺨﺼﯽ ﻧﺸﺎﻥ ﻣﯽ ﺩﻫﺪ ﮐﻪ ﻣﯽ‬ ‫ﺗﻮﺍﻧﻨﺪﭼﻨﯿﻦ ﺑﺎﺷﻨﺪ‪.‬ﭘﺲ ﭼﺮﺍ ﺍﯾﻦ »ﺍﺛﺮﺍﺕ« ﻫﻤﭽﻨﺎﻥ ﺩﺭ ﻣﻄﺎﻟﻌﺎﺕ ﮐﻤﯽ ﺑﺴﯿﺎﺭ ﮐﻮﭼﮏ ﺑﻪ ﻧﻈﺮ ﻣﯽ ﺭﺳﻨﺪ؟‬ ‫ﺍﯾﻦﺍﻟﮕﻮﻫﺎ ﺑﻪ ﻣﻦ ﭘﯿﺸﻨﻬﺎﺩ ﻣﯽ ﮐﻨﻨﺪ ﮐﻪ ﻣﺎ ﺑﺎﯾﺪ ﻣﺎﻫﯿﺖ ﺗﻔﺎﻭﺕ ﻫﺎ ﺭﺍ ﺩﺭ ﺷﯿﻮﻩ ﻫﺎﯼ ﺗﻌﺎﻣﻞ ﻣﻌﻠﻤﺎﻥ ﺑﺎ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥﺩﺭ ﻫﺮ ﮐﻼﺱ ﺩﺭﺱ ﺑﺎ ﺩﻗﺖ ﺑﯿﺸﺘﺮﯼ ﺩﺭ ﻧﻈﺮ ﺑﮕﯿﺮﯾﻢ‪.‬ﺁﯾﺎ ﻣﻌﻠﻤﺎﻥ ﺑﺎ ﮔﺮﻭﻩ ﻫﺎﯼ ﻣﺨﺘﻠﻒ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥﺩﺭ ﮐﻼﺱ ﻫﺎﯾﺸﺎﻥ ﺁﻧﻘﺪﺭ ﻣﺘﻔﺎﻭﺕ ﺭﻓﺘﺎﺭ ﻣﯽ ﮐﻨﻨﺪ ﮐﻪ ﮐﻼﺱ ﺳﻄﺢ ﻣﻨﺎﺳﺒﯽ ﺍﺯ ﺑﺎﻓﺖ‬ ‫ﺍﺟﺘﻤﺎﻋﯽﺑﺮﺍﯼ ﺗﺠﻤﻊ ﺳﻄﺢ ‪ 2‬ﻧﺒﺎﺷﺪ؟ ﺍﮔﺮ ﭼﻨﯿﻦ ﺍﺳﺖ‪ ،‬ﺳﻄﺢ ﺻﺤﯿﺢ ﺗﻌﺎﻣﻞ ﻣﻌﻠﻢ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺑﺮﺍﯼ‬ ‫ﻣﻄﺎﻟﻌﻪﭼﻘﺪﺭ ﺍﺳﺖ؟ ﺁﯾﺎ ﺩﯾﺪﮔﺎﻩ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻧﺴﺒﺖ ﺑﻪ ﮐﻼﺱ ﺩﺭﺱ ﺧﻮﺩ ﺑﯿﺸﺘﺮ ﺍﺯ ﻣﺸﺎﻫﺪﻩ ﺷﯿﻮﻩ ﻫﺎﯼ‬ ‫ﻣﺘﻔﺎﻭﺕﺗﻌﺎﻣﻞ ﻣﻌﻠﻢ ﺑﺎ ﺯﯾﺮﮔﺮﻭﻩ ﻫﺎﯼ ﻣﺨﺘﻠﻒ ﺩﺭ ﮐﻼﺱ ﻧﺸﺎﺕ ﻣﯽ ﮔﯿﺮﺩ ﺗﺎ ﺍﺯ ﻧﺤﻮﻩ ﺗﻌﺎﻣﻞ ﻣﻌﻠﻢ ﺑﺎ ﺩﺍﻧﺶ‬ ‫ﺁﻣﻮﺯﻣﺸﺎﻫﺪﻩ ﮐﻨﻨﺪﻩ؟ ﺁﯾﺎ ﺑﺮﺩﺍﺷﺖ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺍﺯ ﺍﻋﺘﻘﺎﺩﺍﺕ ﻭ ﻋﻤﻠﮑﺮﺩﻫﺎﯼ ﻣﻌﻠﻤﺎﻥ ﺭﯾﺎﺿﯽ ﻣﺘﻔﺎﻭﺕ‬ ‫ﺍﺳﺖ‪،‬ﺣﺘﯽ ﺍﮔﺮ ﻣﻌﻠﻢ ﺑﺎ ﻫﻤﻪ ﺗﻘﺮﯾﺒﺎ ًﯾﮑﺴﺎﻥ ﺭﻓﺘﺎﺭ ﮐﻨﺪ؟ ﺍﮔﺮ ﭼﻨﯿﻦ ﺍﺳﺖ‪ ،‬ﭼﺮﺍ؟ ﺍﮔﺮ ﻫﺮ ﯾﮏ ﺍﺯ ﺍﯾﻦ ﮔﺰﯾﻨﻪ ﻫﺎ‬ ‫ﺩﺭﺳﺖﺑﺎﺷﺪ‪ ،‬ﻭﺍﺣﺪ ﺗﺤﻠﯿﻞ ﺩﺭ ﺳﻄﺢ ‪ 2‬ﺍﯾﻦ ﻣﺪﻝ ﻫﺎﯼ ﭘﯿﭽﯿﺪﻩ ‪ SEM‬ﺍﺣﺘﻤﺎﻻ ًﺑﻪ ﮔﺮﻭﻩ ﮐﻮﭼﮑﺘﺮﯼ ﺑﺎ ﮐﻼﺱ‬ ‫ﺩﺭﺱﻧﺴﺒﺖ ﺑﻪ ﺧﻮﺩ ﮐﻼﺱ ﻧﯿﺎﺯ ﺩﺍﺭﺩ‪.‬‬ ‫ﺩﺭﺳﻤﺖ ﺧﻮﺵ ﺑﯿﻨﺎﻧﻪ ﺗﺮ‪ ،‬ﻫﺎﺍﺗﺠﺎ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪.‬ﯾﮏ ﺍﺭﺗﺒﺎﻁ ﻣﺜﺒﺖ ﺳﻄﺢ ‪) 2‬ﮐﻼﺱ( ﺑﯿﻦ ﺑﺎﻭﺭﻫﺎﯼ‬ ‫ﺳﺎﺯﻧﺪﻩ ﮔﺮﺍﯾﺎﻧﻪﻣﻌﻠﻤﺎﻥ ﻭ ﻣﯿﺎﻧﮕﯿﻦ ﺍﻧﺘﻈﺎﺭﺍﺕ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺩﺭﻭﻥ ﮐﻼﺳﯽ )ﺍﻣﺎ ﻧﻪ ﻣﺘﻮﺳﻂ ﺳﻄﺢ ﻋﻤﻠﮑﺮﺩ‬ ‫ﺁﺯﻣﻮﻥﺩﺭ ﮐﻼﺱ( ﺑﺮﺍﯼ ﻣﻮﻓﻘﯿﺖ ﺩﺭ ﻓﻨﻼﻧﺪ ﯾﺎﻓﺖ‪.‬ﺍﮔﺮﭼﻪ ﻟﯿﺠﻦ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﻫﯿﭻ ﺍﺭﺗﺒﺎﻁ‬ ‫ﻣﻌﻨﯽ ﺩﺍﺭﯼﺍﺯ ﻭﯾﮋﮔﯽ ﻫﺎﯼ ﻣﻌﻠﻢ ﺑﺮ ﻋﻤﻠﮑﺮﺩ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺳﻄﺢ ﮐﻼﺱ ﺩﺭ ﺍﺳﺘﻮﻧﯽ ﭘﯿﺪﺍ ﻧﮑﺮﺩﻧﺪ‪ ،‬ﺁﻧﻬﺎ‬ ‫ﺍﺭﺗﺒﺎﻁﻣﺜﺒﺘﯽ ﺍﺯ ﺍﻋﺘﻤﺎﺩ ﻣﻌﻠﻤﺎﻥ ﺑﻪ ﻫﺪﻑ ﮔﺬﺍﺭﯼ ﺑﺎ ﺑﺎﻭﺭﻫﺎﯼ ﺷﺎﯾﺴﺘﮕﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻭ ﺩﯾﺪﮔﺎﻩ‬ ‫ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥﺩﺭ ﻣﻮﺭﺩ ﺣﻤﺎﯾﺖ ﮐﻨﻨﺪﻩ ﺑﻮﺩﻥ ﮐﻼﺳﺸﺎﻥ ﭘﯿﺪﺍ ﮐﺮﺩﻧﺪ‪.‬ﻫﺮ ﺩﻭ ﻣﻄﺎﻟﻌﻪ ﺩﺭ ﺩﺍﺧﻞ ﮐﺸﻮﺭ ﻧﺸﺎﻥ‬ ‫ﻣﯽ ﺩﻫﻨﺪﮐﻪ ﺑﺮﺧﯽ ﺍﺯ ﺟﻨﺒﻪ ﻫﺎﯼ ﮐﺎﻣﻼ ًﺑﺎﻭﺭﻫﺎ ﻭ ﻋﻤﻠﮑﺮﺩ ﻣﻌﻠﻤﺎﻥ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺍﺭﺗﺒﺎﻁ ﮐﻮﭼﮏ ﺍﻣﺎ ﻗﺎﺑﻞ‬ ‫ﺍﻋﺘﻤﺎﺩﯼﺑﺎ ﻧﺘﺎﯾﺞ ﺍﻧﮕﯿﺰﺷﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬ ‫ﺗﺎﺛﯿﺮﻭﺍﻟﺪﯾﻦ‬ ‫ﻓﻘﻂﯾﮏ ﻣﻄﺎﻟﻌﻪ )‪ ،Peixoto، Mata، Campos، Caetano، Radišić‬ﻭ ‪،Niemivirta‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‬ ‫ﺗﺄﺛﯿﺮﺍﺕﺑﺎﻟﻘﻮﻩ ﻭﺍﻟﺪﯾﻦ ﺭﺍ ﺑﺮ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺭﯾﺎﺿﯽ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﺑﺮﺭﺳﯽ ﮐﺮﺩﻧﺪ‪.‬ﺁﻧﻬﺎ ﯾﺎﻓﺘﻪ ﻫﺎ ﺭﺍ ﺩﺭ ﻫﻤﻪ‬ ‫ﮐﺸﻮﺭﻫﺎﮔﺰﺍﺭﺵ ﮐﺮﺩﻧﺪ ﺍﻣﺎ ﮔﺰﺍﺭﺵ ﺧﻮﺩ ﺭﺍ ﺑﺮ ﺍﺳﺎﺱ ﮐﺸﻮﺭ ﺗﺠﺰﯾﻪ ﻧﮑﺮﺩﻧﺪ‪.‬ﺁﻧﻬﺎ ﺍﺯ ﺩﺍﺩﻩ ﻫﺎﯼ ﺟﻤﻊ ﺁﻭﺭﯼ ﺷﺪﻩ‬ ‫ﻣﺴﺘﻘﯿﻢﺍﺯ ﻭﺍﻟﺪﯾﻦ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩﻧﺪ‪.‬ﺁﻧﻬﺎ ﯾﮏ ‪ SEM‬ﮐﺎﻣﻼ ًﭘﯿﭽﯿﺪﻩ ﻭ ﺍﺯ ﻟﺤﺎﻅ ﻧﻈﺮﯼ ﭘﯿﭽﯿﺪﻩ ﺭﺍ ﺁﺯﻣﺎﯾﺶ ﮐﺮﺩﻧﺪ‬ ‫ﮐﻪﺑﺎﻭﺭﻫﺎﯼ ﻭﺍﻟﺪﯾﻦ )ﺗﺄﯾﯿﺪ ﺩﯾﺪﮔﺎﻩ ﺛﺎﺑﺘﯽ ﺍﺯ ﺗﻮﺍﻧﺎﯾﯽ ﺭﯾﺎﺿﯽ ﻭ ﻧﮕﺮﺵ ﺩﺭ ﻣﻮﺭﺩ ﻣﺎﻫﯿﺖ ﺭﯾﺎﺿﯽ( ﻭ ﺷﯿﻮﻩ ﻫﺎ )‬ ‫ﻫﺰﯾﻨﻪ‪،‬ﭘﺸﺘﯿﺒﺎﻧﯽ‪ ،‬ﯾﺎﺩﮔﯿﺮﯼ ﻭ ﺷﯿﻮﻩ ﻫﺎﯼ ﺍﺭﺯﺵ ﺫﺍﺗﯽ( ﺭﺍ ﺑﻪ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﻣﺮﺗﺒﻂ‬ ‫ﻣﯽ ﮐﺮﺩ‪).‬ﺗﻮﺍﻧﺎﯾﯽ ﺩﺭﮎ ﺷﺪﻩ ﺭﯾﺎﺿﯽ‪ ،‬ﺍﺭﺯﺵ ﮔﺬﺍﺭﯼ ﺩﺭﻭﻧﯽ ﺭﯾﺎﺿﯽ ﻭ ﻫﺰﯾﻨﻪ ﯾﺎﺩﮔﯿﺮﯼ ﺭﯾﺎﺿﯽ( ﻭ ﻋﻤﻠﮑﺮﺩ‬ ‫ﺭﯾﺎﺿﯽ‪.‬ﻣﻬﻤﺘﺮ ﺍﺯ ﻫﻤﻪ‪ ،‬ﺁﻧﻬﺎ ﯾﮏ ﻣﺸﮑﻞ ﭼﻨﺪﺧﻄﯽ ﭘﯿﺪﺍ ﮐﺮﺩﻧﺪ ﮐﻪ ﺗﻔﺴﯿﺮ ﺍﺭﺗﺒﺎﻁ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﮐﻮﺩﮐﺎﻥ‬ ‫ﺭﺍﺑﺎ ﻋﻤﻠﮑﺮﺩ ﺁﺯﻣﻮﻥ ﺁﻧﻬﺎ ﺗﻀﻌﯿﻒ ﻣﯽ ﮐﻨﺪ‪ ،‬ﮐﻪ ﺁﻧﻬﺎ ﺑﺎ ﺗﺠﻤﯿﻊ ﺍﺭﺯﺵ ﺫﺍﺗﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻭ ﺷﺎﯾﺴﺘﮕﯽ ﺩﺭﮎ‬ ‫ﺷﺪﻩﺩﺭ ﯾﮏ ﻋﺎﻣﻞ ﻭﺍﺣﺪ ﺁﻥ ﺭﺍ ﺑﺮﻃﺮﻑ ﮐﺮﺩﻧﺪ‪.‬‬ ‫ﺑﻪﻃﻮﺭ ﻏﯿﺮﻣﻨﺘﻈﺮﻩ‪ ،‬ﺍﻣﺎ ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺩﺭ ﭼﻨﺪﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺩﯾﮕﺮ ﺩﺭﺑﺎﺭﻩ ﺗﺄﺛﯿﺮ ﻭﺍﻟﺪﯾﻦ ﺩﯾﺪﻡ‪ ،‬ﺁﻧﻬﺎ ﺍﺭﺗﺒﺎﻁ‬ ‫ﻣﻨﻔﯽﺑﯿﻦ ﺷﯿﻮﻩ ﻫﺎﯼ ﻭﺍﻟﺪﯾﻦ ﻭ ﺭﻭﯾﮑﺮﺩ ﮐﻮﺩﮐﺎﻥ ﺑﻪ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ )ﺍﺭﺯﺵ ﺩﺭﻭﻧﯽ ﻭ ﺷﺎﯾﺴﺘﮕﯽ ﺩﺭﮎ‬ ‫ﺷﺪﻩﺭﯾﺎﺿﯽ( ﻭ ﺍﺭﺗﺒﺎﻁ ﻣﺜﺒﺖ ﺍﻋﻤﺎﻝ ﻭﺍﻟﺪﯾﻦ ﺑﺎ ﺑﺎﻭﺭﻫﺎﯼ ﻫﺰﯾﻨﻪ ﻓﺮﺯﻧﺪﺍﻥ ﭘﯿﺪﺍ ﮐﺮﺩﻧﺪ‪.‬ﺑﺮﺧﻼﻑ ﺁﻧﭽﻪ‬ ‫ﻧﻈﺮﯾﻪ ﻫﺎﯼﺍﺟﺘﻤﺎﻋﯽ ﺷﺪﻥ ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﻨﻨﺪ‪ ،‬ﺍﯾﻦ ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎﻥ ﻣﯽ ﺩﻫﻨﺪ ﮐﻪ ﻫﺮ ﭼﻪ ﻭﺍﻟﺪﯾﻦ ﺑﯿﺸﺘﺮ‬ ‫ﺍﯾﻦﮐﺎﺭ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﻫﻨﺪ‪ ،‬ﺍﻧﮕﯿﺰﻩ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﮐﻤﺘﺮ ﻣﯽ ﺷﻮﺩ‪.‬‬ ‫‪31‬‬ ‫‪JS Eccles‬‬ ‫‪1664‬‬ ‫ﺑﻪﺳﻤﺖ ﯾﺎﺩﮔﯿﺮﯼ ﺭﯾﺎﺿﯽ ﻫﺴﺘﻨﺪ ﺁﯾﺎ ﺍﯾﻦ ﺩﺭﺳﺖ ﺍﺳﺖ ﻭ ﺍﮔﺮ ﺩﺭﺳﺖ ﺍﺳﺖ ﭼﺮﺍ؟ ﯾﮑﯽ ﺍﺯ ﺍﺣﺘﻤﺎﻻﺕ ﺍﯾﻦ‬ ‫ﺍﺳﺖﮐﻪ ﮐﻮﺩﮐﺎﻥ ﺑﻪ ﻣﯿﺰﺍﻥ ﺑﯿﺸﺘﺮﯼ ﻧﺴﺒﺖ ﺑﻪ ﭘﯿﺶ ﺑﯿﻨﯽ ﻧﻈﺮﯾﻪ ﻫﺎﯼ ﺍﺟﺘﻤﺎﻋﯽ ﺷﺪﻥ ﺑﺮ ﻭﺍﻟﺪﯾﻦ ﺗﺄﺛﯿﺮ ﻣﯽ‬ ‫ﮔﺬﺍﺭﻧﺪ‪.‬ﻭﺍﻟﺪﯾﻦ ﻣﻤﮑﻦ ﺍﺳﺖ ﺑﻪ ﺍﻧﮕﯿﺰﻩ ﻭ ﻋﻤﻠﮑﺮﺩ ﮐﻢ ﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﺩﺭ ﺭﯾﺎﺿﯿﺎﺕ ﺑﺎ ﺍﻓﺰﺍﯾﺶ ﺗﻼﺵ ﺑﺮﺍﯼ‬ ‫ﺗﺮﻏﯿﺐﻓﺮﺯﻧﺪﺍﻧﺸﺎﻥ ﺑﻪ ﺻﺮﻑ ﺯﻣﺎﻥ ﺑﯿﺸﺘﺮﯼ ﺑﺮﺍﯼ ﺩﺭﮔﯿﺮﯼ ﺭﯾﺎﺿﯽ ﺧﻮﺩ ﭘﺎﺳﺦ ﺩﻫﻨﺪ‪.‬ﺍﮔﺮ ﭼﻨﯿﻦ ﺍﺳﺖ‪،‬‬ ‫ﭘﺲﻣﺴﯿﺮﻫﺎﯼ ﻋﻠﯽّ ﺍﺯ ﺭﻓﺘﺎﺭ ﮐﻮﺩﮐﺎﻥ ﺑﻪ ﺍﻋﻤﺎﻝ ﻭﺍﻟﺪﯾﻦ ﺑﻪ ﺟﺎﯼ ﻣﻌﮑﻮﺱ ﻣﯽ ﺭﻭﺩ‪.‬ﺁﺯﻣﺎﯾﺶ ﺍﯾﻦ ﻓﺮﺿﯿﻪ‬ ‫ﺑﺪﻭﻥﺩﺍﺩﻩ ﻫﺎﯼ ﻃﻮﻟﯽ ﺩﺷﻮﺍﺭ ﺍﺳﺖ‪.‬ﺍﻣﺎ ﺍﯾﻦ ﭘﺮﻭﮊﻩ ﻣﻮﺝ ﺩﻭﻡ ﺩﺍﺩﻩ ﻫﺎﯼ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺭﺍ ﺟﻤﻊ ﺁﻭﺭﯼ ﮐﺮﺩﻩ ﻭ‬ ‫ﺩﺭﺁﯾﻨﺪﻩ ﻗﺎﺩﺭ ﺑﻪ ﺁﺯﻣﺎﯾﺶ ﺁﻥ ﺧﻮﺍﻫﺪ ﺑﻮﺩ‪.‬‬ ‫ﻫﻤﺎﻧﻄﻮﺭﮐﻪ ﭘﯿﺶ ﺑﯿﻨﯽ ﺷﺪ‪ ،‬ﺑﺎﻭﺭﻫﺎﯼ ﺛﺎﺑﺖ ﻭﺍﻟﺪﯾﻦ ﺩﺭ ﻣﻮﺭﺩ ﻣﺎﻫﯿﺖ ﺗﻮﺍﻧﺎﯾﯽ ﺭﯾﺎﺿﯽ ﺑﻪ ﻃﻮﺭ ﻣﺜﺒﺖ ﺑﺎ‬ ‫ﺷﯿﻮﻩ ﻫﺎﯼﻣﺘﻤﺮﮐﺰ ﺑﺮ ﻫﺰﯾﻨﻪ ﻭ ﺳﺎﺧﺘﺎﺭ ﻭﺍﻟﺪﯾﻦ ﻭ ﺑﺎ ﻋﻤﻠﮑﺮﺩ ﮐﻮﺩﮐﺎﻥ ﻭ ﻧﮕﺮﺵ ﻭﺍﻟﺪﯾﻦ ﻧﺴﺒﺖ ﺑﻪ ﯾﺎﺩﮔﯿﺮﯼ‬ ‫ﺭﯾﺎﺿﯽﻣﺮﺗﺒﻂ ﺑﻮﺩ‪.‬ﺟﺎﻟﺐ ﺗﻮﺟﻪ ﺍﺳﺖ‪ ،‬ﺍﯾﻦ ﺍﻣﺮ ﻫﻤﭽﻨﯿﻦ ﺑﻪ ﻃﻮﺭ ﻣﺜﺒﺘﯽ ﺑﺎ ﺷﯿﻮﻩ ﻫﺎﯼ ﻣﺘﻤﺮﮐﺰ ﺑﺮ ﺍﺭﺯﺵ‬ ‫ﺫﺍﺗﯽﻭﺍﻟﺪﯾﻦ ﻣﺮﺗﺒﻂ ﺑﻮﺩ‪ ،‬ﺷﺎﯾﺪ ﺑﻪ ﺍﯾﻦ ﺩﻟﯿﻞ ﮐﻪ ﺍﯾﻦ ﻭﺍﻟﺪﯾﻦ ﻣﯽ ﺧﻮﺍﻫﻨﺪ ﻓﺮﺯﻧﺪﺍﻥ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺟﺎﯼ ﺍﺳﺘﻌﺪﺍﺩ‬ ‫ﺭﯾﺎﺿﯽﺑﺮ ﺳﺮﮔﺮﻣﯽ ﺍﻧﺠﺎﻡ ﺭﯾﺎﺿﯽ ﻣﺘﻤﺮﮐﺰ ﮐﻨﻨﺪ‪.‬ﺑﻪ ﻃﻮﺭ ﮐﻠﯽ‪ ،‬ﻧﺘﺎﯾﺞ ﺁﻥ ﻫﺎ ﭘﯿﺶ ﺑﯿﻨﯽ ﻫﺎﯼ ﻣﺮﺑﻮﻁ ﺑﻪ ﭘﯿﻮﻧﺪ‬ ‫ﺑﺎﻭﺭﻫﺎﯼﻭﺍﻟﺪﯾﻦ ﺑﺎ ﺷﯿﻮﻩ ﻫﺎﯼ ﻭﺍﻟﺪﯾﻦ ﻭ ﺳﭙﺲ ﺷﯿﻮﻩ ﻫﺎﯼ ﻭﺍﻟﺪﯾﻦ ﺑﺎ ﺑﺎﻭﺭﻫﺎﯼ ﮐﻮﺩﮐﺎﻥ ﺭﺍ ﭘﺸﺘﯿﺒﺎﻧﯽ‬ ‫ﻣﯽ ﮐﺮﺩ‪.‬ﺑﺎﺯ ﻫﻢ‪ ،‬ﻫﻤﺎﻧﻄﻮﺭ ﮐﻪ ﺍﯾﻦ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﺍﺷﺎﺭﻩ ﮐﺮﺩﻧﺪ‪ ،‬ﺯﻣﺎﻧﯽ ﮐﻪ ﺑﺘﻮﺍﻧﻨﺪ ﺍﺯ ﺩﺍﺩﻩ ﻫﺎﯼ ﻃﻮﻟﯽ ﺑﺮﺍﯼ‬ ‫ﮐﻨﺘﺮﻝﻋﻤﻠﮑﺮﺩ ﻭ ﺑﺎﻭﺭﻫﺎﯼ ﺭﯾﺎﺿﯽ ﻗﺒﻠﯽ ﮐﻮﺩﮎ ﺍﺳﺘﻔﺎﺩﻩ ﮐﻨﻨﺪ ﻭ ﻫﺮ ﺩﻭ ﺟﻬﺖ ﺗﺄﺛﯿﺮ ﺭﺍ ﺑﯿﻦ ﻭﺍﻟﺪﯾﻦ ﻭ ﻓﺮﺯﻧﺪﺍﻥ‬ ‫ﺁﺯﻣﺎﯾﺶﮐﻨﻨﺪ‪ ،‬ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺍﯾﻦ ﺍﺭﺗﺒﺎﻁ ﻫﺎﯼ ﺑﺎﻟﻘﻮﻩ ﻋﻠﯽّ ﺭﺍ ﺑﺴﯿﺎﺭ ﺑﻬﺘﺮ ﺩﺭﮎ ﮐﻨﻨﺪ‪.‬‬ ‫ﺗﻐﯿﯿﺮﺍﺕﻣﺘﻘﺎﺑﻞ ﮐﺸﻮﺭ‬ ‫ﭼﻬﺎﺭﻣﻄﺎﻟﻌﻪ ﺍﺯ ﺩﺍﺩﻩ ﻫﺎﯼ ﻫﻤﻪ ﮐﺸﻮﺭﻫﺎ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩﻧﺪ‪ Peixoto :‬ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﻫﺎﻧﺴﻦ‪،‬‬ ‫ﺗﻮﺭﺳﻦ‪،‬ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﭘﯿﮑﺴﻮﺗﻮ ﻭ ﻻﯾﻦ )ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﺑﻮﺧﻬﻮﻟﺘﺰ‪ ،‬ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‬ ‫ﺭﺍﺩﯾﺸﯿﭻ‪،‬ﮐﺮﺳﺘﯿﭻ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪.‬ﻓﻘﻂ ﺳﻪ ﻣﻮﺭﺩ ﺁﺧﺮ‪ ،‬ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺳﻄﺢ ﮐﺸﻮﺭ ﺭﺍ ﺩﺭ ﻣﯿﺎﻧﮕﯿﻦ ﯾﺎ ﺳﻄﻮﺡ‬ ‫ﺍﻫﻤﯿﺖﺍﻧﺠﻤﻦ ﻫﺎ ﮔﺰﺍﺭﺵ ﮐﺮﺩﻧﺪ‪.‬ﺍﺯ ﺁﻧﺠﺎﯾﯽ ﮐﻪ ﺁﻧﻬﺎ ﻧﻤﺮﺍﺕ ﺭﺍ ﺩﺭ ﺳﻄﺢ ﮐﻞ ﺟﻤﻌﯿﺖ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﮐﺮﺩﻧﺪ‪،‬‬ ‫ﺗﻔﺎﻭﺕ ﻫﺎﯼﻣﯿﺎﻧﮕﯿﻦ ﺩﺭ ﺳﻄﺢ ﮐﺸﻮﺭ ﺩﺭ ‪ DK‬ﻭﺍﺿﺢ ﺗﺮﯾﻦ ﺍﺳﺖ ﻭ ﻧﺮﻭﮊ ﺩﺭ ﺑﯿﻦ ﭘﺎﯾﯿﻦ ﺗﺮﯾﻦ ﻧﻤﺮﺍﺕ ﻫﻢ‬ ‫ﻋﻤﻠﮑﺮﺩﺁﺯﻣﻮﻥ ﺭﯾﺎﺿﯽ ﻭ ﻫﻢ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺭﺍ ﺩﺍﺭﺩ‪.‬ﺁﻧﭽﻪ ﮐﻪ ﻣﻦ ﺑﻪ ﻭﯾﮋﻩ ﻗﺎﺑﻞ ﺗﻮﺟﻪ ﯾﺎﻓﺘﻢ ﺍﻟﮕﻮﻫﺎﯼ‬ ‫ﻧﺎﺳﺎﺯﮔﺎﺭﺩﺭ ﺑﯿﻦ ﮐﺸﻮﺭﻫﺎ ﺩﺭ ﻧﻤﺮﺍﺕ ﺍﺳﺘﺎﻧﺪﺍﺭﺩ ﺷﺪﻩ ﺩﺭ ﺁﺯﻣﻮﻥ ﻫﺎﯼ ﻋﻤﻠﮑﺮﺩ ﻭ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺑﻮﺩ‪ ،‬ﺑﺮﺍﯼ‬ ‫ﻣﺜﺎﻝﺩﺭ ﮐﻼﺱ ﺳﻮﻡ‪ ،‬ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺳﻮﺉﺪﯼ ﺑﺎﻻﺗﺮﯾﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮﺍﺕ ﺁﺯﻣﻮﻥ ﺭﺍ ﺩﺍﺷﺘﻨﺪ ﺍﻣﺎ ﮐﻤﺘﺮﯾﻦ‬ ‫ﺻﻼﺣﯿﺖﺭﯾﺎﺿﯽ ﺩﺭﮎ ﺷﺪﻩ ﺭﺍ ﺩﺍﺷﺘﻨﺪ‪.‬ﻋﻼﻭﻩ ﺑﺮ ﺍﯾﻦ‪ ،‬ﺣﺘﯽ ﺍﮔﺮ ﺍﺛﺮ ﺍﺳﺎﺳﯽ ﺩﺍﻧﯿﻨﮓ‪-‬ﮐﺮﻭﮔﺮ ﺩﺭ ﻫﻤﻪ‬ ‫ﺷﻬﺮﺳﺘﺎﻥﻫﺎ ﻣﺸﻬﻮﺩ ﺑﻮﺩ‪ ،‬ﺍﻧﺪﺍﺯﻩ ﺍﺛﺮﺍﺕ ﺩﺍﻧﯿﻨﮓ‪ -‬ﮐﺮﻭﮔﺮ ﺩﺭ ﮐﺸﻮﺭﻫﺎﯼ ﻣﺨﺘﻠﻒ‪ ،‬ﺩﺭ ﭘﻨﺠﮏ ﻫﺎﯼ ﻋﻤﻠﮑﺮﺩ‪ ،‬ﻭ‬ ‫ﺩﺭﺑﯿﻦ ﻭﯾﮋﮔﯽ ﻫﺎﯼ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻣﺎﻧﻨﺪ ﺟﻨﺴﯿﺖ ﺩﺭ ﺩﺍﺧﻞ ﻭ ﺑﯿﻦ ﮐﺸﻮﺭﻫﺎ ﻣﺘﻔﺎﻭﺕ ﺑﻮﺩ‪.‬ﺑﺎ ﺍﯾﻦ ﺣﺎﻝ‪ ،‬ﺍﯾﻦ‬ ‫ﺍﻟﮕﻮﻫﺎﯼﺍﺳﺎﺳﯽ ﺩﺭ ﺳﻄﺢ ﮐﺸﻮﺭ ﺩﺭ ﺳﻄﺢ ﭘﺎﯾﻪ ﺗﮑﺮﺍﺭ ﻣﯽ ﺷﻮﻧﺪ ﮐﻪ ﻧﺸﺎﻥ ﺩﻫﻨﺪﻩ ﺗﺄﺛﯿﺮﺍﺕ ﻓﺮﻫﻨﮕﯽ‬ ‫ﺍﺟﺘﻤﺎﻋﯽﻗﺎﺑﻞ ﺍﻋﺘﻤﺎﺩ ﺍﺳﺖ‪.‬‬ ‫ﺭﺍﺩﯾﺸﯿﭻ‪،‬ﺑﻮﺧﻬﻮﻟﺘﺰ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﻭ ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﮐﺮﺳﺘﯿﭻ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‬ ‫ﻣﻘﺎﻻﺕﺍﻃﻼﻋﺎﺗﯽ ﺭﺍ ﺩﺭ ﻣﻮﺭﺩ ﺗﻐﯿﯿﺮﺍﺕ ﺑﯿﻦ ﮐﺸﻮﺭﻫﺎ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺑﯿﻦ ﺳﺎﺧﺘﺎﺭﻫﺎﯼ ﺳﻄﺢ ﺩﺍﻧﺶ ﺁﻣﻮﺯ‪ ،‬ﺩﺭ‬ ‫ﻣﯿﺎﻥﺳﺎﺧﺘﺎﺭﻫﺎﯼ ﺳﻄﺢ ﮐﻼﺱ ﻭ ﺑﯿﻦ ﺳﺎﺧﺘﺎﺭﻫﺎﯼ ﺳﻄﺢ ﺍﺭﺍﺉﻪ ﮐﺮﺩﻧﺪ‪.‬ﺍﯾﻦ ﺍﻃﻼﻋﺎﺕ ﺷﺎﻣﻞ ﻣﺸﺎﻫﺪﺍﺕ‬ ‫ﺑﺰﺭﮔﯽﻭ ﺍﻫﻤﯿﺖ ﻣﺴﯿﺮﻫﺎﯼ ﺩﺭﻭﻥ ﻭ ﺑﯿﻦ ﺳﻄﻮﺡ )ﯾﻌﻨﯽ ﺳﻄﻮﺡ ﺩﺍﻧﺶ ﺁﻣﻮﺯ ﻭ ﮐﻼﺱ ﺩﺭﺱ( ﺩﺭ ﻫﺮ ﮐﺸﻮﺭ‬ ‫ﺑﻮﺩ‪.‬ﺁﻥ ﻫﺎ ﭼﻨﺪ ﺗﻐﯿﯿﺮ ﺩﺭ ﺳﻄﺢ ﮐﺸﻮﺭ ﺑﺎ ﻣﻬﻢ ﺗﺮﯾﻦ ﺿﺮﺍﯾﺐ ﻣﺴﯿﺮ ﭘﯿﺪﺍ ﮐﺮﺩﻧﺪ ﮐﻪ ﻣﻨﻌﮑﺲ ﮐﻨﻨﺪﻩ ﺗﺄﺛﯿﺮ‬ ‫ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪﻩﺗﻌﺪﯾﻞ ﮐﻨﻨﺪﻩ ﺑﺎﻭﺭﻫﺎﯼ ﻣﻌﻠﻢ ﻭ ﻣﺸﮑﻼﺕ ﺭﻓﺘﺎﺭﯼ ﺩﺭ ﺳﻄﺢ ﮐﻼﺱ ﻭ ﻃﺒﻘﻪ ﺍﺟﺘﻤﺎﻋﯽ‬ ‫ﺧﺎﻧﻮﺍﺩﻩﺑﺮ ﺍﺭﺗﺒﺎﻁ ﺟﻨﺴﯿﺘﯽ ﺑﺎ ﺍﺭﺯﺵ ﻫﺎﯼ ﻋﻼﻗﻪ ﻭ ﺳﻮﺩﻣﻨﺪﯼ ﺩﺭ ﻧﺮﻭﮊ ﺑﻮﺩ‪.‬ﯾﮑﯽ ﺍﺯ ﺍﯾﻦ ﺗﺄﺛﯿﺮﺍﺕ ﺗﻌﺪﯾﻞ‬ ‫ﮐﻨﻨﺪﻩﺩﺭ ﭘﺮﺗﻐﺎﻝ ﺗﮑﺮﺍﺭ ﺷﺪ‪.‬ﺍﯾﻨﻬﺎ ﺗﻨﻬﺎ ﻧﺸﺎﻧﻪ ﻃﺒﻘﻪ ﺍﺟﺘﻤﺎﻋﯽ ﺧﺎﻧﻮﺍﺩﻩ ﺑﻮﺩ‪.‬ﺍﮔﺮﭼﻪ ﺍﯾﻦ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﭘﯿﺸﻨﻬﺎﺩ‬ ‫ﮐﺮﺩﻧﺪﮐﻪ ﺍﯾﻦ ﺗﻔﺎﻭﺕ ﻫﺎ ﻣﻤﮑﻦ ﺍﺳﺖ ﻣﻨﻌﮑﺲ ﮐﻨﻨﺪﻩ ﺗﻐﯿﯿﺮﺍﺕ ﺩﺭ ﻭﯾﮋﮔﯽ ﻫﺎﯼ ﺗﺤﺼﯿﻠﯽ ﺩﺭ ﺳﺮﺍﺳﺮ‬ ‫ﮐﺸﻮﺭﻫﺎﺑﺎﺷﺪ‪ ،‬ﻓﺮﺿﯿﻪ ﻫﺎﯼ ﺧﺎﺻﯽ ﺩﺭ ﻣﻮﺭﺩ ﺍﯾﻦ ﺗﻔﺎﻭﺕ ﻫﺎ ﺩﺭ ﺳﻄﺢ ﮐﺸﻮﺭ ﺍﺭﺍﺉﻪ ﻧﺸﺪ‪.‬ﺩﺭ ﻏﯿﺮ ﺍﯾﻦ‬ ‫ﺻﻮﺭﺕ‪،‬ﻣﺴﯿﺮﻫﺎﯼ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﺩﺭ ﺩﺭﺟﻪ ﺍﻭﻝ ﺩﺭ ﺳﻄﺢ ﺭﺥ ﻣﯽ ﺩﻫﺪ‪ ،‬ﻭ ﺑﻪ ﻃﻮﺭ ﮐﻠﯽ‪ ،‬ﺍﯾﻦ ﻣﺴﯿﺮﻫﺎ ﺩﺭ‬ ‫ﺳﺮﺍﺳﺮﮐﺸﻮﺭﻫﺎ ﺩﺭ ﺳﻄﺢ ‪) 1‬ﺩﺍﻧﺸﺠﻮ( ﺗﮑﺮﺍﺭ ﻣﯽ ﺷﻮﺩ‪ :‬ﻟﺬﺕ ﺑﺮﺩﻥ ﺍﺯ ﺭﯾﺎﺿﯽ ﺑﻪ ﻃﻮﺭ ﻣﺴﺘﻘﯿﻢ ﯾﺎ ﻏﯿﺮ‬ ‫ﻣﺴﺘﻘﯿﻢﻭ ﺑﻪ ﻃﻮﺭ ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ ﺑﻮﺩ‪.‬‬ ‫‪31‬‬ ‫‪1665‬‬ ‫ﻣﻄﺎﻟﻌﻪﺗﻄﺒﯿﻘﯽ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﺍﻧﮕﯿﺰﻩ‪ :‬ﯾﮏ ﺗﻔﺴﯿﺮ‬ ‫ﭘﯿﺶﺑﯿﻨﯽ ﺷﺪﻩ ﺗﻮﺳﻂ ﻋﻼﻗﻪ ﻭ ﺍﺭﺯﺵ ﻫﺎﯼ ﻣﻄﻠﻮﺏ ﻭ ﺷﺎﯾﺴﺘﮕﯽ ﺩﺭﮎ ﺷﺪﻩ ﻭ ﻫﺮﮔﺰ ﺑﺎ ﻧﻤﺮﺍﺕ ﺁﺯﻣﻮﻥ‪.‬‬ ‫ﺗﺄﺛﯿﺮﺍﺕﺟﻨﺴﯿﺖ ﺑﺮ ﻟﺬﺕ ﺑﺮﺩﻥ ﺍﺯ ﺭﯾﺎﺿﯽ ﻋﻤﺪﺗﺎ ًﺗﻮﺳﻂ ﺍﻧﺠﻤﻦ ﻫﺎﯼ ﺟﻨﺴﯿﺘﯽ ﺑﺎ ﺍﻋﺘﻤﺎﺩ ﺑﻪ ﻧﻔﺲ ﺩﺭﮎ‬ ‫ﺷﺪﻩﺩﺭ ﻫﺮ ﮐﺸﻮﺭ ﻭﺍﺳﻄﻪ ﺷﺪ‪.‬ﺗﺄﺛﯿﺮﺍﺕ ﺟﻨﺴﯿﺖ ﺑﺮ ﻟﺬﺕ ﺑﺮﺩﻥ ﺍﺯ ﺭﯾﺎﺿﯽ ﻧﯿﺰ ﺗﻨﻬﺎ ﺩﺭ ﺍﺳﺘﻮﻧﯽ‪ ،‬ﻧﺮﻭﮊ ﻭ‬ ‫ﭘﺮﺗﻐﺎﻝﺗﻮﺳﻂ ﺍﺭﺯﺵ ﺑﻬﺮﻩ ﭘﯿﺶ ﺑﯿﻨﯽ ﺷﺪ‪.‬‬ ‫ﺗﺴﺖﺳﯿﺴﺘﻢ ﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ‬ ‫ﺑﺎﺗﻮﺟﻪ ﺑﻪ ﻃﺮﺍﺣﯽ ﮐﻞ ﭘﺮﻭﮊﻩ‪ ،‬ﺗﻤﺎﻡ ﻣﻘﺎﻻﺕ ﺑﻪ ﻓﺮﺁﯾﻨﺪﻫﺎﯼ ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ﺩﺭ ﺍﻧﮕﯿﺰﺵ ﻭ ﻋﻤﻠﮑﺮﺩ ﺭﯾﺎﺿﯽ‬ ‫ﭘﺮﺩﺍﺧﺘﻨﺪ‪.‬ﺑﻪ ﻃﻮﺭ ﮐﻠﯽ‪ ،‬ﺍﯾﻦ ﻣﻘﺎﻻﺕ ﺍﺯ ﻣﺪﻝ ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ‪ SEVT‬ﺍﺯ ﺗﺄﺛﯿﺮﺍﺕ ﺯﻣﯿﻨﻪ ﺍﯼ ﻭ‬ ‫ﺭﻭﺍﻥ ﺷﻨﺎﺧﺘﯽﺑﺮ ﺷﯿﻮﻩ ﻫﺎﯼ ﺁﻣﻮﺯﺷﯽ ﻣﺮﺗﺒﻂ ﺑﺎ ﺭﯾﺎﺿﯽ‪ ،‬ﺷﯿﻮﻩ ﻫﺎﯼ ﻓﺮﺯﻧﺪﭘﺮﻭﺭﯼ‪ ،‬ﻭ ﺑﺎﻭﺭﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ ﻭ‬ ‫ﻋﻤﻠﮑﺮﺩﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﭘﺸﺘﯿﺒﺎﻧﯽ ﻣﯽ ﮐﻨﻨﺪ‪.‬ﺑﺎﺯ ﻫﻢ‪ ،‬ﺑﻪ ﻃﻮﺭ ﮐﻠﯽ‪ ،‬ﺍﯾﻦ ﻣﻄﺎﻟﻌﺎﺕ ﭼﻨﯿﻦ ﺣﻤﺎﯾﺘﯽ ﺭﺍ ﺩﺭ ﺷﺶ‬ ‫ﮐﺸﻮﺭﯼﮐﻪ ﺩﺭ ﺍﯾﻦ ﭘﺮﻭﮊﻩ ﮔﻨﺠﺎﻧﺪﻩ ﺷﺪﻩ ﺍﻧﺪ‪ ،‬ﺍﺭﺍﺉﻪ ﻣﯽ ﮐﻨﻨﺪ‪.‬ﻣﻦ ﺍﻟﺒﺘﻪ ﺍﺯ ﺍﯾﻦ ﯾﺎﻓﺘﻪ ﻫﺎ ﺧﻮﺷﺤﺎﻝ ﺷﺪﻡ‪.‬ﺑﻪ‬ ‫ﻃﻮﺭﻣﺸﺎﺑﻪ‪ ،‬ﻫﻨﮕﺎﻣﯽ ﮐﻪ ﺍﯾﻦ ﻣﻄﺎﻟﻌﺎﺕ ﻣﻮﺭﺩ ﺁﺯﻣﺎﯾﺶ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻨﺪ‪ ،‬ﭘﺸﺘﯿﺒﺎﻧﯽ ﺧﻮﺑﯽ ﺍﺯ ﺍﻫﻤﯿﺖ ﺫﻫﻨﯿﺖ‬ ‫ﺛﺎﺑﺖﺩﺭ ﻣﻘﺎﺑﻞ ﺭﺷﺪ ‪ Dweck‬ﻭ ﻫﻤﭽﻨﯿﻦ ﻓﺮﺿﯿﻪ ﻫﺎﯼ ﻣﺮﺗﺒﻂ ﺑﺎ ﺍﺛﺮ ﺩﺍﻧﯿﻨﮓ‪-‬ﮐﺮﻭﮔﺮ ﺩﺭ ﺍﯾﻦ ﺷﺶ ﮐﺸﻮﺭ‬ ‫ﺍﺭﺍﺉﻪﮐﺮﺩﻧﺪ‪.‬ﻋﻼﻭﻩ ﺑﺮ ﺍﯾﻦ‪ ،‬ﭼﻨﺪﯾﻦ ﺩﯾﺪﮔﺎﻩ ﺟﺪﯾﺪ ﺩﺭ ﻣﻮﺭﺩ ﺗﺄﺛﯿﺮﺍﺕ ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ﭘﯿﺸﻨﻬﺎﺩ ﺷﺪ‪ ،‬ﺑﻪ‬ ‫ﻋﻨﻮﺍﻥﻣﺜﺎﻝ‪ ،‬ﺩﯾﺪﮔﺎﻩ ﮔﺴﺘﺮﺩﻩ ﺍﯼ ﺍﺯ ﻧﻘﺶ ﺍﺣﺴﺎﺱ ﻋﺎﻣﻠﯿﺖ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ )‪ Leijen‬ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪،‬ﺍﯾﻦ‬ ‫ﻣﻮﺿﻮﻉ( ﻭ ﻫﻮﯾﺖ ﺭﯾﺎﺿﯽ )ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﮐﺮﺳﺘﯿﭻ ﻭ ﻫﻤﮑﺎﺭﺍﻥ‪،‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ(‪.‬ﻣﻦ ﻫﻤﭽﻨﯿﻦ ﺑﻪ ﻣﻘﺎﻟﻪ ﻫﺎﻧﺴﻦ‬ ‫ﯾﺎﻧﮓﻭ ﻫﻤﮑﺎﺭﺍﻥ ﻓﮑﺮ ﮐﺮﺩﻡ‪).‬ﺍﯾﻦ ﻣﻮﺿﻮﻉ( ﺩﺭ ﻣﻮﺭﺩ ﺍﺛﺮ ﺩﺍﻧﯿﻨﮓ‪-‬ﮐﺮﻭﮔﺮ ﺑﻪ ﺍﻫﻤﯿﺖ ﺩﺭﮎ ﻣﺎ ﺍﺯ ﺑﺴﯿﺎﺭﯼ ﺍﺯ‬ ‫ﻣﻨﺎﺑﻊﻣﻘﺎﯾﺴﻪ ﺍﺷﺎﺭﻩ ﮐﺮﺩ ﮐﻪ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽ ﺩﺭﮎ ﺷﺪﻩ ﺧﻮﺩ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺩﺭ ﺭﯾﺎﺿﯽ ﺗﺄﺛﯿﺮ‬ ‫ﺑﮕﺬﺍﺭﻧﺪ‪.‬‬ ‫ﻭﺍﺿﺢﺍﺳﺖ ﮐﻪ ﻣﻔﺮﻭﺿﺎﺕ ﺍﺳﺎﺳﯽ ﺩﺭ ﺭﺍﺑﻄﻪ ﺑﺎ ﺍﻫﻤﯿﺖ ﻓﺮﺁﯾﻨﺪﻫﺎﯼ ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ﺩﺭ ﺭﻓﺘﺎﺭ ﺑﺎ‬ ‫ﺍﻧﮕﯿﺰﻩﻭ ﻣﺤﯿﻂ ﻫﺎﯼ ﻣﺪﺭﺳﻪ ﻣﻬﻢ ﻫﺴﺘﻨﺪ‪.‬ﺁﻧﻬﺎ ﻫﻢ ﻋﻤﻠﮑﺮﺩ ﺭﯾﺎﺿﯽ ﺭﺍ ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﻨﻨﺪ ﻭ ﻫﻢ ﺩﺭ ﮐﻮﺗﺎﻩ‬ ‫ﻣﺪﺕﺑﺎ ﻣﺪﺍﺧﻼﺕ ﺑﺎ ﻭﺍﻟﺪﯾﻦ‪ ،‬ﻣﻌﻠﻤﺎﻥ ﻭ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻗﺎﺑﻞ ﺍﺻﻼﺡ ﻫﺴﺘﻨﺪ‪.‬ﺍﯾﻦ ﺧﺒﺮ ﺧﻮﺑﯽ ﺑﺮﺍﯼ‬ ‫ﺭﻭﺍﻧﺸﻨﺎﺳﺎﻥﺗﺮﺑﯿﺘﯽ ﻭ ﺳﯿﺎﺳﺖ ﮔﺬﺍﺭﺍﻥ ﺁﻣﻮﺯﺷﯽ ﺍﺳﺖ‪.‬ﺍﻣﺎ ﺍﯾﻨﮑﻪ ﺁﯾﺎ ﺍﯾﻦ ﻧﻮﻉ ﻣﺪﺍﺧﻼﺕ ﻣﯽ ﺗﻮﺍﻧﻨﺪ ﺑﻪ‬ ‫ﺍﯾﺠﺎﺩﺗﻐﯿﯿﺮﺍﺕ ﺍﺟﺘﻤﺎﻋﯽ ﻃﻮﻻﻧﯽ ﺗﺮ ﺩﺭ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﮔﺮﻭﻫﯽ ﺩﺭ ﺍﻧﮕﯿﺰﻩ ﺭﯾﺎﺿﯽ ﻭ ﻋﻤﻠﮑﺮﺩ ﮐﻤﮏ ﮐﻨﻨﺪ‪ ،‬ﺑﺎﯾﺪ‬ ‫ﺩﯾﺪ‪.‬ﭼﻨﯿﻦ ﺗﺄﺛﯿﺮﺍﺗﯽ ﺍﺣﺘﻤﺎﻻ ًﺑﻪ ﺗﻐﯿﯿﺮﺍﺕ ﻋﻤﺪﻩ ﺗﺮﯼ ﺩﺭ ﻧﻈﺎﻡ ﺁﻣﻮﺯﺷﯽ ﺩﺭ ﺩﺍﺧﻞ ﻭ ﺑﯿﻦ ﮐﺸﻮﺭﻫﺎ ﻧﯿﺎﺯ ﺩﺍﺭﺩ‪.‬‬ ‫ﻧﺘﯿﺠﻪﮔﯿﺮﯼ‬ ‫ﺑﺎﺯﻫﻢ ﺍﺯ ﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﺍﯾﻦ ﻣﺠﻤﻮﻋﻪ ﻣﻘﺎﻻﺕ ﺑﻪ ﺧﺎﻃﺮ ﺩﻋﻮﺕ ﻣﻦ ﺑﺮﺍﯼ ﻧﻮﺷﺘﻦ ﺍﯾﻦ ﺗﻔﺴﯿﺮ ﺗﺸﮑﺮ ﻣﯽ ﮐﻨﻢ‪.‬‬ ‫ﺍﯾﻦﻣﺠﻤﻮﻋﻪ ﺑﺮﺟﺴﺘﻪ ﺍﯼ ﺍﺯ ﻣﻘﺎﻻﺕ ﺍﺳﺖ ﮐﻪ ﯾﺎﻓﺘﻪ ﻫﺎﯼ ﺍﻭﻟﯿﻪ ﯾﮏ ﭘﺮﻭﮊﻩ ﺗﻄﺒﯿﻘﯽ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﺑﺮﺟﺴﺘﻪ‬ ‫ﺭﺍﮔﺰﺍﺭﺵ ﻣﯽ ﮐﻨﺪ‪.‬ﺍﯾﻦ ﭘﺮﻭﮊﻩ ﻗﺒﻼ ً)‪ (1‬ﻣﺠﻤﻮﻋﻪ ﺍﯼ ﻋﺎﻟﯽ ﺍﺯ ﻣﻌﯿﺎﺭﻫﺎﯼ ﻗﺎﺑﻞ ﺍﻋﺘﻤﺎﺩ ﻭ ﻣﻌﺘﺒﺮ ﺍﺯ ﺑﺎﻭﺭﻫﺎﯼ‬ ‫ﺍﻧﮕﯿﺰﺷﯽﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺑﺮﮔﺮﻓﺘﻪ ﺍﺯ ﺳﯿﺴﺘﻢ ﻫﺎﯼ ﻧﻈﺮﯼ ﻣﺘﻌﺪﺩ ﻭ ﺍﻋﺘﻘﺎﺩﺍﺕ ﻭ ﻋﻤﻠﮑﺮﺩﻫﺎﯼ ﺍﻧﮕﯿﺰﺷﯽ‬ ‫ﻣﺮﺗﺒﻂﻭﺍﻟﺪﯾﻦ ﻭ ﻣﻌﻠﻤﺎﻥ ﻭ )‪ (2‬ﻣﺠﻤﻮﻋﻪ ﺍﯼ ﺟﺎﻣﻊ ﻭ ﺑﺴﯿﺎﺭ ﺟﺎﻟﺐ ﺍﺯ ﻧﺘﺎﯾﺞ ﺍﻭﻟﯿﻪ ﺍﯼ ﮐﻪ ﺍﺯ ﺍﻫﻤﯿﺖ‬ ‫ﺭﻭﯾﮑﺮﺩﻫﺎﯼﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ﺩﺭ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ ﺣﻤﺎﯾﺖ ﻣﯽ ﮐﻨﺪ‪.‬ﺍﯾﻦ ﻣﺠﻤﻮﻋﻪ ﻣﻘﺎﻻﺕ ﻧﺸﺎﻥ‬ ‫ﻣﯽ ﺩﻫﺪﮐﻪ ﭼﮕﻮﻧﻪ ﻣﯽ ﺗﻮﺍﻥ ﺍﺯ ﻣﻌﯿﺎﺭﻫﺎﯼ ﺁﻥ ﻫﺎ ﻭ ﺍﻫﻤﯿﺖ ﺍﺩﻏﺎﻡ ﭼﺎﺭﭼﻮﺏ ﻫﺎﯼ ﻧﻈﺮﯼ ﻣﺘﻌﺪﺩ ﺩﺭ ﻣﻄﺎﻟﻌﻪ‬ ‫ﺗﻮﺳﻌﻪﺭﻓﺘﺎﺭ ﺑﺎ ﺍﻧﮕﯿﺰﻩ ﺩﺭ ﻣﺤﯿﻂ ﻫﺎﯼ ﺁﻣﻮﺯﺷﯽ ﺍﺳﺘﻔﺎﺩﻩ ﮐﺮﺩ‪.‬ﺍﯾﻦ ﺑﺨﺶ ﻭﯾﮋﻩ ﻫﻤﭽﻨﯿﻦ ﻣﺰﯾﺖ ﮔﺮﺩﺁﻭﺭﯼ‬ ‫ﻣﺠﻤﻮﻋﻪﻫﺎﯾﯽ ﺍﺯ ﻣﻘﺎﻻﺕ ﻣﺘﻤﺮﮐﺰ ﺑﺮ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺸﺎﺑﻪ ﺑﺎ ﻣﺠﻤﻮﻋﻪ ﺩﺍﺩﻩ ﻫﺎﯼ ﻣﺸﺎﺑﻪ ﺭﺍ ﻧﺸﺎﻥ ﻣﯽ ﺩﻫﺪ‪.‬‬ ‫ﻣﻦﻣﻄﻤﺉﻦ ﻫﺴﺘﻢ ﮐﻪ ﺑﺎ ﻣﻄﺎﻟﻌﻪ ﺍﯾﻦ ﻣﻘﺎﻻﺕ ﺑﻪ ﻋﻨﻮﺍﻥ ﯾﮏ ﻣﺠﻤﻮﻋﻪ ﺑﯿﺸﺘﺮ ﺍﺯ ﺧﻮﺍﻧﺪﻥ ﺁﻧﻬﺎ ﺩﺭ ﻣﺠﻼﺕ‬ ‫ﻣﺨﺘﻠﻒﺩﺭ ﺯﻣﺎﻥ ﻫﺎﯼ ﻣﺨﺘﻠﻒ ﺁﻣﻮﺧﺘﻢ‪.‬ﻣﻦ ﻣﺸﺘﺎﻗﺎﻧﻪ ﻣﻨﺘﻈﺮ ﺑﺨﺶ ﻭﯾﮋﻩ ﻫﺴﺘﻢ‪ 2.‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺩﺍﺩﻩ‬ ‫ﻫﺎﯼﻃﻮﻟﯽ ﺑﺮ ﺭﻭﯼ ﯾﮏ ﻣﺠﻤﻮﻋﻪ ﺍﺯ ﻣﻮﺿﻮﻋﺎﺕ ﻣﺘﻤﺮﮐﺰ ﺷﺪﻩ ﺍﺳﺖ‪.‬ﻣﻦ ﻫﻤﭽﻨﯿﻦ ﻣﺸﺘﺎﻗﺎﻧﻪ ﻣﻨﺘﻈﺮ‬ ‫ﻣﺠﻤﻮﻋﻪ ﺍﯼﺍﺯ ﻣﻘﺎﻻﺕ ﻫﺴﺘﻢ ﮐﻪ ﺩﺭ ﺁﻥ ﺗﻔﺎﻭﺕ ﻫﺎﯼ ﺳﻄﺢ ﮐﺸﻮﺭ ﺑﺎ ﺩﻗﺖ ﺑﯿﺸﺘﺮﯼ ﻧﻈﺮﯾﻪ ﭘﺮﺩﺍﺯﯼ ﺷﺪﻩ ﻭ‬ ‫ﺳﭙﺲﻓﺮﺿﯿﻪ ﻫﺎﯼ ﺧﺎﺹ ﻣﻮﺭﺩ ﺁﺯﻣﺎﯾﺶ ﻗﺮﺍﺭ ﻣﯽ ﮔﯿﺮﻧﺪ‪.‬‬ ‫‪31‬‬ ‫‪JS Eccles‬‬ ‫‪1666‬‬ ‫ﺗﺎﻣﯿﻦﻣﺎﻟﯽﺷﻮﺭﺍﯼ ﺗﺤﻘﯿﻘﺎﺕ ﻧﺮﻭﮊ ﺩﺭ ﺑﺮﻧﺎﻣﻪ ‪ FINNUT‬ﺑﺮﺍﯼ ﺗﺤﻘﯿﻖ ﻭ ﻧﻮﺁﻭﺭﯼ ﺩﺭ ﺑﺨﺶ ﺁﻣﻮﺯﺷﯽ )ﺷﻤﺎﺭﻩ ﮐﻤﮏ ﻫﺰﯾﻨﻪ‬ ‫‪.(301033‬‬ ‫ﻋﻼﯾﻖﭘﮋﻭﻫﺸﯽ‪ :‬ﺍﻧﮕﯿﺰﻩ ﻭ ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ‪ ،‬ﺗﺄﺛﯿﺮ ﻣﺪﺭﺳﻪ ﻭ ﺧﺎﻧﻮﺍﺩﻩ ﺑﺮ ﺭﺷﺪ ﻧﻮﺟﻮﺍﻧﺎﻥ‪ ،‬ﺟﻨﺴﯿﺖ ﻭ ﻗﻮﻣﯿﺖ ﺩﺭ ﺯﻣﯿﻨﻪ ﻫﺎﯼ‬ ‫‪.STEM‬‬ ‫ﺍﻋﻼﻣﯿﻪﻫﺎ‬ ‫ﻋﻼﻗﻪﺭﻗﺎﺑﺘﯽﻧﻮﯾﺴﻨﺪﮔﺎﻥ ﻫﯿﭻ ﻣﻨﺎﻓﻊ ﺭﻗﯿﺐ ﺭﺍ ﺍﻋﻼﻡ ﻧﻤﯽ ﮐﻨﻨﺪ‪.‬‬ ‫ﺩﺳﺘﺮﺳﯽﺭﺍ ﺑﺎﺯ ﮐﻨﯿﺪﺍﯾﻦ ﻣﻘﺎﻟﻪ ﺗﺤﺖ ﻣﺠﻮﺯ ‪ Creative Commons Attribution 4.0‬ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﺍﺳﺖ ﮐﻪ ﺍﺟﺎﺯﻩ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ‪،‬ﺍﺷﺘﺮﺍﮎ ﮔﺬﺍﺭﯼ‪ ،‬ﺍﻗﺘﺒﺎﺱ‪ ،‬ﺗﻮﺯﯾﻊ ﻭ ﺗﮑﺜﯿﺮ ﺭﺍ ﺩﺭ ﻫﺮ ﺭﺳﺎﻧﻪ ﯾﺎ ﻗﺎﻟﺒﯽ ﻣﯽ ﺩﻫﺪ‪ ،‬ﺗﺎ ﺯﻣﺎﻧﯽ ﮐﻪ ﺍﻋﺘﺒﺎﺭ ﻣﻨﺎﺳﺒﯽ ﺭﺍ ﺑﻪ ﻧﻮﯾﺴﻨﺪﻩ)‬ ‫ﻫﺎﯼ( ﺍﺻﻠﯽ ﻭ ﻣﻨﺒﻊ ﺍﺭﺍﺉﻪ ﺩﻫﯿﺪ‪.‬ﺑﻪ ﻣﺠﻮﺯ ‪ Creative Commons‬ﭘﯿﻮﻧﺪ ﺩﻫﯿﺪ ﻭ ﻧﺸﺎﻥ ﺩﻫﯿﺪ ﮐﻪ ﺁﯾﺎ ﺗﻐﯿﯿﺮﺍﺗﯽ ﺍﯾﺠﺎﺩ ﺷﺪﻩ‬ ‫ﺍﺳﺖﯾﺎ ﺧﯿﺮ‪.‬ﺗﺼﺎﻭﯾﺮ ﯾﺎ ﺳﺎﯾﺮ ﻣﻄﺎﻟﺐ ﺷﺨﺺ ﺛﺎﻟﺚ ﺩﺭ ﺍﯾﻦ ﻣﻘﺎﻟﻪ ﺩﺭ ﻣﺠﻮﺯ ‪ Creative Commons‬ﻣﻘﺎﻟﻪ ﮔﻨﺠﺎﻧﺪﻩ ﺷﺪﻩ‬ ‫ﺍﺳﺖ‪،‬ﻣﮕﺮ ﺍﯾﻨﮑﻪ ﺩﺭ ﺧﻂ ﺍﻋﺘﺒﺎﺭﯼ ﻣﻄﺎﻟﺐ ﺑﻪ ﮔﻮﻧﻪ ﺩﯾﮕﺮﯼ ﺫﮐﺮ ﺷﺪﻩ ﺑﺎﺷﺪ‪.‬ﺍﮔﺮ ﻣﻄﺎﻟﺐ ﺩﺭ ﻣﺠﻮﺯ ‪ Creative Commons‬ﻣﻘﺎﻟﻪ‬ ‫ﮔﻨﺠﺎﻧﺪﻩﻧﺸﺪﻩ ﺍﺳﺖ ﻭ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻮﺭﺩ ﻧﻈﺮ ﺷﻤﺎ ﺗﻮﺳﻂ ﻣﻘﺮﺭﺍﺕ ﻗﺎﻧﻮﻧﯽ ﻣﺠﺎﺯ ﻧﯿﺴﺖ ﯾﺎ ﺍﺯ ﺍﺳﺘﻔﺎﺩﻩ ﻣﺠﺎﺯ ﻓﺮﺍﺗﺮ ﻣﯽ ﺭﻭﺩ‪ ،‬ﺑﺎﯾﺪ‬ ‫ﻣﺴﺘﻘﯿﻤﺎ ًﺍﺯ ﺩﺍﺭﻧﺪﻩ ﺣﻖ ﭼﺎﭖ ﻣﺠﻮﺯ ﺩﺭﯾﺎﻓﺖ ﮐﻨﯿﺪ‪.‬ﺑﺮﺍﯼ ﻣﺸﺎﻫﺪﻩ ﯾﮏ ﮐﭙﯽ ﺍﺯ ﺍﯾﻦ ﻣﺠﻮﺯ‪ ،‬ﻣﺮﺍﺟﻌﻪ ﮐﻨﯿﺪ‪/licenses/by/4.0/‬‬ ‫‪.http://creativecommons.org‬‬ ‫ﻣﺮﺍﺟﻊ‬ ‫ﺍﺟﺘﻤﺎﻋﯽﻭ ﺍﻗﺘﺼﺎﺩﯼ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ‪(.‬ﺍﯾﻦ ﺷﻤﺎﺭﻩ) ‪Haataja, ESH, Niemivirta, M., Holm, ME, Ilomäki, P., & Laine, A.‬‬ ‫ﻭﺿﻌﯿﺖﻭ ﺑﺎﻭﺭﻫﺎﯼ ﻣﻌﻠﻢ ﺩﺭ ﻣﻮﺭﺩ ﯾﺎﺩﮔﯿﺮﯼ ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪﻩ ﺷﺎﯾﺴﺘﮕﯽ ﺭﯾﺎﺿﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ‪Sõrmus, M‬‬ ‫& ‪).Leijen, Ä., Baucal, A., Pikk, K., Uibu, K., Pajula, L.,‬ﺍﯾﻦ ﺷﻤﺎﺭﻩ(‪.‬ﻓﺮﺻﺖ ﻫﺎﯼ ﺗﻮﺳﻌﻪ‬ ‫ﺁﮊﺍﻧﺲﻣﺮﺗﺒﻂ ﺑﺎ ﺭﯾﺎﺿﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺩﺭ ﺁﻣﻮﺯﺵ ﺍﺑﺘﺪﺍﯾﯽ‪ :‬ﻧﻘﺶ ﺑﺎﻭﺭﻫﺎﯼ ﻣﻌﻠﻢ‬ ‫ﺁﯾﺎﻣﻦ ﻣﻘﺼﺮ ﻫﺴﺘﻢ ﺯﯾﺮﺍ ﻣﻦ؟ ‪(.‬ﺍﯾﻦ ﺷﻤﺎﺭﻩ) ‪Peixoto, P., Mata, L., Campos, M., Radišić, J., & Niemivirta, M.‬‬ ‫ﮐﻮﺩﮎﺑﺮﺍﯼ ﺍﻧﺠﺎﻡ ﺭﯾﺎﺿﯽ ﺍﻧﮕﯿﺰﻩ ﻧﺪﺍﺭﺩ؟'‪ :‬ﺭﺍﺑﻄﻪ ﺑﯿﻦ ﻧﮕﺮﺵ‪ ،‬ﺑﺎﻭﺭﻫﺎ ﻭ ﻋﻤﻠﮑﺮﺩ ﻭﺍﻟﺪﯾﻦ ﻧﺴﺒﺖ ﺑﻪ ﺭﯾﺎﺿﯿﺎﺕ ﻭ ﺍﻧﮕﯿﺰﻩ ﻭ‬ ‫ﭘﯿﺸﺮﻓﺖﺭﯾﺎﺿﯽ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ‪.‬‬ ‫ﺁﯾﺎﺍﻋﺘﻘﺎﺩﺍﺕ ﻣﻌﻠﻤﺎﻥ ﺩﺭ ﻣﻮﺭﺩ ‪(.‬ﺍﯾﻦ ﺷﻤﺎﺭﻩ) ‪Radišić, J., Buchholtz, N., Yang Hansen, K., Liu, X., & Kaarstein, H.‬‬ ‫ﻣﺎﻫﯿﺖﻭ ﯾﺎﺩﮔﯿﺮﯼ ﺭﯾﺎﺿﯿﺎﺕ ﺑﺮ ﺍﻧﮕﯿﺰﻩ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﻭ ﻟﺬﺕ ﺑﺮﺩﻥ ﺍﺯ ﺭﯾﺎﺿﯿﺎﺕ ﺗﺄﺛﯿﺮ ﻣﯽ ﮔﺬﺍﺭﺩ؟ ﺑﺮﺭﺳﯽ ﺗﻔﺎﻭﺕ ﺑﯿﻦ‬ ‫ﭘﺴﺮﺍﻥﻭ ﺩﺧﺘﺮﺍﻥ ﺩﺭ ﺷﺶ ﮐﺸﻮﺭ‪.‬‬ ‫ﺁﯾﺎﻣﻦ ﯾﮏ ‪(.‬ﺍﯾﻦ ﺷﻤﺎﺭﻩ) ‪Radišić, J., Krstić, K., Blažanin, B., Mičić, K., Baucal, A., Peixoto, F., & Schukajlow, S.‬‬ ‫ﻓﺮﺩﺭﯾﺎﺿﯽ؟ ‪ -‬ﭘﯿﻮﻧﺪ ﺩﺍﺩﻥ ﻫﻮﯾﺖ ﺭﯾﺎﺿﯽ‪ ،‬ﺍﻧﮕﯿﺰﻩ ﺩﺍﻧﺶ ﺁﻣﻮﺯﺍﻥ ﺑﺮﺍﯼ ﺭﯾﺎﺿﯿﺎﺕ ﻭ ﭘﯿﺸﺮﻓﺖ‪.‬ﯾﺎﻧﮓ ﻫﺎﻧﺴﻦ‪ ،‬ﮎ‪ ،.‬ﺗﻮﺭﺳﻦ‪،‬‬ ‫ﺳﯽ‪،‬ﺭﺍﺩﯾﺸﯿﭻ‪ ،‬ﺝ‪ ،.‬ﭘﯿﮑﺴﻮﺗﻮ‪ ،‬ﺍﻑ‪ ،.‬ﻻﯾﻦ‪ ،‬ﺍ‪ ،.‬ﻭ ﻟﯿﻮ‪ ،‬ﺍﯾﮑﺲ‪).‬ﺍﯾﻦ ﺷﻤﺎﺭﻩ(‪.‬ﺯﻣﺎﻧﯽ ﮐﻪ ﺷﺎﯾﺴﺘﮕﯽ‬ ‫ﻭﺍﻃﻤﯿﻨﺎﻥ ﺩﺭ ﺗﻀﺎﺩ ﻫﺴﺘﻨﺪ‪ :‬ﺑﺮﺭﺳﯽ ﺑﯿﻦ ﮐﺸﻮﺭﯼ ﺍﺛﺮ ﺩﺍﻧﯿﻨﮓ‪-‬ﮐﺮﻭﮔﺮ‪.‬‬ ‫ﯾﺎﺩﺩﺍﺷﺖﻧﺎﺷﺮ‪.‬ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺍﺩﻋﺎﻫﺎﯼ ﻗﻀﺎﯾﯽ ﺩﺭ ﻧﻘﺸﻪ ﻫﺎﯼ ﻣﻨﺘﺸﺮ ﺷﺪﻩ ﻭ ﻭﺍﺑﺴﺘﮕﯽ ﻫﺎﯼ ﺳﺎﺯﻣﺎﻧﯽ ﺑﯽ ﻃﺮﻑ ﺑﺎﻗﯽ ﻣﯽ ﻣﺎﻧﺪ‬ ‫‪Springer Nature‬‬ ‫ﮊﺍﮐﻠﯿﻦﺍﺱ‪.‬ﺍﮐﻠﺲ‪.‬ﺍﺳﺘﺎﺩ ﺑﺮﺟﺴﺘﻪ ﺁﻣﻮﺯﺵ ﺩﺭ ﺩﺍﻧﺸﮕﺎﻩ ﮐﺎﻟﯿﻔﺮﻧﯿﺎ‪ ،‬ﺍﯾﺮﻭﯾﻦ ﺍﺳﺖ‪.‬ﺗﺤﻘﯿﻘﺎﺕ ﻓﻌﻠﯽ ﺍﻭ ﺑﺮ ﺁﺯﻣﻮﻥ ﻫﺎﯼ ﻧﻈﺮﯾﻪ‬ ‫ﺍﺭﺯﺵﺍﻧﺘﻈﺎﺭﯼ ﻣﻮﻗﻌﯿﺘﯽ ﺭﻓﺘﺎﺭ ﺍﻧﮕﯿﺰﺷﯽ ﺍﻭ ﻣﺘﻤﺮﮐﺰ ﺍﺳﺖ‪.‬‬ ‫ﺍﻧﺘﺸﺎﺭﺍﺕﻣﺮﺑﻮﻃﻪ )ﺍﻧﺘﺨﺎﺏ(‪.:‬‬ ‫ﭼﻪﭼﯿﺰﯼ ﺯﻧﺎﻥ ﻭ ﻣﺮﺩﺍﻥ ﺭﺍ ﺑﺮﺍﯼ ﺍﺩﺍﻣﻪ ﺷﻐﻞ ﺩﺭ ﺁﻥ ﺗﺮﻏﯿﺐ ﻣﯽ ﮐﻨﺪ ‪Eccles، JS، & Wang، MT )2016(.‬‬ ‫ﺭﯾﺎﺿﯽﻭ ﻋﻠﻮﻡ؟ ﻣﺠﻠﻪ ﺑﯿﻦ ﺍﻟﻤﻠﻠﯽ ﺗﻮﺳﻌﻪ ﺭﻓﺘﺎﺭﯼ‪.106-100 ،(2) 40 ،‬ﺍﮐﻠﺲ‪ ،‬ﺟﯽ ﺍﺱ )‪.(2018‬ﺗﺄﺛﯿﺮﺍﺕ ﻣﺘﻨﯽ ﺑﺮ‬ ‫ﻃﻮﻝﻋﻤﺮ ‪ /‬ﺩﻭﺭﻩ ﺯﻧﺪﮔﯽ‪ :‬ﻣﻮﺿﻮﻉ ﺧﺎﺻﯽ ﺍﺯ ﺗﺤﻘﯿﻖ ﺩﺭ ﺍﻧﺴﺎﻥ‬ ‫ﺗﻮﺳﻌﻪﺍﻧﺘﺸﺎﺭﺍﺕ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ‪.‬‬ ‫ﺍﮐﻠﺲ‪،‬ﺟﯽ ﺍﺱ ]ﮊﺍﮐﻠﯿﻦ ﺍﺱ‪ ،[.‬ﻭ ﻭﯾﮕﻔﯿﻠﺪ‪ ،‬ﺍﯼ‪.(2020).‬ﺍﺯ ﻧﻈﺮﯾﻪ ﺍﻧﺘﻈﺎﺭ‪-‬ﺍﺭﺯﺵ ﺗﺎ ﻣﻮﻗﻌﯿﺖ‬ ‫ﻧﻈﺮﯾﻪﺍﻧﺘﻈﺎﺭ‪-‬ﺍﺭﺯﺵ‪ :‬ﺩﯾﺪﮔﺎﻩ ﺭﺷﺪﯼ‪ ،‬ﺷﻨﺎﺧﺘﯽ ﺍﺟﺘﻤﺎﻋﯽ ﻭ ﺍﺟﺘﻤﺎﻋﯽ ﻓﺮﻫﻨﮕﯽ ﺩﺭ ﻣﻮﺭﺩ ﺍﻧﮕﯿﺰﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬ ‫ﻣﻌﺎﺻﺮ‪.https://doi.org/10.1016/j.cedps ych.2020.101859.101859 ،61،‬‬ ‫‪31‬‬