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  3. Comparison of motivational cognitive variables of athletes and non-athletes in the second year of high school in Tabriz city (2013-2014)

Comparison of motivational cognitive variables of athletes and non-athletes in the second year of high school in Tabriz city (2013-2014)

Number of pages: 82 File Format: word File Code: 31692
Year: 2014 University Degree: Master's degree Category: Physical Education - Sports
Tags/Keywords: Assignment value - Cognitive and motivational variables - effort - Intelligence beliefs - Intelligence beliefs - Non-athletic students - Progress goals - Student athletes
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  • Summary of Comparison of motivational cognitive variables of athletes and non-athletes in the second year of high school in Tabriz city (2013-2014)

    Dissertation for receiving the master's degree "M.A"

    Strategy: Sports Management

    Dissertation abstract:

    The general purpose of this research is to compare the motivational cognitive variables of athletic and non-athletic high school students, which includes variables such as achievement goals, beliefs Intelligence, task value and effort were evaluated.

    The statistical population of this research includes all high school students of the five educational districts of Tabriz city in the academic year 2013-2013, whose number is (N = 70,276) people. The statistical sample is based on Cochran's formula and according to gender, and the group (190 athletes and 190 non-athletes) who were selected through proportional stratified random sampling (n=380). The measurement tools of this research are 3 standard questionnaires a- Achievement goals, Middleton and Migley (1997) b- Beliefs of intelligence and effort from the standard questionnaire Dupirat and Marin (2005) c- Task value from the questionnaire The standard of Pentrich et al. was used. And the overall reliability coefficient of the questionnaire was 0.8. To analyze the data, the SPSS software package was used, such as the frequency percentage, the frequency distribution table, and the inferential statistics of the comparison of the averages of two independent groups Homework and effort are significantly different from each other, and athlete students' achievement goals, intelligence beliefs, value of homework and effort are more than those of non-athlete students. Male and female athlete students have no significant difference in achievement goals, intelligence beliefs, homework value, and effort. Keywords: achievement goals, intelligence beliefs, effort, homework value, and athlete students. Athlete

    Introduction

    Education as a growing organization has always been of interest throughout history. The main task of the educational system is to provide and train an efficient and specialized human force that paves the way for sustainable development and economic and social prosperity in various economic, social, and cultural fields. Achieving these goals in the educational system requires careful planning, management and leadership of qualified people who can successfully implement the programs, since the process of education and training deals with human beings and because humans are complex beings. Therefore, the educational system and its interns are engaged in the most difficult and responsible social tasks, because human education, taking into account all its dimensions and characteristics, requires a principled, scientific and expert organization. He has it on the way to his goals. Students' behavior, especially their emotional, social, and physical behaviors, is formed as a result of continuous communication and interaction with parents, friends, and environmental factors. In these stages, if the correct methods of education and training based on scientific principles derived from various sciences such as psychology are used in physical education, it can be hoped that students will achieve optimal growth in different dimensions. In the meantime, most of the various movement, social and educational learning of students is achieved through games and physical activities. In other words, games and sports as one of the forms of social contact, while cultivating physical powers, also help to educate and learn intellectual and educational powers. The performance of students on the sports field and physical activity is an important issue for educational researchers. The development of sports in schools can not only cause physical and mental health, but also The reason is the vitality and happiness in the society and the improvement of educational performance in other fields. Motivational factors are one of the factors affecting students' performance, and individual differences are one of the important issues in people's motivation (Jamshidi et al., 2013). 

    Non-athletic and inactive students, without accepting any social obligations, with high stress and anxiety, will weaken the roots of any educational system. Therefore, increasing attention to the physical education department of education and training schools will lead to the formation of a large number of healthy, hard-working, committed and goal-oriented people, and to achieve this important goal, detailed, principled, practical and psychological planning should be done in the physical education department of schools (Mohramzadeh, Mehrdad, 1376).

    As a result, due to the importance of the topic, a research titled comparing students' motivational cognitive variables Athletes and non-athletes of Tabriz city have been selected to reach the causes and motivational factors of students in engaging in physical activities and ultimately becoming athletes. 1.1. Statement of the problem

    Nowadays, the performance of students in the field of sports and physical activities is an important category and is of interest to those involved in education and training. Improving sports in schools will not only improve the mental and physical health of students, but it will also bring vitality to society and improve the academic performance of students in other fields. The trend towards physical education and sports is one of the issues that have attracted the attention of educational and social scientists in recent years. Students' sports tendencies are a suitable means to grow and improve their personality. On the other hand, the increasing trend towards sports[1] and the performances of athletes has caused the emergence of social, psychological and even political issues. The key concepts of this approach are: 1- intelligence beliefs and 2- progress goals. In this approach, Dweck divided intelligence beliefs into incremental intelligence belief and inherent intelligence belief[3] and explained that incremental intelligence belief refers to the fact that intelligence is a flexible and increaseable quality, and students who have incremental belief emphasize on improving their skills, and try as much as possible to overcome past failures and failures. On the other hand, the belief of innate intelligence refers to the fact that intelligence is a fixed and unincreasable quality, and students with the belief of innate intelligence will exert minimal effort to achieve their goals and overcome problems (Rastegar et al., 2018). Nichols [4] 1984 and 1989, Hashemi 2017) used goal attainment theory for more than two decades to investigate students' motivation. Recently, this theory has also been investigated in the field of physical education. Although this theory was presented several decades ago, the work of Nichols (1989, 1984) advanced this theory and introduced it to educational researchers. (Hashmi, 1387)

    Actually, recent research in emphasizing Nichols theory has shown that the social reality of sports experience is dependent on the type of objective orientation, and the type of interpretation of sports progress is influenced by a set of perceptions, attitudes and beliefs (Jamshidi, 1385

    Abstract

    The overall objective of this study is to compare the cognitive-motivational variables of the athletic and non-athletic students of secondary school, including factors such as developmental objectives, intellectual beliefs, the value of assignment and effort have been evaluated and sought to answer the question whether students under study are different with each other about the mentioned variables? The subjects of this study include all secondary school students of Tabriz city during the academic year 1392-1393 (N=70276) people. Statistical sample selected based on formula cocrown, according to sex, and group (athletics190 and non-athletics190) through level-relationship based random sampling are (n=380) people. The tool used in this study was a standardized questionnaire.

  • Contents & References of Comparison of motivational cognitive variables of athletes and non-athletes in the second year of high school in Tabriz city (2013-2014)

    List:

    Page

    Chapter One: General Research

    Introduction. 2

    1.1. Statement of problem 4

    2.1. The importance and necessity of the issue...8

    3.1. Research objectives.....................9

    4.1. Research hypotheses. 10

    5.1. Research limits. 11

    6.1. Operational definitions of variables and keywords. 11

    1.6.1. Progress goals. 11

    1.1.6.1. Mastery goals. 12

    2.1.6.1. Objectives of approach - performance 12

    3.1.6.1. Avoidance goals - performance 12

    2.6.1. Intelligence beliefs. 12

    1.2.6.1. Beliefs of increased intelligence. 13

    2.2.6.1. Beliefs of innate intelligence. 13

    3.6.1. effort 13

    4.6.1. Assignment value. 14

    7.1. Research method.. 14

    8.1. The scope of research..14

    9.1. Statistical population and sample size..14

    10.1. Limitation of research..15

    Chapter Two: Theoretical foundations and research background

    1.2. Theoretical foundations of research. 18

    1.1.2. Sports psychology and its formation process. 18

    2.1.2. Dweck's social-cognitive approach. 20

    3.1.2.  Progress goals. 21

    1.3.1.2. Theories related to development goals. 23

    2.3.1.2.  Factors affecting progress goals. 26

    4.1.2 Intelligence beliefs. 29

    1.4.1.2. The formation of intelligence beliefs. 30

    2.4.1.2. Factors affecting intelligence beliefs. 33

    5.1.2. motivational conflict. 33

    6.1.2 Definition of motivation and its importance in sports activities. 35

    1.6.1.2. Definition of motivation. 35

    2.6.1.2.  Motivation to progress. 36

    7.1.2. Goal achievement theory to increase students' motivation in physical education. 36

    1.7.1.2. Duty orientation. 38

    2.7.1.2.  selfishness 39

    3.7.1.2. Factors affecting the motivational environment in physical education. 40

    8.1.2. Theories related to sports performance. 42

    2.8.1.2. Differential theory. 42

    2.1.8.2.  Functionalism theory. 42

    3.8.1.2. Interaction theory. 43

    4.8.1.2. Rational choice theory. 44

    5.8.1.2. Theory of planned behavior 45

    2.2. The empirical background of the research. 48

    1.2.2. Foreign research. 48

    2.2.2. Internal investigation. 50

     

    Chapter Three: Research Methodology

    1.3. Research method. 55

    2.3. Statistical society. 55

    3.3. Sample size and measurement method. 56

    4.3. Information gathering tool. 56

    5.3. Data analysis method 61

    Chapter four: Findings

    1.4. Part I: Descriptive information. 64

    1.1.4. Group 64

    2.1.4. gender 65

    3.1.4. Dispersion distribution of achievement goals in the studied students. 66

    4.1.4. The distribution of intelligence beliefs in the studied students. 67

    5.1.4. Dispersion distribution of homework value in the studied students. 68

    6.1.4. Scattering distribution of effort scores in the studied students. 69

    2.4. Part II: Inferential information. 70

    Chapter Five: Discussion and Conclusion

    1.5. conclusion 79

    2.5. Suggestions. 85

    1.2.5. Suggestions arising from research. 85

    2.2.5. Suggestions for future research. 87

    List of sources 88

    Appendices 92

    Source:

    - R. Mitchell, Trans. (1373). People in organizations (Hossein Shekarkan, translator). Tehran: Rushd Publications.

    - Aghapour, Mehdi. (1368). Sociology of sports. Tehran: Publications of the Physical Education Organization of the Islamic Republic of Iran (Research and Education Office).

    - Akrami, Shahram et al. Investigating the degree of students' inclination towards sports. Proceedings of the first scientific congress of school sports in the country. Tehran: Publications of the Vice-Chancellor of Studies of the General Directorate of Physical Education of the Ministry of Education, pp. 91-93.

    - Bagherzadeh et al. (2009). Investigating the causes of non-participation of high school female students in extracurricular sports activities. Scientific Research Journal of Movement. Publications: Tehran Faculty of Physical Education and Sports Sciences. Issue 11, pp. 31-23.

    - Bahram, Abbas, Mohsen Shafizadeh, Hassan Khalji; Afshana Sobhkaran 1382, determining the validity and reliability of sports orientation questionnaire, Research Institute of Physical Education and Sports Sciences.

    - Bahram, Abbas, Shafizadeh, Mohsen, (1384). The relationship between goal orientation and perceived ability with students' motivation to participate in sports activities.Movement Sciences and Sports Journal, No. 6. - Jarvis, Matt. (2010). Sports psychology. (Mohammed Taghi Aghdasi, translator). Tabriz: Tabriz University Press. - Jamshidi, Akbar 2016, the relationship between sports orientation and competitive anxiety among athletes participating in the 8th Student Sports Olympiad, Master's thesis, University of Tehran. - Jamshidi, A. and Lotfi, G. 1391, the relationship between intelligence beliefs and sports performance of high school student athletes, Central Asian Journal of Scientific Research, No. 2, pp. 259-255 (translation)

    - Jaantalou Mohammadzadeh, Hassan, (1382) basketball training- Payam Noor University Press. High school students, Journal of Psychology, No. 1, pp. 92-91

    - Hijazi et al. (2007). Relationship between motivational cognitive variables and students' sports performance, Olympic Quarterly No. 2, pages 64-66.

    - Hijazi et al. (2008), Intelligence beliefs and mathematical progress, the role of achievement goals, cognitive engagement and effort (Dweck model test), Journal of Educational Sciences Psychology, No. 2, pp. 25-46.

    - Hijazi et al., 2008, Intelligence beliefs and academic progress: the role Achievement goals and academic engagement, Journal of Psychological Research, No. 1 and 2, pp. 12-15-11

    - Kholi, Amin. Sports and society. Translated by Hamid Reza Sheikhi, Tehran: Samit Publications - Khayabani, Nasser (2001). A comparative study of the relationship between intelligence beliefs and goal orientation with learning strategies and academic success in male and female students of psychology and educational sciences at the University of Tehran in the academic year 80-81, Tehran master's thesis.

    - Rostgar, Ahmad 2016, the relationship between intelligence beliefs and academic progress, the mediating role of achievement goals and academic engagement, master's thesis, Faculty of Psychology and Educational Sciences, University of Tehran.

    - Sajjadi, Nasrallah, (1380) New Seasonal Physical Training for Students, Zivar Sport Monthly, Ministry of Education, Deputy of Physical Training and Health. Number (16).

    - Sadeghi, Anwar Masoumeh. (1379). Investigating the economic, social and cultural conditions of privileged students in the 5th district of Tabriz and its relationship with academic success. Bachelor's thesis of social sciences. Faculty of Humanities and Social Sciences, University of Tabriz.

    - Foulad Cheng, (2008), researching the scientific impact of parents' self-centeredness on students' academic self-centeredness and their progress, PhD thesis, Shiraz University

    - Ghatraei, Fatemeh Al-Sadat. (2015). The relationship between physical fitness and academic achievement of second grade female students in Tehran schools. Master's thesis. Teacher Training University of Karaj.

    - Kashif, Majid (2010). Physical education, academic progress and intelligence, Zivar Sports Monthly, Ministry of Education, No. 16, p. 9

    - Craip, Yan (1378). Modern social theory. (Abbas Mokhbar, translator). Tehran: Aghat Publications.

    - Coleman, James. (1377). Foundation of Social Theory. (Manochehari Sabouri, translator). Tehran: Ney Publishing.

    - Haremzadeh, Mehrdad, (1376). Psychosocial basics in physical education. Tehran: Payam Noor Publications.

    - Mohammadnia, Safdar (1378). The effect of group and individual physical activities in sports centers on the academic progress of the second year male students of the new secondary system of Aburihan Biruni High School, Tehran Education Region 2, Master's thesis, University of Tehran.

    - Mokhtari, Pune, (2008), What affects the motivation of students, Zivar Sports 2017.

    - Mazloumian, S., et al., 2019, The role of beliefs Motivational and cognitive engagement between previous academic progress and current academic progress (analysis model), Psychology magazine, number 2 pp. 4-3

    - Mir Hosni, Saeed, (1378), paying attention to students' free time, Sports and Value Monthly, number 145.

    - Narimani, Mohammad et al. (1384), comparison of psychological structure, thinking styles, social skills and academic progress of students Athlete (group and individual) and non-athlete, research in sports sciences, number 11, pp. 60 to 62.

    - Nikokar, Mohammad Reza (1375), comparing the academic performance of students who are members of sports teams with other middle school students of Dezful city with regard to social development and verbal ability. Master's thesis. University of Tehran.

    - Vaez Mousavi, Seyyed Mohammad Kazem and Moseibi Fethullah, 2016, sports psychology, Tehran: Samt Publications.

    - Visani, M., et al. 2016, the role of achievement goals, academic motivation and learning strategies on statistics anxiety: a causal model test.

Comparison of motivational cognitive variables of athletes and non-athletes in the second year of high school in Tabriz city (2013-2014)
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