رابطه نظریه‌های ضمنی هوش با ذهنیت فلسفی و باورهای معرفت‌شناختی مدیران آموزشی مدارس متوسطه دخترانه شهر مریوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، رشته علوم تربیتی، گرایش تاریخ و فلسفه آموزش و پرورش، دانشگاه پیام نور واحد همدان، همدان، ایران

2 استادیار گروه علوم تربیتی، دانشگاه پیام نور، مرکز همدان، ایران

چکیده

هدف: این پژوهش با هدف بررسی رابطه نظریه‌های ضمنی هوش با ذهنیت فلسفی و باورهای معرفت‌شناختی مدیران آموزشی مدارس متوسطه دخترانه شهر مریوان انجام شد. روش کار: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری شامل کلیه مدیران زن مدارس متوسطه اول و دوم شهرستان مریوان به تعداد 75 نفر بوده که به صورت کل شماری تمامی آنها در پژوهش دخالت داده شده‌اند (یعنی حجم نمونه برابر با جامعه آماری در نظر گرفته شده است). جهت گردآوری اطلاعات از سه پرسشنامه باورهای ضمنی هوش عبدالفتاح و ییتس(2006)، ذهنیت فلسفی سلطانی(1375) و باورهای معرفت شناختی شومر(1990) استفاده شده است. داده‌ها با استفاده از مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج: یافته‌ها نشان داد که بین نظریه هوش افزایشی و نظریه هوش ذاتی با ذهنیت فلسفی و باورهای معرفت‌شناختی مدیران آموزشی مدارس متوسطه دخترانه شهر مریوان رابطه مثبت و معنی‌داری وجود دارد (05/0>P). همچنین مؤلفه‌های ذهنیت فلسفی و باورهای معرفت شناختی توانایی پیش‌بینی باورهای ضمنی هوش را دارند.نتیجه گیری: براساس نتایج حاصل می توان بیان نمود که مسئولان آموزشی با بهره‌مندی از نظریه‌های ضمنی هوش، می‌توانند زمینه لازم جهت رویش ذهنیت فلسفی و بهبود باورهای معرفت شناختی مدیران را فراهم نمایند.

کلیدواژه‌ها

عنوان مقاله [English]

The relationship between implicit theories of intelligence and philosophical mindset and epistemological beliefs of educational principals of girls' secondary schools in Marivan city

نویسندگان [English]

Narmin Faraji*: Master's degree, field of educational sciences, majoring in history and philosophy of education, Payam Noor University, Hamadan branch, Hamadan, Iran


Zeynab Moghadam: Assistant Professor, Educational Sciences Department, Payam Noor University, Hamadan Center, Iran

 

Detailed Abstract

Introduction: This research was conducted with the aim of investigating the relationship between implicit theories of intelligence and philosophical mindset and epistemological beliefs of educational principals of girls' secondary schools in Marivan city.

Materials and methods: The descriptive research method was of the correlation type and structural equation modeling method. The statistical population includes all the female principals of the first and second secondary schools of Marivan city, totaling 75 people, all of whom were included in the research (that is, the sample size is considered equal to the statistical population). In order to collect information, three questionnaires of the implicit beliefs of intelligence, Abdul Fattah and Yates (2006), Soltani's philosophical mentality (1375) and Schumer's epistemological beliefs (1990) were used. Data were analyzed using structural equation modeling.

Results and discussion: The findings of the research showed that some of the characteristics of a teacher from the perspective of Ahl al-Bayt (PBUH) are: self-improvement, commitment and situational assessment. Considering the above points, it can be said that one of the most important duties of the Ahl al-Bayt (AS) is to gradually teach people the divine sciences, which are the source of human happiness, and provide the basis for this.

Results and discussion: People with increased intelligence believe that intelligence can be developed, and people with this intelligence consider ability as a fluid criterion for performing tasks and believe that they can develop their talents through more effort, effort, and error. For this reason, they face more challenges, failure does not stop them from achieving the goal, and if they face failure, they continue to try (Hong, Chiu, Duke, Lin, & Wen, 1999). In explaining this result, it can be said that people who have implicit belief increase believe in a view in which the world is very dynamic and complex. Duik-Q and Heng (1995) believe that the beliefs of the incremental intelligence view lead to a view of the world that is dynamic and lead to a low degree of confidence and trust in predictions, which results in These people believe about the structure of knowledge that intelligence and knowledge are not separate facts; Rather, they are connected with each other, in other words, people who believe that their intelligence and mental abilities are changeable and flexible and controllable, they try to dominate and dominate issues and problems, develop their own skills, and develop their inner self from different dimensions. Investigate, these people consider overcoming problems as a gradual and controllable process, and they consider knowledge more specific to interpretation and personal interpretation, and therefore, these people are more successful in controlling and problem-solving behavior. For this reason, in dealing with stressful situations, instead of using negative strategies, these people use positive strategies and problem-oriented solutions to solve life problems. In expressing the significance of the relationship between increased intelligence and philosophical mindset from the educational programs of the TV Education Network with the philosophical mindset of students, according to the definition of philosophical mindset that philosophical mindset is a valid thinking in which features such as consistency, correspondence between thoughts and evidence, The validity of the basic assumptions of the arguments and the creation of new and alternative assumptions instead of the old assumptions exists, and the components such as comprehensiveness, thoughtfulness, flexibility, curiosity, imagination and criticism have changed significantly in the experimental group compared to the control group, and the meaningfulness of the relationship is justified. Also, new media, information technologies, and especially television, since they have the necessary attraction among children and teenagers, do not make them tired and weak, and on the other hand, they have hidden goals, therefore, they have improved their philosophical mentality and faced challenges. that TV programs create for them, they practice improving their philosophical knowledge (Rezaei et al., 2019). On the other hand, people with the belief of innate intelligence consider ability as a fixed measure of performance and see effort as a sign of low mental ability. This belief has a negative effect on their learning; They are likely to fear challenging activities, choose less difficult goals, and perceive failure as a negative evaluation of their flawless self. Through the theory of inherent intelligence, people consider intelligence as a fixed and uncontrollable attribute. In a new nomenclature, Duke (2006) named people who have an inherent theory of intelligence, that is, believe that intelligence is fixed and unchangeable, people with a fixed mindset. People with the belief of inherent intelligence consider ability as a fixed criterion of performance and consider effort as a sign of low mental ability. This belief has a negative effect on their performance; They are probably afraid of facing challenging activities, choose less difficult goals and consider failure as a negative evaluation of their perfect self (Tabrizi, Mousavi and Mousavian, 2019).

Conclusion: Based on the results, it can be stated that the educational authorities, benefiting from the implicit theories of intelligence, can provide the necessary background for the development of philosophical mentality and the improvement of the epistemological beliefs of managers.

Keywords: implicit theories of intelligence, philosophical mindset, epistemological beliefs, educational managers.

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  • تاریخ دریافت: 18 آذر 1402
  • تاریخ بازنگری: 10 دی 1402
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