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Abstract—As we are at the beginning of the third millennium,
our society is faced by great challenges such as the immense
explosion of knowledge. In order to comprehend such cognitive
information, our students should be enabled to employ such
information, it is thus, the responsibility of the educational
institutions, colleges represent the preparatory stage for the beginning
of the student's practical life.
When college policies are drown, student's objectives should be
the basics to be considered highly. The responsibility of employing
such objectives lies on the college institutions. Yet, these objectives
should be in tune with students tendencies and abilities from one side
and with the needs of the society from anther.
Thus, the aims of this research are:
1.Identifying the levels of college student in:
a. Helpless challenge response .
b. Approach oriented to learning response.
2.Finding out the statistically differences of Helpless challenge
response according to specialization.
So as to achieve the research aims, the searcher has build the
Helpless challenge response and Approach oriented to master scale .
The research has ascertained the Validity and the reliability of the
measures by using the appropriate statistical procedures, the
discrimination power has also been calculated by using the tow
extreme groups of the tow measures.
The research sample is (190) male and female college students at
Babylon University according to sex and specialization.
After data collection and statistical treatments the following
results have been reached upon:
1. The means of helpless challenge response of college students
are fair.
2. The student's levels approach oriented to master also fair.
3. There are no statistically significant differences in helpless
challenge response according to specialization between
Scientific and humanities in favor to Scientific specialization.
4. There are no statistically significant differences in Approach
oriented to master between students of Humanities and Scientific
specialization in favor to Scientific.
Keywords— Helpless Challenge response, Approach oriented to
learning response, comparison study, Human Sciences.
Dr. Sadeq Kadhim Jrew, College of Education for Human
Sciences/Babylon University, Iraq
I. INTRODUCTION
A. Search Problem
HE motivation reflect on process that can provide
emotional and cognitive and self - driven behavior by the
kinetic energy and the orientation towards the completion
of tasks and business ,the trend targets achieve more trends
Search the importance and impact in the field of motivation in
general and, in particular, achievement motivation, it is the
basis on which it built a lot of field research in the conditions
of school, work and sports behavior (Wentzel, 1997: 319).
On this basis, the awareness of the field of individual
differences lead to increased conviction of the importance of
identifying patterns of response in the positions of
achievement, so we can say that a lot of individual differences
among students can be explained by the reasons for not
returning to the intelligence and mental capacity (Tollefson,
2000 :153).
The owners patterns response refer to that the response can
consist of two tendency, approach on learning and avoid
academic work, and adopted this idea (Elliot, 1999) pointed
out that the pattern of response approach on learning
associated set of processes positive outcomes such as
persistence in the face of difficulties , deep processing of
subjects, the increase enjoy academic work, the desire to self-
development by improving the skills and possess adaptive
attribution patterns and the desire to control the task, and long-
term retention of information, while the pattern of response to
the disability they are associated set of negative processes and
products such as stop the effort in the face of difficulties, the
surface treatment of subjects and decreased level enjoy the
work and the realization of a low level of self-sufficiency
(Elliot, 1999 :81).
The response helpless and response approach on learning
variation of achievement responses which describes the route
of students to guide their cognitive and emotional behavior
during their academic performance and make them choose
from among the alternatives available to conduct what led to
the achievement of these responses that determine the student's
choice of assignments realizable, and has crystallized
definitions of success and explanations achievement situations,
and affect the choice of doing strategies and problem-solving,
because they make him commit himself to reach important
goals in life, which can be exploited for the time and make him
feel good about oneself and life, in addition, it represents the
Helpless Challenge Response and Approach
Oriented to Master Response of Babylon
University Students (Comparison Study)
Dr. Sadeq Kadhim Jrew
T
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basic components of the plan and provide criteria for assessing
the effectiveness of behavior, so that she would predictor for
many of the processes and outcomes associated with the
collection (Entwistle, 2001:597).
Seen to the helpless response and approach response on
learning as a regulatory framework for the individual behavior
conduct in positions achievement identified ways to perceive
these positions, and provide the principles, standards and
criteria for the interpretation of the information and the
selection and evaluation of the behavior and help to
organization the prioritizing student, this was confirmed by
(Weiner), who believes that these patterns of response
represents the integrated pattern of beliefs, interpretations, that
make up the goals and purposes of the behavior (Weiner, 1985
:426).
It is clear from this that the pattern of response knowledge
plays a role to stimulating behavior achievement and move,
guidance, develop and maintain its continuity, hence the
researcher interest emerged to knowledge the differences
between the humanistic sciences students of the College of
Education and pure sciences students of the college of
education .
The study attempts to test the predictions of this theory in
the field of scientific competence (human sciences - pure
science) due to lack of adequate information in the Iraqi
environment, and the paucity of research dealing with the
concept of pattern of response (helpless , approach) at the
local and Arabic level , so the problem of current research is to
answer the following questions:
- Does the helpless response vary in humanistic science and
pure science education college.
- Does the approach on learning response vary in humanistic
science and pure science education college.
B. The importance of search
1. This research is a new addition to Arabic Studies in the
field of responses adopted by students in positions of
achievement.
2. This research is gaining importance of the importance of
a typical response addressed by the study of the educational
point of view.
3 The current search results can contribute to bring over the
attention of those the responses for development of education
in Iraq to the importance of the variables in current research .
4. This research can suggests research and other studies to
other researchers in this field.
II. SEARCH TARGETS
A. Current research aims to find out
1. Response pattern (helpless, approach on learning) among
the students of the Education College of Humanistic Sciences.
2. Response pattern (helpless, approach on learning) among
the students of the Education College of Pure Sciences.
3. Statistically significant differences in the pattern of
response (helpless, approach on learning) between the students
of the Education College of Humanistic Sciences and the
students of the Education College of Pure Sciences.
B. Find the limits:
Current search is determined by the students of Education
College in Human Sciences and pure science from academic
year (2013-2014).
C. Define the terms
1) Helpless response: is pattern of response which describes
individuals who are focused on themselves and avoid the
challenge during the completion of tasks.
2) Approach on learning response: is a pattern of response
which describes individuals who focus on trying to learn
what information they need to accomplish the tasks
successfully.
D. theoretical field
Helpless response and approach orientation to learning
response represents a variety of reasons for integration into the
task and provide different concepts of success, while the
students have with the helpless motivational styles
performance targets make them detractors of the level of their
abilities' in addition to a lack of confidence in their abilities,
realize their intelligence as a mental capacity characterized
stability, they have a pattern of disability is to avoid the
challenge and difficult problems they face after the failure
positions, use a simple learning strategies , the ability match
inversely with their effort and that results the emotional
patterns such as the threat of self-esteem and anxiety (Dweck,
2000 :360), and to experience failure for them means
reduction ability resulting in the beginning to worry and with
the increase in negative judgments about self shows
frustration, anxiety and depression, they have formed their
disability and the boredom from the task or reduce their value
and the lack of internal rewards with overlapping negative
emotions (Weiner, 1994 :498) They usually choosing for the
easy tasks to avoid the risk of mistakes and they less advantage
from stimuli in the educational situation and evade restrictions
teacher who find it difficult to use a variety of methods of
thinking and interfere their knowledge about the use of
fashion style to solve the problem, and focusing their attention
on one strategy to solve the problem seem less effective and
have a lower in strategies help seeking search (Tektaya, 2009
:251).
Students with mastery motivational styles orientation to
patterns of attribution ossification of seeing oneself, they are
actors faced and persistent to the problems and have the
determination to challenge difficult tasks to accomplish, they
believe that failure an opportunity to develop their abilities,
and realize the intelligence as a natural character can be
increased by learning and do not have the anxiety generated
easily, and the attribution style is seeking for challenge tasks
with continuing confrontation actors to show perseverance,
even in the circumstances of the failure and the effort
associated with ability because it is a way to master and is in
the emotional aspects such as positive feelings of reward and
pleasure and self-pride and self-reward, they are believe in
their ability to control the results and that effort is the
foundation of success and a means of evolution, it is a way to
activate the current capacity and develop the capacity needed
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in the future, the failure mean for them that the current strategy
is not suitable for the task and require review and
modification, as well as they follow the methods of self-
learning and self-control as methods to gain information, in
addition to that they are engaged in the adaptive response
models (Appelhans&Schmeck, 2002 :158).
A lot of studies refer to that people with driving methods to
control, they are busy learning with the intent to acquire
information and increase efficiency, , Understanding, learning
, problem solving, and learning new tasks is an aim in itself
and believe that the causes of success and failure materialize
by the effort and intelligence and mental ability factors
adjustable, they use positive phrase as an expression of self-
esteem and confidence in them, and so they are more aware of
the cognitive factors that lead to success, such as the effort and
the strategy used and to find new strategies to complete the
task, they have the will and the experimentation and less
negative emotions and want to perform the tasks challenging,
which is less threatening and more attractive to them, and
enjoy the learning process when they realize they learning
environment is conducive to their integration into tasks and
encourages a sense of personal responsibility, in addition to
the use of a range of study strategies working to improve their
understanding of the topics of learning (Middleton&Midgley,
1997 :712).
Dweik (1986)studied in this context, many of the emotional
and cognitive and behavioral effects consequences of the
disability believes among students, She adopted in her pattern
on the helplessness learning theory to (Seligman), and showed
that students with equal ability show one of two patterns
distinct of motivation response for them to the challenging
tasks where a failure is potential, some of them reveals
helpless response pattern for the academic challenge, who
focus on personal inadequacy, and is often attributed to
automatically issue that they lack the ability and express
negative emotion such as anxiety and boredom, while
described the other behavior of approach oriented toward
control for possible failure, they focus on the task not on their
abilities, and often express positive emotion as enjoyment of
the task (Dweck, 1986: 1043),
Although the students' with orientation performance does
not differ in their abilities, but they appear disability response,
to explain it to be taking other factors concern to varying
reactions when confronted the failure, one of these factors
proposed by (Dweck & Leggett, 1988) the so-called implicit
theory about the meaning of ability, as interpreted the
disability case among students according to the viewpoint of
entity theories, they believe that the ability fixed and cannot
be controlled, thus they are select performance targets to
improve their efficacy in the task, and explained the behavior
of students with approach on learning response accordance the
view point of incremental theorists, who assume that students
believe that the ability to be flexible and adjustable and are
subject to modifiability, so choose the learning objectives in
order to improve their efficacy of task (Dweck & Leggett,
1988: 264-265).
(Dweck, 19) explained attributed some educated for failing
of achievement to lack of effort (approach on learning styles),
and a lack of ability (disability patterns), therefore she has
been able to happened kind of integration between the
different types of attribution and behavioral and emotional
eventuation's in one stable model, , she was recently added to
her pattern beliefs of students for their intelligence, and I
assumed that they had realize the ability is something
relatively fixed, or it is something that is not fixed and is
subject to improvement, Students are those who believe that
their intelligence feature stable and consistent, they want to
demonstrate their abilities and take care that they are smarter
than the others (goal orientation relative ability), while
students who believe that intelligence adjustable and change,
they have the plan to develop the capacity and efficiency
(Elliott & Dweck, 1988: 7).
III. SEARCH PROCEDURES
Researcher will indicate to the procedures followed by in
order to achieve the goals of his research, ranging from the
description of the community indicators, , And the method of
sample selection, preparation and research tool, and
procedures for verification of the validity and reliability, and
statistical methods used in the search.
1. Research community: the current research community
consists of humanities science from the College of
Education students and Pure Science from the College of
Education students, morning preliminary study of the
academic year (2012-2013),
amounted (3794) students, distributed to (5) departments
of study in the College of Education for the Humanities
science and two departments in the college of Education,
for the Pure Science .
The number of students in humanities science is
(2822) students make up the ratio of (74%) of the original
community, the number of students in pure science is
(972) students constitute the ratio of (26%) of the original
community, and the Search community consists of (1627)
male constitute the ratio of (43%) of the original
community and (2167) female constitute the ratio of (57%
) of the original community.
2. Sample Search: In order to obtain a representative sample
of the community's original for current search, researcher
selected sample random method, as it amount (190)
students distributer to (141) students from in the College of
Education for the humanities science constitute the ratio of
(74%) from the sample, and (49) students from in the
College of Education for the pure science constitute the
ratio of (26%) from the sample.
3. Search Tool: In order to achieve the goals of the current
research, the researcher built a helpless and approach on
learning response scale as a tool to collect data for
research, Procedures were applied methodology used in
the construction and preparation of psychological tests
and measurements to make sure the validity and stability,
he is a comprehensive review of the literature and
previous studies related search tool such as (Ames &
Archer, 1988) study, and (Anderman & Midgley, 1998)
study, and (Pintrich, et al., 1993 study).
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As well as the researcher prepared a exploratory
questionnaire containing two open-end questions , the goal
of the first question to know the nature of the helpless and
approach on learning responses and among members of the
research community, And the goal of the second question to
know the behavior that can be done by the student indicative
of disability response and behavior indicative of approach on
learning response, the questionnaire was applied to a sample
of students numbered (40) students,
After obtaining a sample students answers to questions,
emptied the answers in the list of (35)phrases, and added the
phrases (7.11, 16 and 22.31) to scale with the help of
previous studies, thus the total number of items of the scale
became (40),phrases, (20) phrases measure the helpless
response and(20) phrases measure the approach on learning
response, then placed in front of each phrases three
alternatives are (always apply to, apply to sometimes, does
not apply to) given scores (3.2, 1), respectively.
For the purpose of checking the scale validity, the
researcher adopted two indicators for the validity, apparent
validity and construction validity, also checking the stability
of the measure in a way re-testing, as the value of reliability
(0.88) in helpless response, and(0.91) in approach on
learning response phrases.
Statistical methods: Researcher use the following
statistical:
• Chi-square: to extraction the statistical significance of
the agreement of experts to judge the validity of the items
scale.
• t-test for one sample: to finding significant differences
between the averages calculated from the responses of the
sample, and the average theoretical scale.
• t-test for two independent samples: to extract the
discriminatory power of the items of the scale and to verify
the third goal of the research goal.
• Pearson correlation coefficient: to calculate the
reliability coefficients of the scale.
IV. SEARCH RESULTS
The first goal: Identify response pattern (helpless, approach
on learning) among the students of the Education College of
Humanistic Sciences:
To investigation this goal was calculated arithmetic mean
and standard deviation for both responses (helpless, approach
on learning) of students of the education college of humanistic
sciences numbered (141) students, and use the t- test for one
sample to find significant differences between the averages are
calculated and hypotheses average, and will be displayed as
follows:
1. The results of the statistical analysis of the data showed
that the average scores of the research sample in helpless
response amounted (41.60) degrees, with a standard deviation
of (5.63) degrees, while the average for the hypothesis scale
(40) degrees, and to verify the significant differences between
the averages , researcher use t-test for one sample.
The calculated value of T amounted (3.40), a greater degree
of T tabular value amounted (1.96) degree of freedom
degree(140), and the level of significance (0.05), which means
that the average value calculated from the responses of the
sample greater than the average value of the hypotheses
measure in helpless response.
2. The results of the statistical analysis of the data showed
that the average scores of the research sample in approach on
learning response amounted (48.14) degrees, with a standard
deviation of (5.04) degrees, while the average for the
hypothesis scale (40) degrees, and to verify the significant
differences between the averages , researcher use t-test for one
sample.
The calculated value of T amounted (19.38), a greater
degree of T tabular value amounted (1.96) degree of freedom
degree(140), and the level of significance (0.05), which means
that the average value calculated from the responses of the
sample greater than the average value of the hypotheses
measure in approach on learning response.
The second goal: Identify response pattern (helpless,
approach on learning) among the students of the Education
College of Pure Sciences:
To investigation this goal was calculated arithmetic mean
and standard deviation for both responses (helpless, approach
on learning) of students of the education college of pure
sciences numbered (49) students, and use the t- test for one
sample to find significant differences between the averages are
calculated and hypotheses average, and will be displayed as
follows:
1. The results of the statistical analysis of the data showed that
the average scores of the research sample in helpless response
amounted (40.96) degrees, with a standard deviation of (4.38)
degrees, while the average for the hypothesis scale (40)
degrees, and to verify the significant differences between the
averages , researcher use t-test for one sample.
The calculated value of T amounted (1.54), a less degree of
T tabular value amounted (1.96) degree of freedom
degree(48), and the level of significance (0.05), which means
that the average value calculated from the responses of the
sample less than the average value of the hypotheses measure
in helpless response.
2. The results of the statistical analysis of the data showed that
the average scores of the research sample in approach on
learning response amounted (50.17) degrees, with a standard
deviation of (5.01) degrees, while the average for the
hypothesis scale (40) degrees, and to verify the significant
differences between the averages , researcher use t-test for one
sample.
The calculated value of T amounted (14.22), a greater
degree of T tabular value amounted (1.96) degree of freedom
degree(48), and the level of significance (0.05), which means
that the average value calculated from the responses of the
sample greater than the average value of the hypotheses
measure in approach on learning response.
The third goal: Identify statistically significant
differences in the pattern of helpless response between the
students of the Education College of Humanistic Sciences
and the students of the Education College of Pure Sciences.
To investigation this goal was calculated arithmetic mean
and standard deviation of helpless response of students of the
education college of humanistic sciences numbered (141)
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students and of students of the education college of pure
sciences numbered (49) students on helpless response scale,
the average calculated of student degrees in education college
of humanistic science amounted (41.60), with a standard
deviation of (5.63), while the average of student degrees in
education college of pure science amounted (40.96) with a
standard deviation of (4.38).
To verify the significant differences between the averages ,
researcher use t-test for two sample, the value of T calculated
amount (0.73)degree, less degree of T tabular value amounted
(1.96) degree of freedom degree (188), and the level of
significance (0.05), which means there is no statistically
significant differences in the pattern of helpless response
between the students of the Education College of Humanistic
Sciences and the students of the Education College of Pure
Sciences.
The fourth goal: Identify statistically significant
differences in the pattern of approach on learning
response between the students of the Education College of
Humanistic Sciences and the students of the Education
College of Pure Sciences:
To investigation this goal was calculated arithmetic mean
and standard deviation of approach on learning response of
students of the education college of humanistic sciences
numbered (141) students and of students of the education
college of pure sciences numbered (49) students on approach
on learning response scale, the average calculated of student
degrees in education college of humanistic science amounted
(48.14) with a standard deviation of (5.04), while the average
of student degrees in education college of pure science
amounted (50.17), with a standard deviation of (5.01).
To verify the significant differences between the averages ,
researcher use t-test for two sample, the value of T calculated
amount (0.88)degree, less degree of T tabular value amounted
(1.96) degree of freedom degree (188), and the level of
significance (0.05), which means there is no statistically
significant differences in the pattern of approach on learning
response between the students of the Education College of
Humanistic Sciences and the students of the Education College
of Pure Sciences.
V. CONCLUSIONS
From the results of current research, the researcher
concludes the following:
1. The students of educational college adopt approach on
learning response a greater than degree of helpless
response.
2. The educational and didactic programs, in spite of the
circumstances that witnessed Iraqi society in recent years,
and its implications, they were able to develop a response
approach on learning.
3. Cultural communication and information revolution has led
to a rise in awareness, which led to an increase in the trend
towards the adoption of response approach on learning.
VI. RECOMMENDATIONS
From the results of current research, the researcher
recommends the following:
1. Educating students need to take care of the importance of
adopting response approach on learning and the
feasibility of its use in teaching and learning process.
2. It is necessary to known those in charge of the
educational process and the teaching staff and students of
the importance of learning for learning in itself.
3. The need to care for college students through the media,
and civil society organizations, religious institutions, and
political, in order to maintain the levels of approach on
their learning and development they have.
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