رابطۀ بین عواطف معلّم، نوازه‌گری و پیشرفت تحصیلی در دانشجویان مقطع کارشناسی رشتۀ زبان انگلیسی

مطالعات زبان و ترجمه

مقاله 3، دوره 56، شماره 2، تیر 1402، صفحه 71-107   

نوع مقاله: مقالۀ پژوهشی

شناسه دیجیتال (DOI): 10.22067/lts.2023.81620.1179

نویسندگان

محمد خورسند؛ قاسم مدرسی^*

گروه زبان انگلیسی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران

چکیده

بررسی حاضر، با به‌کارگیری طرح تحقیقاتی تلفیقی، به بررسی عوامل پیش‌بینی‌کنندۀ پیشرفت تحصیلی در متغیرهای عواطف معلّم و نوازه‌گری برای یادگیرندگان زبان انگلیسی می‌پردازد. همچنین، این مطالعه نگرش دانشجویان دربارۀ نقش عواطف معلّم و نوازه‌گری در پیشرفت تحصیلی‌شان را می‌کاود. در این راستا، 232 دانشجوی زبان انگلیسی بر اساس نمونه‌گیری در دسترس و شش دانشجو هم در مرحلۀ کیفی بر اساس اشباع داده‌ها شرکت داشتند. برای سنجش عواطف معلّم و میزان نوازه‌ای که دانش‌آموزان در کلاس دریافت می‌کنند، از پرسشنامه‌های معتبر مربوطه استفاده‌ شد. نتایج حاصل از ضریب همبستگی پیرسون نشان داد که رابطۀ معناداری بین عواطف معلّم، نوازه‌گری و پیشرفت تحصیلی برای دانشجویان مقطع کارشناسی رشتۀ زبان انگلیسی وجود دارد. همچنین، نتایج به‌دست‌آمده از رگرسیون چندگانه نشان داد که عواطف معلّم پیش‌بینی‌کننده بهتری برای پیشرفت تحصیلی است. همچنین، نتایج کیفی این پژوهش، پس از مشخص کردن توافق و پایایی درون‌موضوعیِ داده‌های به‌دست‌آمده از مصاحبۀ نیمه‌ساختاریافته، 11 مضمون مشترک به دست داد. نتایج نشان‌ می‌دهد نوازه‌گری و نوازه‌شوندگی منجر به برقراری ارتباط مؤثرتر بین معلّم و زبان‌آموز می‌شود.

کلیدواژه‌ها

عواطف معلّم؛ نوازه‌گری؛ پیشرفت تحصیلی

مراجع

ایمانی، م.، پیش‌قدم، ر.، و ابراهیمی، ش. (1401). بررسی ترجیحات نوازه‌گیری ادبی و غیرادبی دانشجویان از منظر جنسیت. زن در فرهنگ و هنر، 14(4)، 627-652. https://doi.org/ 10.22059/jwica.2022.341069.1772

پیش‌قدم، ر.، و ابراهیمی، ش. (1401). فرهنگستان و زباهنگستان: دو بال تعالی زبانی و فرهنگی. مطالعات زبان و ترجمه، 55(3)، 1-29. https://doi.org/10.22067/jlts.2021.72842.1074

پیش‌قدم، ر.، و ابراهیمی، ش. (1401). بررسی زباهنگ دل‌نگرانی برای دیگری در ایرانیان: از هیچ‌دلی تا فرادلی. زبان‌پژوهی، https://doi.org/10.22051/jlr.2023.40927.2203

پیش‌قدم، ر.، ابراهیمی، ش.، العبدوانی، ت. (1402). طراحی و هنجاریابی پرسشنامۀ انرژی معلّم: گامی به سوی فرادلی. مطالعات زبان و ترجمه، 56(1)، 1-38.

https://doi.org/10.22067/lts.2022.78969.1160

پیش‌قدم، ر.، ابراهیمی، ش.، و بیگدلی، ا. (1399). معرفی الگوی نیمرخ هَیجامَدی و بررسی رابطۀ آن با نگرش فردی و اجتماعی. شناخت اجتماعی، 9(2)، 79-102.

https://doi.org/10.30473/sc.2020.52094.2519

پیش‌قدم، ر.، و فرخنده فال، ا. (1395). از نوازش تا نوازه: نگاهی به مفهوم نوازیدن در آموزش زبان دوم. مطالعات زبان و ترجمه، 49(4)، 1-13.

فیروزیان پوراصفهانی، آ.، پیش‌قدم، ر.، و نادری، س. (1398). مقایسة کیفی و کمی نوازه‌های دریافتی مدرسان زبان انگلیسی از سوی زبان‌آموزان براساس عامل جنسیت. پژوهش‌های  زبانشناختی در زبان‌های خارجی، 9(3)، 927-958.

https://doi.org/10.22059/JFLR.2019.260233.525

Abdulhussien, S. H., Pishghadam, R., & Sakhtkar Haddadi, M. (2022). Iraqi EFL learners’ conceptions of strokes with respect to teachers’ age. Transactional Analysis Journal, 52(2), 159-171. https:// doi.org/ 10.1080/ 03621537. 2022.2045537

Akbari, M., & Pishghadam, R. (2022). Developing new software to analyze the  emosensory load of language. Journal of Business, Communication and Technology, 1(1), 1-13.  http://dx.doi.org/10.56632/bct.2022.1101.

Baadte, C., & Schnotz, W. (2013). Motivation and mood: Are they moderated by learners’ self-concept. Scanadian Journal of Educational Research, 58, 1-21.

Beckmann, N., Beckmann, J. F., & Elliott, J. G. (2009). Self-confidence and performance goal orientation interactively predict performance in a reasoning test with accuracy feedback. Learning and Individual Differences, 19(2), 277-282. https://doi.org/10.1016/j.lindif.2008.09.008

Berne, E. (1988). Games people play. Grove Press.

Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Education and Developmental Psychology, 10, 145-154.

Campbell, J. L., Quincy, Ch., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semi-structured interviews: Problems of unitization and inter-coder reliability and agreement. Sociological Methods & Research, 42(3), 294-320. https://doi.org/10.1177/0049124113500475

Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218. https://doi.org/10.1007/s10648-009-9106-y

Churches, R., & Terry, R. (2007). NLP for teachers: How to be a highly effective teacher. Crown House Publishing.

Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletins, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155

Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. National Commission on Teaching & America's Future.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Fallah, N. (2014). Willingness to communicate in English, communication self-confidence, motivation, shyness and teacher immediacy among Iranian English-major undergraduates: A structural equation modeling approach. Learning and Individual Differences, 30, 140-147. https://doi.org/10.1016/j.lindif.2013.12.006.

 Farsad, L., & Modarresi, G. (2023). EFL learners’ construction of L2 ego and its relationship with emotional intelligence. Journal of Research in Applied Linguistics, 14(1), 124-139.https://doi.org/ 10.22055/RALS.2023.18072.

Francis, D., & Woodcock, M. (1996). The new unblocked manager: A practical guide to self-development. Gower Publishing.

Fray, R. B., Cross, L. H., & Weber, L. 1. (1993). Testing and grading practices and opinions of secondary teachers of academic subjects: Implications for instruction in measurement. Educational Measurement: Issues and Practice, 12(3), 23-30. https://doi.org/10.1111/j.1745-3992.1993.tb00539.x

Freedman, M. (1993). The kindness of strangers: Adult mentors, urban youth and the new volunteerism. Jossey-Bass Publishers.

Frenzel, A. C. (2014). Teacher emotions. In L. Linnenbrink-Garcia & R. Pekrun (Eds.), Handbook of emotions in education (pp. 494-519). Routledge.

Frenzel, A. C., & Stephens, E. J. (2013). Emotions. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 1-56). Emerald.

Frenzel, A. C., Pekrun, R., & Goetz, T. (2013). Emotions questionnaire for teachers (EQT) – User’s manual. University of Munich Press.

Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research.  Issues in Educational Research, 25(4), 415-441.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House.

Garrison, D. R., Cleveland-Innes, M., Koole, M., & Kappelman, J. (2006). Revisiting methodological issues in transcript analysis: Negotiated coding and reliability. Internet and Higher Education, 9, 1-8. https:// doi.org/ 10.1016/ j. iheduc.2005.11.001

Gump, S. E. (2006). Guess who’s (not) coming to class: Student attitudes as indicators of attendance. Educational Studies, 32(1), 39-46. https:// doi.org/ 10.1080/ 03055690500415936

Harks, B., Rakoczy, K., Hattie, J., Besser, M., & Kliemea, E. (2014). The effects of feedback on achievement, interest and self-evaluation: The role of feedback’s perceived usefulness. An International Journal of Experimental Educational Psychology, 34(3), 1-22. https://doi.org/10.1080/01443410.2013.785384

Imani, M., Pishghadam, R., & Ebrahimi, S. (2022). Barrasi tarjihât navazegiri-e adabi va gheyr-e adabi-e daneshju:yân az manzar jensiat [An investigation of gender  effects on students’ preferences for literary and non-literary strokes]. Women in Culture & Art, 14(4), 627-652.https:// doi.org/ 10.22059/ JWICA.2022.341069.1772

Irajzad, F., Pishghadam, R., & Shahriari, H. (2017). Examining the stroking behavior of English, Persian, and Arabic school teachers in Iran: A mixed-method study. International Journal of Instruction, 10(1), 219-236. https:// doi.org/ 10.12973/ iji.2017.10114a.

Ismail, N. M. (2015). EFL Saudi students’ class emotions and their contributions to their English achievement at Taif University. International Journal of Psychological Studies, 7(4), 19-42. http://dx.doi.org/10.5539/ijps.v7n4p19.

Johnson, R. B., & Christensen, L. (2012). Educational research: Quantitative, qualitative, and mixed approaches (4^th ed.). Sage.

Karren, K. J., Smith, L., & Gordon, K. J. (2013). Mind/body health: The effects of attitudes, emotions, and relationships. Pearson Higher Education.

Keller, M. M., Frenzel, A. C., Goetz, T., Pekrun, R., & Hensley, L. (2014). Exploring teacher emotions: A literature review and an experience sampling study. In P. W. Richardson, S. Karabenick & H. M. G. Watt (Eds.), Teacher motivation: Theory and practice (pp. 69-82).  Routledge.

Khajavy, G., Ghonsooli, B., & Hosseini, A. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. https://doi.org/10.1002/tesq.204

Kusluvan, S. (2003). Managing employee attitudes and behaviors in the tourism and hospitality industry. Nova Publishers.

Méndez Lopez, M. G. & Pea Aguilar, A. P. (2013). Emotions as learning enhancers of foreign language learning motivation. Profile, 15(1), 109-124.

Modarresi, Gh. (2021). The effect of dictogloss vs. debating on L2 writing proficiency: A mixed-methods study. Journal of Teaching Language Skills, 40(4), 121-160. https://doi.org/ 10.22099/jtls.2021.39939.2954

Modarresi, Gh. (2022). The role of task-based collaborative output activities in learner engagement in writing tasks. Journal of Language Horizons, 6(2), 81-101. https://doi.org/10.22051/lghor.2021.35238.1453

Naji Meidani. E., Makiabadi, H., Zabetipour, M., Abbasnejad, H., Firoozian Pooresfehani, A., & Shayesteh, S. (2022). Emo-sensory communication, emo-sensoryn intelligence and gender. Journal of Business, Communication & Technology, 1(2), 1-13. http://dx.doi.org/10.56632/bct.2022.1206.

Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher-student relationships. Teaching and Teacher Education, 26(8), 1695-1703. https://doi.org/10.1016/j.tate.2010.06.022

Noorbakhsh, Z., Pishghadam, R., & Saboori, F. (2018). Stroke and gender identity in teacher success: From learners’ viewpoints. Sri Lanka Journal of Social Sciences, 41(1), 39-48. https://doi.org/10.4038/sljss.v41i1.7591.

Pekrun, R. (2006). The control-value theory of achievement emotions:  Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. http:// dx.doi.org/ 10.1007/ s10648-006-9029-9

 

Pekrun, R., Goetz, T., Titz, W. & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. http:// dx.doi.org/ 10.1207/S15326985EP3702.

Pishghadam R., & Farkhondehfal, E. (2017). Az navâzesh ta navâzeh: Negâhi be mafhu:m navâzidan dar âmu:zesh zabân dovom [From navazesh (physical strokes) to navazeh (mental strokes): a look into the concept of stroking in teaching a second language]. Language and Translation Studies, 49(4), 1-13. https://doi.org/10.22067/lts.v49i4.62725

Pishghadam, R. (2015, Octobor 6-7). Emotioncy in language education: From exvolvement to involvement [Paper presentation]. The 2^nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Mashhad, Iran.

Pishghadam, R. (2016, May 28). Emotioncy, extraversion, and anxiety in willingness to communicate in English [Paper presentation]. The 5th International Conference on Language, Education and Innovation. London, England.

Pishghadam, R., & Derakhshan, A., Zhaleh, K., & Al-Obaydi, L. (2021). Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions. Current Psychology, 40, 1-15. https://doi.org/10.1007/s12144-021-01738-z.

Pishghadam, R., & Karami, M. (2017). Probing language teachers’ stroking and credibility in relation to their success in class. Alberta Journal of Educational Research, 63(4), 378-395. https://doi.org/10.11575/ajer.v63i4.56431

Pishghadam, R., & Khajavy, G. H. (2014). Development and validation of the student stroke scale and examining its relation with academic motivation. Studies in Educational Evaluation, 43, 109-114. https:// doi.org/ 10.1016/ j. stueduc.2014.03.004

Pishghadam, R., & Modarresi, G. (2008). The construct validation and application of a questionnaire of attribution theory for foreign language learners (ATFLL). Iranian Journal of Language Studies, 2(3), 299-324.

Pishghadam, R., & Zabihi, R. (2012). Establishing a life-language model of proficiency: A new challenge for language testers. Iranian Journal of Language Testing, 2(2), 93-108.

Pishghadam, R., Al Abdwani, T., Kolahi Ahari, M., Hasanzadeh, S., & Shayesteh, S. (2022).  Introducing metapathy as a movement beyond empathy: A case ‎of socioeconomic status. International Journal of Society, Culture & Language, 10(2), 35-49. https://doi.org/10.22034/ijscl.2022.252360.

Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke with respect to students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284-292. https:// doi.org/ 10.24425/ppb.2019.131001.

Pishghadam, R., Ebrahimi, S., & Al Abdwani, T. (2023). Development and validation of the teacher energy scale: A movement toward metapathy. Language and Translation Studies, 56(1), 1-38. https:// doi.org/ 10.22067/ lts.2022.78969.1160.

Pishghadam, R., Jajarmi, H., & Shayesteh, Sh. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language. 4(2), 11-21.

Pishghadam, R., Naji Meidani, E., & Khajavy, G. H. (2015). Language teachers’ conceptions of intelligence and their roles in teacher care and teacher feedback. Australian Journal of Teacher Education, 40(1), 60-82. http:// dx.doi.org/ 10.14221/ajte.2015v40n1.4

Pishghadam, R., Naji Meidani, E., Momenzadeh, S. M. E., Hasanzadeh, S., & Miri, M. A. (2023). Economic, social, and cultural capital and ESQ in academic achievement: A comparison of Afghan and Iranian students. Frontier in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1087480

Pishghadam, R., Zabetipour, M., & Aminzadeh, A.  (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508-528.

Rajabnejad, F., Pishghadam, R., & Saboori, F. (2017). On the influence of stroke on willingness to attend classes and foreign language achievement. Applied Research on English Language, 6(2), 141-158. https:// doi.org/ 10.22108/ are.2017.21344

Randi, J., Corno, L., & Johnson, E. (2011). Transitioning from college classroom to teaching career: Self‐regulation in prospective teachers. New Directions for Teaching and Learning, 2011(126), 89-98. https://doi.org/10.1002/tl.447

Rathel, J. M., Drasgow, E., Brown, W. H., & Marshall, K. J. (2014). Increasing induction-level teachers’ positive-to-negative communication ratio and use of behavior-specific praise through e-mailed performance feedback and its effect on students’ task engagement. Journal of Positive Behavior Interventions, 16(4), 219-233.https://doi.org/10.1177/1098300713492856

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.

Rust, D. A. (2014). Relationship between the emotional intelligence of teachers and student academic achievement [Unpublished doctoral dissertation]. University of Kentucky, Lexington.

Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education: A volume in educational psychology (pp. 3-10). Elsevier.

Shirai, S. (2006). How transactional analysis can be used in terminal care. International Congress Series, 1287, 179-184. https:// doi.org/ 10.1016/ j.ics.2005.12.052.

Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching: Theory and Practice, 16(6), 735-751. https://doi.org/10.1080/13540602.2010.517690

Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Life space.

Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327-358. https://doi.org/10.1023/A:1026131715856

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4^th ed.). Harper Collins.

Toraby, E., & Modarresi, G. (2018). EFL teachers’ emotions and learners’ views of teachers’ pedagogical success. International Journal of Instruction, 11(2), 513-526. https://doi.org/10.12973/iji.2018.11235a.

Watchel, P. L. (1980). Transference, schema, and assimilation: The relevance of Piaget to the psychoanalytic theory of transference, Annual of Psychology, 8, 59-76.

Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105(9), 1641-1673. https:// doi.org/ 10.1046/ j.1467-9620.2003. 00304.x

Wright, M. R., Ellis, D. N., & Baxter, A. (2012). The effect of immediate or delayed video-based teacher self-evaluation on Head Start teachers’ use of praise. Journal of Research in Childhood Education, 26, 187-198. https:// doi.org/ 10.1080/ 02568543.2012.657745

Yan, E. M., Evans, I. M. & Harvey, S. T. (2011). Observing emotional interactions between teachers and students in elementary school classrooms. Journal of Research in Childhood Education, 25(1), 82-97. https:// doi.org/ 10.1080/ 02568543.2011.533115

Yariv, E. (2009). The appraisal of teachers’ performance and its impact on the mutuality of principal-teacher emotions. School Leadership and Management, 29(5), 445-461.https://doi.org/10.1080/13632430903152302

Yazdanpour, H. (2015). Constructing and validating a teacher stroke scale and examining its relationship with burnout (Unpublished master’s thesis). Ferdowsi University of Mashhad.

Zembylas, M. (2005). Beyond teacher cognition and teacher beliefs: The value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465-487. https:// doi.org/ 10.1080/ 09518390 500137642