Helpless Challenge Response and Approach Oriented to Master Response of Babylon University Students (Comparison Study)

Transcription

1 Helpless Challenge Response and Approach Oriented to Master Response of Babylon University Students (Comparison Study) Dr. Sadeq Kadhim Jrew 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 T A. Search Problem I. INTRODUCTION 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 selfdevelopment by improving the skills and possess adaptive attribution patterns and the desire to control the task, and longterm 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 160

2 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 ( ). 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 161

3 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 selflearning 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 selfesteem 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: ). (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 ( ), 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). 162

4 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: 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 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 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: 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 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 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. and standard deviation of helpless response of students of the education college of humanistic sciences numbered (141) 163

5 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: 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. REFERENCES [1] Ames, C. & Archer, j. (1988) : Achievement goals in the classroom : Students learning strategies and motivation process, Journal of educational psychology, Vo. 80, No. 3 [2] Anderman, E. & Midgley, C. (1998) : Motivation and middle school students, Educational psychology, Vo. 98, No. 5. [3] Appelhans, B. & Schmeck, R. (2002): Learning styles and approach versus avoidant coping during academic exam preparation, Journal of student' college, Vo. 36,No. 1. [4] Dweck, C. (1986) : Motivational processes affecting learning, American psychologist, V0. 41, No. 10. [5] Dweck, c. (2000): Self-theories, Their role in motivation, personality and development, Essayes in social psychology, New York. [6] Dweck, C. & Legget, E. (1988) : A social-cognitive approach to motivation and personality, psychological review, Vo. 95, No. 2. [7] Elliot, A. (1999): Approach and a voidance motivation and achievement goals, Educational psychologist review, Vo. 34, No. 3. [8] Elliott, A. E & Dweek, C. (1988) : Goals : An approach to motivation and achievement, Journal of personality and social psychology, Vo. 54, No.1. [9] Entwistle, N. (2001): Styles of learning and approaches to studying in higher education, Journal of studies in higher education, Vo. 30, No. 5. [10] Middleton, M. & Midgley, C. (1997): Avoiding the demonstration of lack of ability: An unexpected aspect of goal theory, Journal of educational psychology, Vo. 89, No. 2. [11] Pintrich, P., et al. (1993) : Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ), Educational and psychological measurement, Vo. 53, No. 3. [12] Tekkaya, C., et al. (2009): Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement, Journal of educational research, Vo. 102, No. 4. [13] Tollefson, N. (2000) : Classroom applications of cognitive theories of motivation, Educational psychology review, Vo. 12, No. 1. [14] Weiner, B. (1985) : Attributional theory of achievement motivation and emotion, Psychological review, Vo. 92, No. 4. [15] Wentzel, K. (1997): Student motivation in middle school: The role of perceived pedagogical caring, Journal of education psychology, Vo. 89, No