١٩٩

––

–

0.01

0.01

0.01)

٢٠٠

–

Abstract The present study aimed to identify the differences in each of

the academic self-efficacy and motivation academic depending on the successful intelligence, and predictability to both the academic self-efficacy and academic motivation through of successful intelligence capabilities, and the revealing of the differences between each of the students in third level and six the level in the study variables . Limited current study on a sample of 200 students (100 students) level (third) and (100) student level (six), Faculty of Education - Department of Psychology - University of Qassim .showed results of the study about the presence of statistically significant differences at the level (0.01 ) between the average scores of students highlands and lowlands successful intelligence in academic self-efficacy, all the differences come in the dimensions and the total score for the questionnaire successful intelligence for the benefit of the students Heights successful intelligence. Also found a statistically significant differences at the level (0.01) between the average scores of students highlands and lowlands successful intelligence in internal and external motivation and the total score, namely (Motivation to knowledge- Motivation to Accomplish Thing- Motivation to Experience Stimulation) and the differences were statistically significant at the 0.01 level of significance)) and these differences for the benefit of the students Heights successful intelligence. The results also showe absence of statistically significant differences between the students of the third level and the six in each of the successful intelligence , self effectively capacity. And some dimensions academic motivation. to the predictability of academic self- efficacy through successful intelligence dimensions ( Practical abilities.- Analytical abilities). And predictability of academic motivation through successful intelligence dimensions (Analytical abilities -abilitiesCreative Key words: successful intelligence, academic self-efficacy, academic

motivation

٢٠١

(Sternberg)

Successful intelligence (Sternberg, R.,1985,1997)

(Sternberg,1997-1999

(Sternberg & Grigorinko, 2002, 265)

Sterbberg &

Coffen ,2010

)Strenberg

٢٠٢

et al 2014)

Strenberg (2003)

as cited in chan,2008,373

2007 Chan

2008 Chan

– –

–

2008-2007 )Chan

– –

٢٠٣

Strenberg (2010)

Sternberg et al. (1996);

Sternberg, Grigorenko, Ferrari and Clinkenburd(1999)

( Sternberg, Jarvin, & Grigorenko, 2011

Zadeh et al,2014) (as cited in

– –

٢٠٤

20072008 Chan

Sternberg

0.05

0.05

–

٢٠٥

––

٢٠٦

Sternberg &

Grigorinko‘ ValLerand et al.(1992)

Owen & Froman, 1988

:

Successful intelligence

(Sternberg,1997-1999

, 2002, 265) (Sternberg & Grigorinko

٢٠٧

Analytical abilities

Sternberg,

1999,438 )

abilitiesCreative

Sternberg, 1999,438 )

abilitiesPractical

Sternberg, 1999,439 )

Academic Self-Efficacy

٢٠٨

Owen & Froman, 1988,8)

Academic Motivation

Intrinsic Motivation

: Motivation to knowledge

: Motivation to Accomplish Things

Motivation to Experience Stimulation

Extrinsic Motivation

٢٠٩

External Regulation

Introjected Regulation

Identified Regulation

Amotivation

ValLerand et al., 1992,1004-1007)

٢١٠

intelligence: Successful

(Sternberg,1997-1999

(Sternberg &Grigorinko,2002,365), (Sternberg,1999,438)

439Sternberg,1999,438

٢١١

Sternberg (2005)

(Sternberg ,2005,190)

2000 Sternberg & Grigorenko

the triarchic theory of

successful intelligence

٢١٢

Sub theory :Componential

)Meta components Control

Monitoring

٢١٣

Performance components

The acquisition of knowledge components

Selective encoding

Selective combination

Selective comparison

٢١٤

Sternberg ,2005,191)

: Contextual Sub theory

–

–

Tacit knowledge

٢١٥

: Experiential or two-Faces Sub theory

– Sternberg,1999 ,448-449

Academic Self-Efficacy

Bandura

٢١٦

.

٢١٧

( Bandura

١- Magnitude

٢- Generality Bandura,1977:85)

––

٣- Strength

٢١٨

Elliott,et al .,2000

:Enactive Mastery Experience :

Vicarious Experience

Verbal Persuation

physiological Affective States

٢١٩

Bandura,1993

Academic Motivation

٢٢٠

Behler & Snowman

–

Huitt, 2001

٢٢١

Lunsden,1994

Intrinsic Motivation

Extrinsic Motivation

Need Theory Atkinson & Mecklelland

Goal Theory

Self- Determination Theory

٢٢٢

Self-Determination Theory

Ryan&Deci

Self Determination

ContinuumIntrinsic Motivation

Extrinsic

Motivation

External Regulation

introjected regulation

Identified Regulation

Amotivation

Ratelle ,et al.,2004, 744

٢٢٣

–

– –

– –

٢٢٤

(49 )

٢٢٥

)

.

(

( 2014Sternberg. et al

(

٢٢٦

)

Chan (2008)

––

٢٢٧

– –

–

–

Sternberg, & Grigorenko (2002)

–

.

Chan (2007)

Sternberg, &

Grigorenko (2002 Schwarzer

(1993)

٢٢٨

Zadeh et al.(2014

et al.randValleArchambault et

al.

–

٢٢٩

.

Stover, et al. (2012)

Vallerand et al., 1992

٢٣٠

Sternberg et al. (2014)

Zadeh et al. (2014)

Chan (2007) ,( 2008)

Zadeh et al.,

Sternberg et al. (2014)

Chan (2007), ( 2008)

SternbergSTAT

Sternberg, et

٢٣١

al. (2014) SIQ

Sternberg, & Grigorenko (2002) Chan

(2007), 2008)

Chan (2007) ,( 2008

2014Zadeh et al

٢٣٢

Stover, et al. (2012)

)(

–

)(

–

٢٣٣

–

–

– –

Successful intelligence

Questionnaire (SIQ):

Sternberg, & Grigorenko (200236)

Analytical abilities

12-1

abilitiesCreative

1324

abilitiesPractical2536

(

1) 234 (518036

٢٣٤

Chan (2007)

0.87 0.87

0.86

0.51–0.61

:

.

1 0. 636** 13 0.418** 25 0.326** 2 0.725** 14 0.507** 26 0.631** 3 0.474** 15 0.443** 27 0.668** 4 0.682** 16 0.718** 28 0.695** 5 0.544** 17 0.575** 29 0.571** 6 0.623** 18 0.568** 30 0.567** 7 0.223* 19 0.605** 31 0.637**

٢٣٥

8 0.327** 20 0.618** 32 0.542** 9 0.640** 21 0.538** 33 0.718** 10 0.599** 22 0.453** 34 0.715** 11 0.450** 23 0.574** 35 0.603** 12 0.429** 24 0.661** 36 0.623**

0.718-0.223

––

0.660 ** -

0. 565 ** 0. 549** - 4 0.855** 0. 869** 0. 833**

٢٣٦

0.01)

––(0.869

0.833

(

49.26 3.437 34.04 2.993 52 17.35 0.01

47.074 2.986 29.074 2.644 52 23.44 0.01

52.703 2.614 35.148 4.276 52 18.20 0.01

145.666 8.062 101.814 8.278 52 19.72 0.01

٢٣٧

0.001)

0. 813

0. 792

0. 808

0. 809

:College Questionnaire Academic Self-Efficacy (Owen

&Froman,1988

(Owen &Froman,1988)

33

54

3 2 1

٢٣٨

165)33.

0.92)

0.90 )Lampert (2007)

0. 85) 0.87)

1 0.563** 12 0.452** 23 0.523 ** 2 0.719** 13 0.636** 24 0.471 ** 3 0.650** 14 0.491** 25 0.378 ** 4 0.591** 15 0.384** 26 0.528 ** 5 0.329** 16 0.476** 27 0.366 **

٢٣٩

6 0.536** 17 0.303** 28 0.552 ** 7 0.554** 18 0.413** 29 0.560 ** 8 0.493** 19 0.429** 30 0.562 ** 9 0.596** 20 0.743** 31 0.481 ** 10 0.666** 21 0.704 32 0.674 ** 11 0.532** 22 0.411** 33 0.692**

0.3030.7430.01

1 20.59 0.01 12 25.89 0.01 23 22.49 0.01 2 17.05 0.01 13 13.75 0.01 24 23.58 0.01 3 22.75 0.01 14 26.22 0.01 25 16.58 0.01 4 13.92 0.01 15 29.17 0.01 26 21.31 0.01 5 13.49 0.01 16 12.29 0.01 27 21.31 0.01 6 19.70 0.01 17 12.29 0.01 28 12.69 0.01 7 21.79 0.01 18 20.36 0.01 29 20.90 0.01 8 16.61 0.01 19 21.18 0.01 30 28.68 0.01 9 20.29 0.01 20 14.16 0.01 31 28.70 0.01 10 14.11 0.01 21 14.88 0.01 32 14.53 0.01 11 18.97 0.01 22 22.49 0.01 33 14.53 0.01

٢٤٠

6

0.01

18.48 (0.01)

0.91

Academic Motivation Scale (AMS)

Vallerand et al., 1992

Vallerand et al. (1992)

–

––

54 3

21

٢٤١

0.83 0.86

0.62)

0.83-0.71

:

7 8

1 0.559** 8 0.524** 15 0.486** 22 0.549** 2 0.46 0** 9 0.414** 16 0.486** 23 0.222* 3 0.257** 10 0.330 ** 17 0.499** 24 0.406** 4 0.540** 11 0.426** 18 0.448** 25 0.586** 5 0.084 12 0.042 19 0.067 26 0.078 6 0.421** 13 0.442** 20 0.521** 27 0.407** 7 0.410** 14 0.394** 21 0.397** 28 0.429**

7

0.01 23

٢٤٢

0.05 5- 12- 19 – 26

24––

–

–

2 0.860** 4 0.653** 6 0.761** 1 0.868** 7 0.634** 3 0.712** 9 0.848** 11 0.815** 13 0.721** 8 0.847** 14 0.809** 10 0.740**

16 0.721** 18 0.780** 20 0.739** 15 0.665** 21 0.860** 17 0.878** 23 0.615** 25 0.844** 27 0.743** 22 0.851** 8 0.771** 24 0.729**

(0.6150.8780.01

٢٤٣

0.670** 0.585** 0.666** 0.487**

0.698** 0.528**

0.4870.6980.01)

19.740 0.446 14.000 1.176 52 23.701 0.001

19.185 .861 11.592 1.926 52 19.304 0.001

19.666 .480 14.037 1.931 52 14.700 0.001

٢٤٤

20.000 .000 13.592 2.223 52 14.975 0.001

19.925 .266 12.118 2.224 52 16.578 0.001

20.000 .000 14.925 1.979 52 13.321 0.001

113.925 3.338 89.888 5.257 52 23.101 0.001

10

0.001)

0.560** 0.582** 0.547**

٢٤٥

0.616** 0.671** 0.618** 0.839**

0.05

T-Test

٢٤٦

T-

49.121 3.694 34.469 3.104 24.66 0.01

47.015 3.045 30.015 2.725 33.78 0.01

51.681 3.282 36.333 4.795 21.45 0.01

144.318 8.937 104.242 8.303 26.68 0.01

0.01

0.01

٢٤٧

– – –

٢٤٨

–

Sternberg

Chan (2007)

Chan

(2008)

:

0.05

T-Test

T-

18.121 1.868 16.348 3.015 4.060 0.01

٢٤٩

T-

16.742 2.764 15.030 3.341 3.207 0.01

18.090 1.725 15.560 3.338 5.471 0.01

52.954 4.824 46.939 8.492 5.003 0.01

18.727 1.758 16.909 3.409 3.850 0.01

17.818 2.333 15.106 4.069 4.697 0.01

18.833 1.723 16.772 3.166 4.644 0.01

55.378 3.822 48.781 8.106 5.975 0.01

108.333 5.682 95.727 13.602 6.947 0.01

0.01

0.01)

(0.01

0.01

٢٥٠

(0.01

(0.01

Sternberg, Jarvin, &

Grigorenko, 2011)

Husain

(2014)

٢٥١

Zadeh et al.(2014

T-Test

–

41.592 6.846 41.543 6.306 0.052

38.518 7.397 38.097 7.354 0.402

44.027 7.055 44.184 7.227 0.155

124.138 17.822 123.826 17.665 0.124

112.537 17.895 106.989 19.236 2.111

17.194 2.455 16.673 2.855 1.386

٢٥٢

15.629 3.152 15.326 3.169 0.677

17.111 2.536 15.902 3.063 3.053

17.963 2.335 16.837 3.031 2.963

16.694 3.136 15.532 3.565 2.451

13.425 2.333 17.163 3.075 9.757

98.018 9.795 97.434 12.427 0.371

––

٢٥٣

0.05

٢٥٤

0.01

–

–

15

٢٥٥

30404.416 15202.208 40333.564 197 204.739

70737.980 199

74.252 0.01

74.2520.01

B

B

R

R2

.416 1.097 6.446 0.01

.327 .924

0.656 .430

5.059 0.01

16

1.097 .924

0.430

٢٥٦

0.6566.446)

0.01 5.059

0.01

:

1.097.924

٢٥٧

Sternberg R.J.(2004).

SternbergGrigorenko,

٢٥٨

6956.806 2 3478.403

20142.614 197 102.247 27099.420 199

34.020 0.01

34.0200.01

٢٥٩

B

B

R

R2

.370 .648 4.632 0.01

.183 .286

0.507 0.257

2.293 0.05

.648

.2860.257

4.632 0.01

2.2930.05

.648.286

.

٢٦٠

Sternberg, Jarvin, &

Grigorenko, 2011)

٢٦١

٢٦٢

٢٦٣

٢٦٤

Chan ,D.w.,(2007). Burnout, Self efficacy, and Successful Chan, D.w.,(2008). Teacher self-efficacy and successful intelligence

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