اثربخشی آموزش مبتنی بر مدل هویت تحصیلی موفق بر استرس تحصیلی و سازگاری تحصیلی همراه با مرحله پیگیری
محورهای موضوعی : یادگیری
مجید سلیمانی
1
(دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران)
عزت اله قدم پور
2
(استاد گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران)
محمد عباسی
3
(استادیار گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران)
کلید واژه: سازگاری تحصیلی, استرس تحصیلی, مدل هویت تحصیلی موفق,
چکیده مقاله :
پژوهش حاضر با هدف تعیین میزان اثربخشی آموزش مبتنی بر مدل هویت تحصیلی موفق بر استرس تحصیلی و سازگاری تحصیلی انجام شد. این پژوهش از نوع مطالعات شبه آزمایشی با پیش آزمون، پس آزمون و مرحله پیگیری (دو ماهه) به همراه گروه کنترل بود. جامعه آماری پژوهش را تمامی دانش آموزان پسر دوره متوسطه اول شهرستان قم که در سال تحصیلی 1401- 1400 مشغول به تحصیل بودند، تشکیل می دادند. از بین جامعه آماری تعداد 60 نفر به روش نمونه گیری هدفمند انتخاب شده و در دو گروه آزمایشی و کنترل به صورت تصادفی گماشته شدند. ابتدا از هر دو گروه با استفاده از پرسشنامه استرس تحصیلی و سازگاری تحصیلی پیش آزمون گرفته شد، سپس دانش آموزان (طی 7 جلسه)، والدین آنها (طی 7 جلسه) و کارکنان مدارس و انجمن اولیاء مدارس مربوطه (طی 6 جلسه)، قسمت های مربوط به خود از بسته آموزشی هویت تحصیلی موفق را دریافت کردند. در انتها نیز از هر دو گروه پس آزمون و آزمون مرحله پیگیری (دوماهه) گرفته شد. داده ها با روش تحلیل عاملی با اندازه گیری های مکرر و با استفاده از نرم افزار تحلیل آماری SPSS22 انجام گرفت. یافته ها نشان داد آموزش مبتنی بر مدل هویت تحصیلی موفق بر کاهش استرس تحصیلی (482/84F= و 000/0P=). و افزایش سازگاری تحصیلی (843/57 F= و 000/0P=) مؤثر است. بنابراین نتیجه گرفته می شود، آموزش مبتنی بر مدل هویت تحصیلی موفق بر دانش آموزان در دوره متوسطه اول، جدای از ترغیب آنها به کسب هویت تحصیلی موفق در دوره هویت یابی، استرس تحصیلی آنها را کاهش داده و سازگاری تحصیلی شان را افزایش می دهد.
The present study was conducted with the aim of determining the effectiveness of education based on the academic achievement identity model on academic stress and academic adjustment. This research was a quasi-experimental study with a pre-test, post-test and follow-up stage (two months) with a control group. The statistical population of the research consisted of all the male students of the first secondary school in Qom city who were studying in the academic year of 1400-1401. Among the statistical population, 60 people were selected by purposeful sampling and randomly assigned to two experimental and control groups. First, a pre-test was taken from both groups using the academic stress and academic adjustment questionnaire, then the students (during 7 sessions), their parents (during 7 sessions) and the school staff and parent's association of the respective schools (during 6 sessions) received the relevant parts of the educational package of the academic achievement identity. At the end, post-test and follow-up test (two months) were taken from both groups. The data were analyzed by factor analysis method with repeated measurements and using SPSS22 statistical analysis software. The findings showed that education based on the academic achievement identity model is effective in reducing academic stress (F=84.482 and P=0.000) and is effective in increasing academic adjustment (F=57.843 and P=0.000). Therefore, it is concluded that education based on the model of academic achievement identity on students in the first secondary period, apart from encouraging them to acquire a academic achievement identity in the identity search period, It reduces their academic stress and increases their academic adjustment.
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Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. Educational Reserch and Review. 4 (2), 63-70.
Ahmadi, P. (2015). A comparative study of the structural relationships of academic self-efficacy, academic identity, emotional intelligence and academic performance in normal and gifted female students of the first grade of high schools in Tabriz. Master's thesis. Faculty of Literature and Humanities. Urmia University [In Persian].
Ali, A., Ahmad, M., & Khan, S. (2018). Social and Academic Adjustment of the University Students. Global Social Sciences Review. 3 (3), 378-394.
Anderson, J. R., Guan, Y., & Koc, Y. (2016). The academic adjustment scale: Measuring the adjustment of permanent resident or sojourner students. International Journal of Intercultural Relations. 54, 68-76.
Ang, R. P., & Huan, V. S. (2006). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement. 66 (3), 522-539.
Aryanpour, H. R., Hejazi, E., Ejeei, J. & Gholamali Lavasani, M. (2019). Academic identity of Iranian students: a qualitative study. Journal of psychology. 23 (3), 234-253 [In Persian].
Azizinezhad, B. (2016). The Role of the Social Support of Schools on Academic Compatibility of the Students: by Effect of Mediating Satisfaction of the School, Hopefulness and Self-Efficacy of Students. Research in School and Virtual Learning. 4 (13), 57-68 [In Persian].
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Bronfenbrenner, U. (1992). Ecological systems theory. Jessica Kingsley Publishers.
Chee, C. L., Shorty, G., & Robinson Kurpius, S. E. (2019). Academic stress of Native American undergraduates: The role of ethnic identity, cultural congruity, and self-beliefs. Journal of Diversity in Higher Education. 12 (1), 65- 73.
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Eslami, F. (2019). The relationship academic identity, academic self-concept and the meaning of education with students' academic stress. Master's thesis. Islamic Azad University, Ardabil Sciences and Researches Branch [In Persian].
Gadzella, B. M., & Baloglu, M. (2001). Confirmatory factor analysis and internal consistency of the Student-life Stress Inventory. Journal of Instructional Psychology. 28 (2), 84-84.
Ghorbanian, E., Mohammdlo, H., KHanbani, M., & Yousefikia, M. (2016). Predicting Social Adjustment and Social Desirability Based on Attachment Styles among Female 10-12 year-old Elementary Students in Tehran. Knowledge & Research in Applied Psychology. 17 (1), 99-106 [In Persian].
Gorjinpour, F., & Barzegar, M. (2022). The Effectiveness of Self-Efficacy Training on Emotional Cognitive Adjustment and Student's Stress in Secondary School Students. Quarterly Journal of Woman and Society. 13 (49), 105-118 [In Persian].
Hosseingholi, F., Kooshki, S., Farzad, V., & Eftekharzadeh, S. F. (2018). Modeling of Academic Adjustment in Boy Students Based on Causal Relationships of Personality Traits & Perceived Social Support with Mediating Self-Regulated Learning. Social Cognition. 7 (2), 27-50 [In Persian].
Jamehbozorgi, M., Rahiminezhad, A., & Hejazi, E. (2020). Relationship of identity dimensions, academic identity statuses to academic adjustment in first year students. Indian Journal of Positive Psychology. 11 (1), 8-11.
Kai-Wen. (2010). A study of stress sources among college students in Taiwan. Journal of academic and business ethics. 1 (7), 1-8.
Klink, J. L., Byars‐Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical education. 42 (6), 572-579.
Mortezaii, A., Iranmanesh, Z., Robati, F., & Manzari Tavakoli, V. (2022). The Effectiveness of Teaching Emotion-Oriented Strategies on Students’ Academic Self-Efficacy and Academic Adjustment. Journal of Applied Psychological Research. 12 (4), 363-378 [In Persian].
Nazemipour, B., Rahiminezhad, A., & Hejazi, E. (2016). Relationship between Identity Styles with Students Adjustment Components: the Mediating Role of Commitment. Educational Psychology. 12 (42), 1-21 [In Persian].
Pasbani, R., Shokri, O. & Pourshahriar, H. (2015). The mediating role of academic stress on the relationship between fear of negative evaluation and emotional well-being in gifted and non- gifted adolescents. Contemporary Psychology. 10 (1), 57-72 [In Persian].
Pettus, K. R. (2006). The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence. University of South Carolina.
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