نقش واسطه‌ای خودپنداره تحصیلی در رابطه بین جو اخلاقی مدرسه و احساس تعلق به مدرسه در دانش‌آموزان دوره متوسطه دوم علاقه‌مند به ریاضی
محورهای موضوعی : روانشناسی تربیتی
سید صادق غلامی
1
*
,
رحیم شبانی
2
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کبری جبیب نژاد
3
1 - استادیار گروه آموزش ریاضی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
2 - استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان ، صندوق بستی 889-14665 تهران، ایران
3 - کارشناسی ارشد، مدیریت آموزشی
کلید واژه: جو اخلاقی مدرسه, احساس تعلق به مدرسه, خودپنداره تحصیلی,
چکیده مقاله :
این پژوهش با هدف تعیین نقش واسطه‌ای خودپنداره تحصیلی در رابطه بین جو اخلاقی مدرسه و احساس تعلق به مدرسه در دانش‌آموزان دوره متوسطه دوم انجام شد. پژوهش حاضر از نوع مطالعات توصیفی- همبستگی به روش تحلیل معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دوره متوسطه دوم شهر ماکو در سال تحصیلی 1401-1400 به تعداد 2000 نفر بود. نمونه آماری شامل 370 نفر از دانش‌آموزان دختر و پسر بود که با استفاده از فرمول اسلووین و به روش نمونه‌گیری خوشه‌ای مرحله‌ای انتخاب شدند. ابزار جمع‌آوری اطلاعات شامل پرسشنامه‌های جو اخلاقی مدرسه (SECI)، احساس تعلق به مدرسه (SSCS) و خودپنداره تحصیلی (ASCQ) بود. تجزیه‌وتحلیل داده‌ها با استفاده از همبستگی پیرسون و تحلیل معادلات ساختاری در برنامه SPSS و AMOS انجام شد. یافته‌های پژوهش نشان داد که بین جو اخلاقی مدرسه با خودپنداره تحصیلی و همچنین بین جو اخلاقی مدرسه و خودپنداره تحصیلی با احساس تعلق به مدرسه رابطه مثبت و معنی‌داری وجود دارد (05/0>p). همچنین نتایج نشان داد که خودپنداره تحصیلی نقش واسطه‌ای معنی‌داری در رابطه بین جو اخلاقی مدرسه و احساس تعلق به مدرسه دارد. نتایج این پژوهش حاکی از این بود که تأثیرگذاری جو مدرسه بر احساس تعلق به مدرسه در دانش‌آموزان به میزان خودپنداره تحصیلی آنان بستگی دارد و همچنین بیانگر اهمیت توجه به نقش جو اخلاقی مدرسه و خودپنداره تحصیلی در افزایش احساس تعلق دانش‌آموزان به مدرسه بود.
The aim of this study was to determine the mediating role of academic self-concept in the relationship between school ethical climate and students’ sense of belonging to school in students. The present study was a descriptive-correlational study using structural equation analysis. The statistical population of the study included all high school students in Maku city of 2000 people. The statistical sample consisted of 370 students who were selected using Slovin formula and stepwise cluster sampling. Data collection tools included school ethical climate index (SECI), students’ sense of connectedness with school (SSCS) and academic self-concept questionnaire (ASCQ). Data analysis was performed using Pearson correlation and structural equation analysis in SPSS and AMOS programs. Findings showed that there is a positive and significant relationship between school ethical climate and academic self-concept with the sense of belonging to school (p <0.05). The results also showed that academic self-concept has a significant mediating role in the relationship between school ethical climate and school belonging. The results of this study indicated that the effect of the school's ethical climate on students' sense of belonging to school depends on their academic self-concept, and also indicated the importance of paying attention to the role of the school's ethical climate and academic self-concept in increasing students' sense of belonging to school.
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