مدل علی درگیری تحصیلی: نقش حمایت تحصیلی و خود تنظیمی تحصیلی
محورهای موضوعی : روانشناسی تربیتیفاطمه آزادی ده بیدی 1 , محبوبه فولاد چنگ 2
1 - دانشجوی دکتری روانشناسی تربیتی دانشگاه شیراز، مشاور آموزش و پرورش فارس
2 - دانشیار روانشناسی تربیتی دانشگاه شیراز
کلید واژه: درگیری تحصیلی, روانشناسی, خود تنظیمی تحصیلی, تحصیلی, حمایت تحصیلی,
چکیده مقاله :
درگیری تحصیلی به عنوان یکی از موضوعات مهم در حوزه روان شناسی در سال های اخیر ذهن پژوهشگران این حیطه را به خود مشغول ساخته است. پژوهش حاضر، با هدف بررسی رابطه ی حمایت تحصیلی با درگیری تحصیلی با واسطه گری خود تنظیمی تحصیلی انجام شد. روش پژوهش توصیفی از نوع همبستگی و جامعه آماری شامل دانش‌آموزان شهرستان سپیدان بود. به این منظور 292 دانش‌آموز دوره متوسطه شهرستان سپیدان (115پسر و 177 دختر) با استفاده از روش نمونه گیری تصادفی خوشه ای چند مرحله ای انتخاب شدند و مقیاس های حمایت تحصیلی ساندز و پلانکت، درگیری تحصیلی ریو و تسینگ و خودتنظیمی تحصیلی بوفارد و همکاران را تکمیل نمودند. داده‌ها با استفاده از نرم‌افزار AMOS و در قالب الگوی معادلات ساختاری (SEM) تحلیل شدند. نتایج تحلیل داده‌ها نشان داد، مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته ها، حمایت تحصیلی و خود تنظیمی تحصیلی اثر مستقیم و مثبت بر درگیری تحصیلی داشتند. همچنین حمایت تحصیلی اثر مستقیم و مثبت بر خودتنظیمی تحصیلی داشت. نتایج آزمون بوت استراپ نیز حاکی از آن بود که خودتنظیمی تحصیلی، نقش واسطه ای در رابطه حمایت تحصیلی با درگیری تحصیلی دارد. به این معنا که حمایت تحصیلی با واسطه گری خود تنظیمی تحصیلی، درگیری تحصیلی را به صورت مثبت پیش بینی می کند. بر این اساس می توان گفت منابع حمایتی می توانند با ارتقاء سطح خود تنظیمی فراگیران، موجب اشتیاق و بهبود عملکرد تحصیلی شوند.
Academic engagement is a very important topic in psychology that researchers have focussed on recently. The purpose of this study was to investigate the relation of academic support to academic engagement by mediation of academic self-regulation. The research was a correlation design. Participants were 292 high school students (115 boys and 177 girls) from Sepidan selected using multistage random cluster sampling method. They completed academic support scale Sands & Plankt academic engagement scale Reeve & Teseng and academic self-regulation scale Buffard et al. Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, academic support and academic self-regulation had a direct and positive effect on academic engagement. Also, academic support had a direct and positive effect on academic self-regulation. The results of Bootstrup test showed that academic self-regulation has a mediating role in the relation of academic support to academic engagement. It means, academic support predicts positively academic engagement by mediation of academic self-regulation. Accordingly, it can be claimed that supportive resources increase academic engagement among students through promoting their self-regulation levels.
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Abdi, H., Hashemiyan, K., & Abolmaali, K. H. (2016). Predict academic buoyancy based on personality traits and academic self-regulation of second high school student. Education Research, 44)11(, 111-128 [In Persian].
Akgual, G., Cokamay, G., & Demir, E. (2016). Predictors of teacher support: Turkey and shanghai in the programme for international student assessment, Journal ofEducational Research, 63, 115- 132.
Bandura, A. (1989). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.
Blasiman, R. N., Dunlosky, J., & Rawson, K. A. (2017). The what, how much, and when of study strategies: Comparing intended versus actual study behavior. Memory, 25, 784-792.
Bouffard, J., Boisvert, J., Rezeau, C., & Larouche, C. (1995). The impact of goal orientation on self- regulation and performance among college students, Educational Psychology, 65(3), 317-329.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon, & R. Lerner (Eds.), Handbook of child psychology: theoretical models of human development (993-1028). Hoboken, NJ: Wiely.
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation teacher-child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-54.
Chen, J. J. L. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29, 183-198. DOI: 10.1080/0305764X.2014.921281
Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, self- regulation and stress among substance abuse treatment clients. Drug AlcoholDepend. 113(1), 20-13.
Comer ford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: Insights from Ireland.Procedia-Social and Behavioral Science, 197, 98-103.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: a motivational analysis of self-system processes. In M. Gunnar, & L. A. Sroufe (Eds.), Minnesota symposium on child psychology: Self- processes in development (43-77). Chicago: University of Chicago Press.
Dorman, J., & Adams, J. (2004). Associations between student’s perceptions of classroom environment and academic efficacy in Australian and British secondery schools. Westminster Studies in Education, 27(1), 69-85.
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
Fareley, J., & Kim- Spoon, J. (2014). The development of adolescent self- reglation: reviewing the role of parent, peer, friend, and romantic relationships. Journal ofAdolescence, 37, 433- 440.
Fernandez, A., Diaz, E., Zabala, A., Goni, E., Esnaola, I., & Goni, A. (2016). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement, International Journal of Clinical and Health Psychology, 16, 166-174.
Fredricks, S. A., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Garcia-Reid, P., Peterson, C. H., & Reid, R. J. (2015). Parent and teacher support among latino immigrant youth effects on school engagement and school trouble avoidance. Education and Urban Society, 47(3), 328-343.
Ghorbani, R., & Fouladchang, M. (2016). The relation of self-regulation and communal mastery to psychological well-being. Research in School and Virtual Learning, 8(2), 32-42 [In Persian].
Hashemi, M. (2015). Relationship between childbearing styles and student involvement in educational activities: mediating the role of psychological needs. Master's Thesis, Shiraz, Shiraz University: Faculty of Education and Psychology [In Persian].
Jackson, T., Mckenzie, J., & Hobfoll, S. E. (2000). Communal aspects of self- regulation. In: M. Boekaerts., P.R Pintrich, M. Zeider. Handbook of self- regulation. San Diego, CA: Academic Press.
Kline,R.B.(2005). Principles and practice of structural equation modeling. New York: Gulfordpress.
Lavasani, M., Ejei, J., & Dawoodi, M. (2014). The effectiveness of self- regulation learning strategies training on the self- regulation skills, academic engagement and test anxiety. Journal of Psychology, 2(17), 162-169 [In Persian].
Lockenhoff, C. E., Ironson, G. H., Ocleirigh, C., & Costa, P. T. (2009). Five- factor model personality traits, spirituality/ religiousness and mental health among people living with HIV. Journal of Research in Personality, 77, 136-1410
MacCabe, J. (2018). What learning strategies do academic support centers recommend to undergraduates? Journal ofApplied Research in Memory and Cognition, 2, 143-153.
Marks, H. M. (2000). Student engagement in instructional activity: patterns in elementary, middle and high school years. American Educational Research Journal, 37, 153e184. http://dx.doi.org/10.2307/i248902.
Martinez- Pons, M. (1996). Test of a model of parental inducement of academic self-regulayion. Journal of Experimental Education, 64(3), 227- 231.
Moilanen, K., & Lynn Manuel, M. (2017). Parenting, self- regulation and social competence with peers and romantic partners. Journal of Applied Developmental Psychology, 49, 46-54.
Morosanova, V. I., Fomina, T. G., Kovas, Y., & Bogdanova, O. Y. (2016). Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences, 90, 177- 186.
Murtagh, A. M., & Todd, S. A. (2004). Self- regulation: A challenge to the strength model. Journal of Articles in Support of the Null Hypothesis, 3(1), 19-51.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. EducationalPsychology Review, 18:315–341.
Perceived by Finnish sixth & eighth graders. Cambridge Journal of Education, 44(3), 425-443. DOI: 10.1080/0305764X.2014.921281
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self- regulated learning components of classroom academic performance. Journal of EducationalPsychology, 82, 33-40.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (421-439). New York: Springer.
Reeve, J., & Tseng, C. (2011). Agency as a forth aspect of student engagement daring activities. Contemporary Educational Psychology, 36, 257- 267.
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., & Curby, T. W. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185. DOI: 10.1037/a0037252
Samani, S., & Jafari, M.A. (2012). Studying the adequacy of psychometric indices of academic support scale (Persian version). Studies in Learning & Instruction, 1(3), 48-60 [In Persian].
Sands, T. & Plunkett, S. W. (2005). A new scale to measure adolescent reports of academic support by mothers, fathers, teachers, and friends in latino immigrant families. Hispanic Journal of Behavioral Sciences, 27: 244- 253.
Shell, M. D., Gazelle, H., & Faldowski, R. A. (2014). Anxious solititude and the middle school transition: A diathesis × stress model of peer exclusion and victimization trajectories. Developmental Psychology, 50(5), 1569-1583.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and perceived autonomy support and engagement. Contemporary Educational Psychology, 39, 175-187.
Skinner, E. A., Pitzer, J., & Brule, H. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (331-347). New York: Routledge.
Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107(3), 821-841. http:// dx. Doi. Org/ 10. 1037/ edu0000016.
Thompson, B., & Mazer, J. P. (2009). College student ratings of student academic support: Frequency, importance, and models of communication. Communication Education, 58(3), 433- 458.
Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal ofAdolescence, 45, 138-148.
Turkpour, A., & Mehdinezhad, V. (2016). Social and academic support and adaptation to college: Exploring the relationships between indicators college students. International Education Studies, 9(12), 53- 60.
Ulmanena, S., Soinia, T., Pyhältöb, K., & Pietarinenc, J. (2014). Strategies for academic engagement perceived by Finnish sixth and eighth graders. Cambridge Journal of Education, 44(3), 425-443. DOI: 10.1080/0305764X.2014.921281
Wang, M. T., & Eccles, J. S., (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895. DOI: 10.1111/j.1467-8624.2012.01745.x.
Wentzel, K. R. (1998). Social support and adjustment in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202- 209.
Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (279- 296). New York, NY: Guilford.
Won, S., & L-Yu, sh. (2018). Relations of perceived parental autonomy support and control with adolescents, academictime management and procrastination. Learning andIndividual Differences, 61, 205-215.
Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49, 115-123.
Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mind sets, and university students,integration in academic and social support networks. Journal learning and Individual Differences, 62, 98-107.
Zimmerman, B. J. (2000). A training self- regulation: A social cognitive perspective. In M. B. Boekarts, P. R. Pintrich& M. Zither. (2000). Handbook of self- regulation. Academic Press.
_||_Abdi, H., Hashemiyan, K., & Abolmaali, K. H. (2016). Predict academic buoyancy based on personality traits and academic self-regulation of second high school student. Education Research, 44)11(, 111-128 [In Persian].
Akgual, G., Cokamay, G., & Demir, E. (2016). Predictors of teacher support: Turkey and shanghai in the programme for international student assessment, Journal ofEducational Research, 63, 115- 132.
Bandura, A. (1989). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice- Hall.
Blasiman, R. N., Dunlosky, J., & Rawson, K. A. (2017). The what, how much, and when of study strategies: Comparing intended versus actual study behavior. Memory, 25, 784-792.
Bouffard, J., Boisvert, J., Rezeau, C., & Larouche, C. (1995). The impact of goal orientation on self- regulation and performance among college students, Educational Psychology, 65(3), 317-329.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon, & R. Lerner (Eds.), Handbook of child psychology: theoretical models of human development (993-1028). Hoboken, NJ: Wiely.
Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-regulation teacher-child relationships and classroom climate. Early Childhood Research Quarterly, 32, 1-54.
Chen, J. J. L. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29, 183-198. DOI: 10.1080/0305764X.2014.921281
Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, self- regulation and stress among substance abuse treatment clients. Drug AlcoholDepend. 113(1), 20-13.
Comer ford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: Insights from Ireland.Procedia-Social and Behavioral Science, 197, 98-103.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: a motivational analysis of self-system processes. In M. Gunnar, & L. A. Sroufe (Eds.), Minnesota symposium on child psychology: Self- processes in development (43-77). Chicago: University of Chicago Press.
Dorman, J., & Adams, J. (2004). Associations between student’s perceptions of classroom environment and academic efficacy in Australian and British secondery schools. Westminster Studies in Education, 27(1), 69-85.
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
Fareley, J., & Kim- Spoon, J. (2014). The development of adolescent self- reglation: reviewing the role of parent, peer, friend, and romantic relationships. Journal ofAdolescence, 37, 433- 440.
Fernandez, A., Diaz, E., Zabala, A., Goni, E., Esnaola, I., & Goni, A. (2016). Contextual and psychological variables in a descriptive model of subjective well-being and school engagement, International Journal of Clinical and Health Psychology, 16, 166-174.
Fredricks, S. A., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Garcia-Reid, P., Peterson, C. H., & Reid, R. J. (2015). Parent and teacher support among latino immigrant youth effects on school engagement and school trouble avoidance. Education and Urban Society, 47(3), 328-343.
Ghorbani, R., & Fouladchang, M. (2016). The relation of self-regulation and communal mastery to psychological well-being. Research in School and Virtual Learning, 8(2), 32-42 [In Persian].
Hashemi, M. (2015). Relationship between childbearing styles and student involvement in educational activities: mediating the role of psychological needs. Master's Thesis, Shiraz, Shiraz University: Faculty of Education and Psychology [In Persian].
Jackson, T., Mckenzie, J., & Hobfoll, S. E. (2000). Communal aspects of self- regulation. In: M. Boekaerts., P.R Pintrich, M. Zeider. Handbook of self- regulation. San Diego, CA: Academic Press.
Kline,R.B.(2005). Principles and practice of structural equation modeling. New York: Gulfordpress.
Lavasani, M., Ejei, J., & Dawoodi, M. (2014). The effectiveness of self- regulation learning strategies training on the self- regulation skills, academic engagement and test anxiety. Journal of Psychology, 2(17), 162-169 [In Persian].
Lockenhoff, C. E., Ironson, G. H., Ocleirigh, C., & Costa, P. T. (2009). Five- factor model personality traits, spirituality/ religiousness and mental health among people living with HIV. Journal of Research in Personality, 77, 136-1410
MacCabe, J. (2018). What learning strategies do academic support centers recommend to undergraduates? Journal ofApplied Research in Memory and Cognition, 2, 143-153.
Marks, H. M. (2000). Student engagement in instructional activity: patterns in elementary, middle and high school years. American Educational Research Journal, 37, 153e184. http://dx.doi.org/10.2307/i248902.
Martinez- Pons, M. (1996). Test of a model of parental inducement of academic self-regulayion. Journal of Experimental Education, 64(3), 227- 231.
Moilanen, K., & Lynn Manuel, M. (2017). Parenting, self- regulation and social competence with peers and romantic partners. Journal of Applied Developmental Psychology, 49, 46-54.
Morosanova, V. I., Fomina, T. G., Kovas, Y., & Bogdanova, O. Y. (2016). Cognitive and regulatory characteristics and mathematical performance in high school students. Personality and Individual Differences, 90, 177- 186.
Murtagh, A. M., & Todd, S. A. (2004). Self- regulation: A challenge to the strength model. Journal of Articles in Support of the Null Hypothesis, 3(1), 19-51.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. EducationalPsychology Review, 18:315–341.
Perceived by Finnish sixth & eighth graders. Cambridge Journal of Education, 44(3), 425-443. DOI: 10.1080/0305764X.2014.921281
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self- regulated learning components of classroom academic performance. Journal of EducationalPsychology, 82, 33-40.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (421-439). New York: Springer.
Reeve, J., & Tseng, C. (2011). Agency as a forth aspect of student engagement daring activities. Contemporary Educational Psychology, 36, 257- 267.
Rimm-Kaufman, S. E., Baroody, A. E., Larsen, R. A. A., & Curby, T. W. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders’ engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185. DOI: 10.1037/a0037252
Samani, S., & Jafari, M.A. (2012). Studying the adequacy of psychometric indices of academic support scale (Persian version). Studies in Learning & Instruction, 1(3), 48-60 [In Persian].
Sands, T. & Plunkett, S. W. (2005). A new scale to measure adolescent reports of academic support by mothers, fathers, teachers, and friends in latino immigrant families. Hispanic Journal of Behavioral Sciences, 27: 244- 253.
Shell, M. D., Gazelle, H., & Faldowski, R. A. (2014). Anxious solititude and the middle school transition: A diathesis × stress model of peer exclusion and victimization trajectories. Developmental Psychology, 50(5), 1569-1583.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and perceived autonomy support and engagement. Contemporary Educational Psychology, 39, 175-187.
Skinner, E. A., Pitzer, J., & Brule, H. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (331-347). New York: Routledge.
Song, J., Bong, M., Lee, K., & Kim, S. (2015). Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement. Journal of Educational Psychology, 107(3), 821-841. http:// dx. Doi. Org/ 10. 1037/ edu0000016.
Thompson, B., & Mazer, J. P. (2009). College student ratings of student academic support: Frequency, importance, and models of communication. Communication Education, 58(3), 433- 458.
Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal ofAdolescence, 45, 138-148.
Turkpour, A., & Mehdinezhad, V. (2016). Social and academic support and adaptation to college: Exploring the relationships between indicators college students. International Education Studies, 9(12), 53- 60.
Ulmanena, S., Soinia, T., Pyhältöb, K., & Pietarinenc, J. (2014). Strategies for academic engagement perceived by Finnish sixth and eighth graders. Cambridge Journal of Education, 44(3), 425-443. DOI: 10.1080/0305764X.2014.921281
Wang, M. T., & Eccles, J. S., (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895. DOI: 10.1111/j.1467-8624.2012.01745.x.
Wentzel, K. R. (1998). Social support and adjustment in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202- 209.
Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In A. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (279- 296). New York, NY: Guilford.
Won, S., & L-Yu, sh. (2018). Relations of perceived parental autonomy support and control with adolescents, academictime management and procrastination. Learning andIndividual Differences, 61, 205-215.
Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49, 115-123.
Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mind sets, and university students,integration in academic and social support networks. Journal learning and Individual Differences, 62, 98-107.
Zimmerman, B. J. (2000). A training self- regulation: A social cognitive perspective. In M. B. Boekarts, P. R. Pintrich& M. Zither. (2000). Handbook of self- regulation. Academic Press.