تدوین مدل درگیری تحصیلی بر اساس عوامل جو روانی - اجتماعی کلاس درس و جو عاطفی خانواده با نقش میانجی تابآوری تحصیلی
محورهای موضوعی : تکتونواستراتیگرافیمریم شاکرمی 1 , مسعود صادقی 2 , عزت الله قدم پور 3
1 - دانشجوی کارشناسی ارشد روان‌شناسی تربیتی دانشگاه لرستان
2 - استادیار گروه روان‌شناسی دانشگاه لرستان
3 - دانشیار گروه روان‌شناسی دانشگاه لرستان
کلید واژه: تابآوری تحصیلی, درگیری تحصیلی, جو روانی- اجتماعی کلاس درس, جو عاطفی خانواده, مدل یابی معادلات ساختاری,
چکیده مقاله :
هدف از انجام این پژوهش تدوین مدل درگیری تحصیلی بر اساس عوامل جو روانی اجتماعی کلاس درس و جو عاطفی خانواده با نقش میانجی تابآوری تحصیلی بود. طرح پژوهش همبستگی از نوع مدل معادلات ساختاری بود. جامعه آماری را دانشآموزان دوره اول متوسطه (پایه هشتم و نهم) شهرستان خرمآباد تشکیل میدهند. روش نمونه‌گیری تصادفی طبقهای نسبتی چندمرحله‌ای بود که با این روش 310 نفر دانش‌آموز دوره اول متوسطه (پایه هشتم و نهم) انتخاب و به پرسش‌نامه‌های: درگیری تحصیلی، جو روانی- اجتماعی کلاس درس، جو عاطفی خانواده و تابآوری تحصیلی پاسخ دادند. دادهها با کمک نرم‌افزار amos و با روش مدل یابی معادلات ساختاری تحلیل شد. نتایج حاکی از این بود که مدل درگیری تحصیلی درمجموع از برازش قابل قبولی برخوردار است، این موضوع نشان میدهد که دادههای به‌دست‌آمده از نمونه، مدل پیشنهادی را تائید میکنند. نتایج به‌دست‌آمده ضرایب رگرسیون مستقیم بین متغیرهای پژوهش نشان داد مسیرهای مستقیم جو روانی- اجتماعی کلاس درس و جو عاطفی خانواده به درگیری تحصیلی معنادار نیستند، ولی دیگر مسیرهای مستقیم و دو مسیر غیرمستقیم، مثبت و معنادار بودند، این موضوع حاکی از این است که تابآوری تحصیلی میتواند رابطه میان جو عاطفی خانواده و درگیری تحصیلی را میانجیگری کند، بدین ترتیب میتوان گفت جو روانی اجتماعی کلاس درس و جو عاطفی مناسب در خانواده تابآوری تحصیلی را بالا میبرند و نتیجه بالا رفتن تابآوری تحصیلی افزایش درگیری تحصیلی خواهد بود.
Abstract
The purpose of this study was to develop an academic engagement model based on the classroom socio-mental climate and emotional factors of the family with the mediating role of academic resilience. The design of the research was a correlation of the structural equation model. The statistical population consists of the students of the first grade high school (the eighth and ninth grades) of Khorramabad city. A multi-stage stratified random sampling method was used that 310 high school students (the eighth and ninth grades) were selected with this method and they responded to the questionnaires of academic engagement, classroom socio-mental climate, emotional factors of the family and academic resilience. Data were analyzed with the help of AMOS software and structural equation modeling method. The results suggested that the academic engagement model has a generally acceptable fit, indicating that the data obtained from the sample confirm the proposed model. The results of direct regression coefficients between the research variables showed that the direct paths of classroom socio-mental climate and emotional factors of the family were not significant to the academic engagement, but other direct paths and two indirect paths were positive and significant. This suggests that academic resilience can mediate the relationship between the family's emotional factors and academic engagement, thus, it can be said that the classroom socio-mental climate and appropriate emotional factors in the family increase the academic resilience, and the result of an increased academic resilience will be an increase in academic engagement.
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