پیش‌بینی پیشرفت تحصیلی توسط ادراک دانش‌آموزان از سبک‌های ارتباطی معلم
محورهای موضوعی : پژوهش در برنامه ریزی درسی
معصومه صمدی
1
(استادیار سازمان پژوهش و برنامه ریزی سازمان پژوهش و برنامه ریزی آموزشی، پژوهشگاه مطالعات و برنامه ریزی آود، تهران، ایران)
کلید واژه: سبک ارتباطی مثبت معلمان, پیشرفت تحصیلی, سبک ارتباطی منفی معلمان,
چکیده مقاله :
هدف از این پژوهش، پیش‌بینی پیشرفت تحصیلی توسط ادراک دانش‌آموزان از سبک‌های ارتباطی معلم بود .طرح این پژوهش توصیفی از نوع همبستگی است. جامعه آماری آن دانش‌آموزان دختر سال سوم دوره راهنمایی ـ تحصیلی مدارس دولتی شهر تهران بودند که آمار آنان 27339 نفر گزارش شده است .بدین منظور، نمونه‌ای با حجم 480 نفردانش‌آموز ان دختر پایه سوم راهنمایی مدارس دولتی معمولی شهر تهران با میانگین سنی 13 سالبه روش نمونه‌گیری چند مرحله‌ای انتخاب و داده‌ها با استفاده از پرسشنامه سبک‌های ارتباطی معلم و دانش‌آموز و معدل تحصیلی دانش‌آموزان در نیمسال اول 1389 ـ 1388جمع‌آوری شدند. اعتبار و روایی پرسشنامه مذکور با استفاده از ملاک‌های روان سنجی احراز شد. داده‌های حاصله با استفاده از آمار توصیفی یعنی میانگین و انحراف معیار و تحلیل رگرسیون چند متغیری مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که طبق ارزیابی دانش‌آموزان، میانگین رفتارهای مثبت معلمان در کلاس از قبیل رهبری، درک و فهم، آزادی و کمک کنندگی و نیز میانگین رفتارهای منفی معلمان مانند تردید، پرخاشگری، نارضایتی و سخت‌گیری پایین است. علاوه بر این، نتایج تحلیل رگرسیون چند متغیری نشان داد که سبک ارتباطی مثبت قادر است پیشرفت تحصیلی (0001≥p،81/275= F، 366/0=R2) و سبک ارتباط منفی قادر است افت تحصیلی ( 0001≥p،41/134= F، 504/0=R2) را پیش‌بینی نماید. در سبک ارتباطی مثبت خرده مؤلفه‌های رهبری و آزادی از توانایی پیش‌بینی کنندگی برخوردارند که قوی‌ترین پیش‌بینی کننده رهبری معلم بود. این متغیر به تنهایی توانست 7/38 پیشرفت تحصیلی دانش‌آموزان را به طور معناداری پیش‌بینی کند ( 0001/0≥p ،041/302= F، 387/0=R2). در سبک ارتباطی منفی ضمن این که همه خرده متغیرها از توانایی پیش‌بینی کنندگی برخوردار بودند، ولی متغیر تردید قدرت پیش‌بینی کنندگی بالاتری داشت. تحلیل داده‌ها نشان داد که این متغیر به تنهایی می‌تواند 6/27 افت تحصیلی دانش‌آموزان را به طور معناداری پیش‌بینی کند (0001/0≥p،01/182= F، 276/0= R2 ).
The purpose of this research was to predict the students’ academic achievements, based on their perception of the teachers’ communicative style. The method being used was of the descriptive, co relational, one.27339 girl students, in third grade of junior high school in Tehran, were the statistical population. Amongst whom, 48 students, being about 13 years old, were selected by multiple cluster sampling. Data, then, were collected by a questioner, focusing on the student- teacher relationship style as well as the average scores of the students, during the first semester in1388-1389. By means of the psychometric criteria, both the validity and the reliability of the questioner have been verified. Descriptive analysis (mean, slandered deviation) and multiple regression analysis were used to analyze the data. Based on the findings, it was concluded that the mean scores of the both positive behaviors of the teachers, as: leadership, understanding, freedom, supporting, and negative behaviors, as: indecisiveness, aggressiveness, dissatisfaction and seriousness, were very low. It is, also, represented from the multiple regression analysis that not only can positive relationship style predict the academic achievements of the students (R2=0/366, F=275/81, p < 0/0001), but also, by means of the negative one, students’ low achievements would be predicted, (R2=0/504, F=134/41, p < 0/0001). In positive relationship style, freedom and supporting are the best predictors however, the most powerful one is the leadership of the teacher, predicting the student achievements up to 38/7(R2=0/387, F=302/041, p < 0/0001). Although all the elements in negative style are able to predict the low achievements of the student, the indecisiveness is the best indicators, 27/6, (R2=0/276, F=182/01, p < 0/0001).
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