مدل ساختاری رابطه بین خودکارآمدی و عملکرد اجتماعی با نقش میانجی سازگاری دانش‌آموزان با مدرسه
محورهای موضوعی : آموزش و پرورش
1 - استادیار گروه مدیریت آموزشی، واحد نکا، دانشگاه آزاد اسلامی، نکا، ایران
کلید واژه: سازگاری دانش‌آموزان با مدرسه, عملکرد اجتماعی, خودکارآمدی,
چکیده مقاله :
هدف از مطالعه حاضر ارائه مدل ساختاری رابطه بین خودکارآمدی و عملکرد اجتماعی با نقش میانجی سازگاری دانش‌آموزان با مدرسه بوده است. روش پژوهش توصیفی از نوع همبستگی و از نوع مطالعات کاربردی است. جامعه آماری پژوهش شامل کلیه دانش‌آموزان مقطع دوم متوسطه شهر ساری در سال تحصیلی 99-98 به تعداد 6190 نفر بوده است. نمونه آماری به تعداد 362 نفر و با استفاده از جدول کرجسی و مورگان و به شیوه نمونه‌گیری تصادفی طبقه‌ای بر حسب جنسیت انتخاب شدند. جهت جمع‌آوری داده‌ها از سه پرسشنامه استاندارد خودکارآمدی، عملکرد اجتماعی و سازگاری دانش‌آموزان با مدرسه استفاده شده است. برای تعیین روایی ابزارها از روایی واگرا و همگرا استفاده شد که نتایج حاکی از مطلوب و بالا بودن روایی این مقیاس‌ها می‌باشد و پایایی آنها با استفاده از فرمول آلفای کرونباخ برای هر یک به ترتیب برابر 85/0، 84/0 و 87/0 به‌دست آمد. به منظور تحلیل داده‌های حاصله، از مدل‌یابی معادلات ساختاری با کمک روش حداقل مربعات جزیی از نرم‌افزار آماری پی ال اس استفاده شد. نتایج پژوهش نشان داد که بین خودکارآمدی و عملکرد اجتماعی با سازگاری دانش‌آموزان با مدرسه رابطه معناداری وجود دارد و مقدار 9/95 درصد از سازگاری دانش‌آموزان با مدرسه و 1/96 درصد از عملکرد اجتماعی توسط خودکارآمدی تبیین می‌شود و متغیر سازگاری دانش‌آموزان با مدرسه اثر میانجی را بر رابطه بین خودکارآمدی و عملکرد اجتماعی دارد. هم‌چنین شاخص‌های برازندگی مدل حاکی از آن است که مدل ارائه‌شده از برازش مناسبی برخوردار است.
The aim of this study was to investigate the structural model of relationship between Self-efficacy and social performance with mediating role of students' adjustment to school. The method of the present study in terms of applied purpose and in terms of descriptive, correlation has been observed. The statistical population consisted of all 6190 students at the Secondary school of Sari in the academic year 98-99. The sample size According to Krejcy and Morgan table, 362 individuals were selected randomly (gender). The instrument for collecting data was three standard questionnaires of self-efficacy, social performance and students' adjustment to school. The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS). The results of this study showed that there is a significant relationship between Self-efficacy and social performance with students' adjustment to school; 96.1% of social performance and 95.9% of students' adjustment to school are explained by Self-efficacy. And the social performance variable has a mediator effect on the relationship between Self-efficacy and students' adjustment to school. Fit indices indicate that the proposed model is an appropriate fit.
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- Karamipour, M.R., & Alami, S. (2016). Relationship between the Adjustment and Academic Performance of the 1st Grade High School Students of Zanjan. International Business Management, 10(16): 3492-3501.
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- Abtahi, M., & Nadri, K. (2011). The relationship between creativity and social adjustment with the academic performance of high school students in Zanjan. Educational Management Research, 3(2): 15-28. [In Persian]
- Al-mehsin, S.A. (2017). Self-Efficacy and Its Relationship with Social Skills and the Quality of Decision-Making among the Students of Prince Sattam Bin Abdul-Aziz University. International Education Studies, 10(7): 108-117.
- Arul Sekar, J.M., & Arul Lawrence, A.S. (2016). Emotional, social, educational adjustment of higher secondary school students in relation to academic achievement. I-manager’s Journal on Educational Psychology, 10(1): 29-35.
- Azizi Nejad, B. (2016). Investigating the role of social support on students' academic adjustment with the mediating effect of school satisfaction, academic hope and self-efficacy. Research in School and Virtual Learning, 4(13): 57-68. [In Persian]
- Bagheri, M., Ranjbar, M. H., & Tab, S. (2015). Investigating the mediating role of trust and collective self-efficacy on the relationship between transformational leadership and team performance. Journal of Research in Educational Systems, 9(31): 127-162. [In Persian]
- Behnam Voshani, H., Hekmatipour, N., Vaghei, S., & Asghari Nekah, S. M. (2014). A study of social, emotional and educational self-efficacy of 12-7 year old children with major thalassemia in Mashhad city. Journal of Pediatric Nursing, 2(2): 49-57. [In Persian]
- Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum associates, Inc., Hillsdale.
- Darfshan, M., & Yousefi, F. (2017). Investigating the relationship between children's dimensions of self-efficacy and family cultural, social and economic capital. Applied Sociology, 28(2): 91- 114. [In Persian]
- Davari, A., & Rezazadeh, A. (2014). Structural equation modeling with PLS. Tehran: Jahad Daneshgahi [In Persian].
- Fornell, C., & Larcker, D. (1981). Structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1): 39-50.
- Golpour, R., & Tarkhan, M. (2017). The role of depression depression and procrastination in the effect of self-compassion on social-adaptive performance in high school male students. Knowledge and Research in Applied Psychology, 18(2): 92-101. [In Persian]
- Hafezian, M. & Pourrezavi, S. (2017). The effectiveness of teaching positive thinking skills on social, emotional and academic adjustment of students. School Psychology, 6(1): 26-38. [In Persian]
- Heydari, F., Fallahi, V., & Hajiloo, J. (2018). The role of parenting styles and attachment styles in predicting students' compatibility with school. School Psychology, 7(1): 138-151. [In Persian]
- Karamipour, M.R., & Alami, S. (2016). Relationship between the Adjustment and Academic Performance of the 1st Grade High School Students of Zanjan. International Business Management, 10(16): 3492-3501.
- Kiamarsi, A., Narimani, M., Sobhi Gharamlaki, N., & Mikaeli, N. (2018). The effectiveness of cognitive-behavioral and positive therapies on social-adaptive performance and academic burnout of perfectionist students. School Psychology, 7(2): 240-260. [In Persian]
- Koushki, M., Keramati, H., & Hassani, J. (2018). The effectiveness of self-efficacy education on academic stress and social skills of female students. School Psychology, 7(2): 196-213. [In Persian]
- Mikaeli Manie, F., Fathi, G., Shohodi, M., & Zandi, K. (2015). Analysis of the relationship between hope, self-efficacy, motivation and stress with academic compatibility among undergraduate students of Urmia University. Modern Educational Thoughts, 11(1): 57-78. [In Persian]
- Mohammadifar, M. A., Kazemi, S., & Zarei Matahkolaei, E. (2016). The role of family performance and self-efficacy in students' social adjustment. School Psychology, 5(4): 117-131. [In Persian]
- Moradi, R., Ansari, S., Kashkoli, F., & Naseri, E. (2015). Investigating the relationship between learning atmosphere and academic compatibility with academic performance of female students in Sepidan secondary school, 4th International Conference on Psychology and Social Sciences, March 3, Tehran, Mehr Ishraq Conference. [In Persian]
- Muris, P. (2001) A Brief Questionnaire for Measuring Self-Efficacy in Youths. Journal of Psychopathology and Behavioral Assessment, 23:145-149.
- Naderi, S., Bagheri, M., Darh Kurdi, A., & Sardoei, G. (2014). Investigating the Relationship between Mother Attachment Styles and Student Adaptability to Parental Education. Journal of Personality and Individual Differences, 3(5): 105-123. [In Persian]
- Narimani, M., Khoshnoodnia Chamachaei, B., Zahed, A., & Abolghasemi, A. (2013). The Role of Understanding Teacher Support in Predicting Academic Self-Efficacy Students with Learning Disabilities. Journal of Learning Disabilities, 3(1): 109-127. [In Persian]
- Patricia, A. O., Pamela, A. R., & Peter, J. O. A. (2019). Relationship between Self-efficacy and Academic Performance among Orphaned Secondary School Students in Kenya. International Journal of Psychology and Behavioral Sciences, 9(3): 39-46.
- Price, C. S., Spence, S. H., Sheffield, J., & Donovan, C. (2002). The development and psychometric properties of a measure of social and adaptive functioning for children and adolescents. Journal of Clinical Child and Adolescent Psychology, 31(1): 111-122.
- Rezapour Mir Saleh, Y., Kheradmand, T& Shahedi, S. (2017). The effectiveness of moral intelligence training on social performance and behavioral problems. Ethics in Science and Technology, 12(4): 51-62. [In Persian]
- Sadoughi, M. (2018). The relationship between self-efficacy and academic resilience with the compatibility and academic performance of medical students. Educational Strategies in Medical Sciences, 11(2): 7-14. [In Persian]
- Sanobar, A. (2018). The relationship between happiness, resilience and academic self-efficacy with academic achievement of tenth grade male students. Sociology of Education, 8: 1-15. [In Persian]
- Sim, H.S., & Moon, W.H. (2015). Relationships between Self-Efficacy, Stress, Depression and Adjustment of College Students Indian. Journal of Science and Technology, 8(35), DOI: 10.17485/ ijst /2015/v8i35/86802, December 2015.
- Temanaeifar, M., & Leith, H. (2015) the relationship between emotional intelligence, self-efficacy and social support with the compatibility of high school students. New Psychological Research, 10(39): 25-52. [In Persian]
- Wetzels, M., Odekerken-Schroder, G. & Van Oppen, C. (2009), 'Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration. MIS Quarterly, 33(1): 177.
- Yadak, S.M.A. (2017). The Impact of the Perceived Self-Efficacy on the Academic Adjustment among Qassim University Undergraduates. Open Journal of Social Sciences, 5, 157-174.