تدوین مدل علی تاثیر ادارک از جو مدرسه بر مشغولیت تحصیلی دانش آموزان با نقش واسطه ای خودپنداره تحصیلی
الموضوعات :مینا عبادالهی 1 , مجید برزگر 2 , سلطانعلی کاظمی 3
1 - دانشجوی دکتری گروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
2 - استادیارگروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
3 - استادیارگروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
الکلمات المفتاحية: نوجوانان, خودپنداره تحصیلی, مشغولیت تحصیلی, ادارک از جو مدرسه,
ملخص المقالة :
این پژوهش با هدف بررسی نقش واسطهای خودپنداره تحصیلی در رابطه بین ادارک از جو مدرسه و مشغولیت تحصیلی دانش آموزان متوسطه دوم شهرستان شیراز انجام شد. روش پژوهش از نوع همبستگی بود. جامعة آماری شامل کلیه پسران و دختران دانش آموز متوسطه دوم شهرستان شیراز بودند. گروه نمونه شامل508 نفر بود که با به روش نمونه گیری تصادفی خوشه ای انتخاب شدند. ابزارهای اندازه گیری عبارت بودند از پرسشنامه مشغولیت تحصیلی، پرسشنامه خودپنداره تحصیلی و مقیاس ادارک از جو مدرسه. مقیاس ادارک از جو مدرسه شامل چهار خرده مقیاس حمایت معلم، حمایت همسالان، خودمختاری دانش آموزان و وضوح و ثبات قوانین بود. دادهها با استفاده از روش مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج مدل‌یابی معادلات ساختاری نشان داد که ابعاد ادارک از جو مدرسه پیش بین مثبت و معنی دار خودپنداره تحصیلی بودند. همچنین ابعاد ادارک از جو مدرسه با واسطه خودپنداره تحصیلی توانستند مشغولیت تحصیلی دانش آموزان را پیش بینی کنند. در کل، نتایج این پژوهش نشانگر اهمیت محیط یادگیری و ساختارهای انگیزشی بر مشغولیت تحصیلی دانش آموزان بود.
Ahmed, W. & bruinsma, m. (2006). A structural model of self concept, autonomous motivation and academic performance in cross cultural perspective. Electronic journal of research in educational psychology, vol. 4, no. 10, p: 551-576.
Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45, 369-386.
Bordbar, M. and Yosefi, F.(2016). The Mediation Roles of Self-System Processes and Academic Emotions in Relationship between Autonomy Supportive Environment and Academic Engagement, Developmental Pschology: Iranian Psychologists, Vol. 13, Issue 49, 13-28[In Persian].
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 (pp. 993-1028). Hoboken, NJ: Wiely.
Chi, U. J. & shin, E. (2014). Classroom engagement as proximal level for student success in higher education: what a self-determination framework within a multi-level developmental system tells us. Ph.D. Dissertation in Applied Psychology, Portland State University.
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 (pp. 43-77). Chicago: University of Chicago Press.
Fredricks, J.; Blumenfeld, P. & Paris, A. (2004). “School engagement: Potential of the concept, state of the evidence”. Review of Educational Research, 74(1), 59-109.
Goetz, Thomas & Cronjaeger, Hanna & Frenzel, Anne & Oliver Lüdtke & Hall, Nathan C. (2009). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology,35(1): 44- 58.
Golparvar, M., Abedini, M., & Shahangi, H. (2014). The role of belief in a just and unfair world in the relationship between burnout and occupational stress with immoral behaviors: the development of a theory in Iran. Journal of Psychological Models and Methods. 4 (15), 103-117. [In Persian].
Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111-1122
Lam, S.F., Jimerson, S., Kikas, E., Cefai, C., Veiga, F.H., Nelson, B.,Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an International study from 12 countries. Journal of School Psychology, 50, 77-94.
Lee, M., Lee, I. H., & Rojewski, J. W. (2012). The Role of Contextual and Intrapersonal Factors in Students’ School Satisfaction in Korean Vocational High Schools. Available from:http:/www.googlescholar.com. Accessed 07 February 2013.
Linnenbrink, E.A., & Pintrich, P.(2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly. 19: 119-137.
Hardre, P. L., Crowson, H. M., Debacker, T. K. & White, D. (2007). Predicting the academic motivation of rural high school students. The Journal of Experimental Education, 75(4), 247-269.
Huang. Y.C & Fisher, S.H. (2011). “The development of academic burnout scale for college students”. Journal of Education & Psychology, 34(4): 73-95.
Meristo, M., & Eisenschmidt, E. (2014). Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 67, 1–10.
Newman, F.M., Wehlage, G.G. and Lamborn, S.D. (1992) The Significance and Sources of Student Engagement. In: Newman, F.M., Ed., Student Engagement and Achievement in American Secondary Schools, Teachers College Press, New York, 11-39.
Mehrad, A.(2016). Mini Literature Review of Self-Concept, Journal of Educational, Health and Community Psychology, Vol 5, No 2,62-66, [In Persian].
Patrick. H., Ryan, A. M., & Kaplan, A. (2007). Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement. Journal of Educational Psychology, 99(1), 83–98.
Paulsen, E., Bru, E., & Murberg, T. A. (2006). Passive students in junior high school: The associations with shyness, perceived competence and social support. Social Psychology of Education: An International Journal, 9(1), 67-81.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology 36, 36-48. doi:10.1016/j.cedpsych.2010.10.002
Sarıtepeci, M. & Çakýr, H.(2015). The Effect of Blended Learning Environments on Student's Academic Achievement and Student Engagement: A Study on Social Studies Course, Education and Science, Vol 40 (2015) No 177 203-216.
Sepah Mansour, M., Barati, Z., Behzadi, S (2016), Educational resilience model based on academic competence and teacher-student relationship. Journal of Psychological Methods and Models, 7 (25), 25-44,[In Persian].
Skinner, E. A., Kinderman, T. A., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493-525.
Skinner, E. A., & Pitzer, J. (2012). Developmentaldynamics of engagement, coping, and everydayresilience. In S. L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21-44). New York: Springer Science.
Shakarami, M., Sadeghi, M., and Ghadampour, E.(2018). Developing of an academic engagement model based on classroom socio-mental climate and emotional factors of family with mediating role of academic resilience, Journal of Psychological Methods and Models, 8, 29, 159-182, [In Persian].
Rabani, Z, Taleh Pasand, S., Rahimian Bogar, E., and Mohamadi far, M.A.(2017). The relationship between classroom context and academic engagement: the mediating role of self system, motivation and academic emotion. Developmental Psychology, 37, 14-51, [In Persian].
Trautwein, U., Lüdtke, O. (2008). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101(4), 853–866.
Wang , X and Eccles , Z . (2013). The effect of brand credibility on consumers brand purchase intention in emerging economics: The moderating role of brand awareness and brand image. Journal of Global Marketing, 23(1), 177-188.
Wang, M. T., & Holcombe, R. (2010). Adolescents’perceptions of school environment, engagement, and academic achievement in middle school.American Educational Research Journal, 47, 622-633.
Way, N., Reddy, R. & Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194–213.
_||_