تدوین مدل ساختاری برای پیش بینی پیشرفت تحصیلی از طریق سبکهای فرزندپروری و باورهای معرفت شناختی در دانش آموزان متوسطه دوره دوم شهر تهران
الموضوعات :
سید علی مهربان
1
,
ابوالفضل کرمی
2
,
حسن اسدزاده
3
,
نعمت اله ستوده اصل
4
1 - دکتری روانشناسی عمومی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران
2 - دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
3 - دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران
4 - دانشیار مرکز تحقیقات مراقبتهای پرستاری، دانشگاه علوم پزشکی سمنان، سمنان، ایران
تاريخ الإرسال : 01 الخميس , شعبان, 1438
تاريخ التأكيد : 22 الإثنين , صفر, 1441
تاريخ الإصدار : 22 الجمعة , ذو الحجة, 1440
الکلمات المفتاحية:
پیشرفت تحصیلی,
باورهای معرفت شناختی,
سبک های فرزندپروری,
ملخص المقالة :
هدف از پژوهش حاضر تدوین مدل ساختاری برای پیش بینی پیشرفت تحصیلی از طریق سبک های فرزندپروری و باورهای معرفت شناختی در دانش آموزان متوسطه دوره دوم بود. (تعداد 400 نفر از دانش‌آموزان مناطق آموزش و پرورش شهر تهران برای شرکت در این تحقیق انتخاب شدند). نمونه پژوهش به صورت تصادفی خوشه ای چند مرحله ای انتخاب گردید که از این تعداد، 220 نفر دانش آموز دختر و 180 نفر دانش آموز پسر به پرسشنامه های سبک های فرزند پروری بامریند (BPSQ) و پرسشنامه باورهای معرفت شناختی شومر (EQ) پاسخ دادند. نتایج این پژوهش نشان داد، سبک های فرزندپروری اقتداری تاثیر مستقیم مثبت و معناداری بر پیشرفت تحصیلی دارند. سبک های فرزندپروری استبدادی تاثیر مستقیم منفی و معناداری بر پیشرفت تحصیلی دارند. در حالیکه سبک های فرزندپروری سهل انگاری تانیر مستقیم منفی و غیر معناداری بر پیشرفت تحصیلی دارند. همچنین ضرایب همبستگی پیرسون بین ابعاد پرسشنامه باورهای معرفت شناختی با پیشرفت تحصیلی نشان داده شده اند، که ساده بودن، قطعیت و منبع دانش همبستگی مثبت و رابطه معناداری با پیشرفت تحصیلی دارند، ولی یادگیری ذاتی و یادگیری سریع، همبستگی منفی با پیشرفت تحصیلی دارند.
المصادر:
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