رابطه بین ادراک از محیط کلاس و تحصیل‌گریزی دانش‌آموزان: نقش واسطه‌ای ادراک خود
الموضوعات :سمیرا صالح اردستانی 1 , فرهاد خرمائی 2
1 - دانشگادانشجوی دکتری روان‌شناسی تربیتی، دانشگاه شیراز،فارس، ه شیراز، ایران
2 - دانشیار روان‌شناسی تربیتی، دانشگاه شیراز، فارس، ایران
الکلمات المفتاحية: مدرسه‌گریزی, ادراک کلاس, ادراک خود, همانندسازی با مدرسه,
ملخص المقالة :
هدف پژوهش حاضر بررسی نقش واسطه‌گری ادراک خود (ادراک کنترل و همانندسازی با مدرسه) در رابطه بین ادراک از محیط کلاس و تحصیل‌گریزی (بیزاری از تحصیل و مدرسه‌گریزی) دانش‌آموزان بود. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان کلاس دهم شهر تهران است. مشارکت‌کنندگان شامل 661 دانش‌آموز کلاس دهم دبیرستان‌ها و هنرستان‌های شهر تهران بودند که به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند و به پرسش‌نامه ادراک از محیط کلاس (فراسر و همکاران، 1996) مقیاس ادراک خود (فال و روبرتز، 2012) و مقیاس تحصیل‌گریزی (خرمایی، 1393) پاسخ دادند. داده‌ها با استفاده از روش معادلات ساختاری با نرم افزار ایموس مورد تحلیل قرار گرفت. یافته‌ها نشان داد ادراک از محیط کلاس بر ادراک خود (همانندسازی با مدرسه و ادراک کنترل) دانش‌آموزان به صورت مثبت و معنی‌دار اثرگذار است و بر تحصیل‌گریزی (بیزاری از تحصیل و مدرسه‌گریزی) نیز به صورت منفی و معنی‌دار اثر دارد. ادراک از محیط کلاس همچنین با واسطه‌گری همانندسازی با مدرسه و ادراک کنترل توانست به طور غیرمستقیم تحصیل‌گریزی را پیش‌بینی کند. همچنین نتایج نشان داد افزایش ادراک از محیط کلاس در دانش‌آموزان از طریق همانندسازی با مدرسه و ادراک کنترل، موجبات کاهش تحصیل‌گریزی دانش‌آموزان می‌شود. بنابراین طراحی فضاهای آموزشی مناسب و تعلیم کادر آموزشی در جهت رشد ادارک خود دانش‌آموزان به منظور پیشگیری از پیامدهای منفی تحصیلی امری ضروری به نظر می‌رسد.
بای، نرگس، حسن‌آبادی، حمیدرضا و کاوسیان، جواد (1396). الگوی ساختاری باورهای شایستگی و ادراک از کالس درس با پیشرفت تحصیلی دانش‌آموزان: نقش رفتارها و باورهای پیشرفت، 11، (41)1، 67-83.
خرمائی، فرهاد (1393). پیش‌بینی تحصیل‌گریزی بر اساس جهت‌گیری هدف با واسطه‌گری رویکردهای یادگیری، سومین کنفرانس ملی روان‌شناسی مدرسه.
نیکدل، فرهاد، کدیور، پروین، فرزاد، وحید و کریمی، یوسف (1389). بررسی شاخص‌های روان‌سنجی پرسش‌نامه ادراک کلاس، سنجش آموزشی، 1(1)، 31-54.
نیکدل، فرهاد، کدیور، پروین، فرزاد، ولی‌الله، عرب‌زاده، مهدی و کاوسیان، جواد (1391). رابطه خودپنداره تحصیلی، هیجانهای تحصیلی مثبت و منفی با یادگیری خودگردان، فصلنامه روان‌شناسی کاربردی، 6، (21)1، 103-119.
Adelman, H. S., & Taylor, L. (1991). Addressing barriers to learning: Beyond School-Linked Services and Full-Service Schools. American Journal of Orthopsychiatry, 61(3), 454–421.
Aldridge, J., Laugksch, R. C., & Fraser, B. J. (2004). A cross-national study of the learning environments of Science classrooms in South Africa andAustralia. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Angus, R., & Hughes, T. (2017). School Climate, Connectedness and Academic Achievement: Examining Positive Impacts from High School Mentoring Services. Education Leadership Review of Doctoral Research, 4(1), 69-84.
Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651–670.
Babakhani, N. (2014). Perception of class and sense of school belonging and self-regulated learning: A causal model. Procedia-Social and Behavioral Sciences 116(2), 1477-1482.
Bay, N, Hasanabadi, H. R., & Kavosian, J. (1396). Structural model of competent believes and class perception with student achievement, 11, 1(4), 67-83. [In Persian].
Center for Mental Health in Schools at UCLA. (2008). School Attendance Problems: Are Current Policies & Practices Going in the Right Direction? Los Angeles, CA: Author. http://smhp.psych.ucla.edu
Claes, E., Hooghe, M., & Reeskens, T. (2009). Truancy as a contextual and school-related problem: A comparative multilevel analysis of country and school characteristics on civic knowledge among 14 year olds. Educational Studies, 35(2), 123–142.
Collie, R. J., Martin, A. J., Papworth, B., & Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement, Learning and Individual Differences, 45(1), 65–76.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Dorman, J. P. (2009). Partitioning the variance in scores on classroom environment instruments. Australian Journal of Educational & Developmental Psychology, 9(2), 18-31.
Ekstrand, B. (2015). What It Takes to Keep Children in School: A Research Review. Educational Review, 67(4), 459–482.
Fall, A-M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
Falsario¹, H. N., Muyong¹, R. F., & Nuevaespaña¹, J. S. (2014). Classroom climate and academic performance of education students. Presented at the DLSU Research Congress 2014 De La Salle University, Manila, Philippines.
Fraser, B. J., Fisher, D. L., & McRobbies, C.J. (1996) Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the Annual of the American Educational Research Association, New York, USA.
Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Students’ perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 94(3), 539-544.
Hamm, J. V., Schmid, L., Farmer, T. W., & Locke, B. (2011). Injunctive and descriptive peer group norms and the academic adjustment of rural early adolescents. The Journal of Early Adolescence, 31(1), 41–73.
Hancock, K. J., Shepherd, C. C. J., Lawrence, D., & Zubrick, S. R. (2013). Student attendance and educational outcomes: Every day counts. Report for the Department of Education, Employment and Workplace Relations, Canberra.
Hejazi, E., Naghsh, Z., Sangari, A. A., & Tarkhan, R. A. (2011). Prediction of academic performance: the role of perception of the class structure, motivation and cognitive variables, Procedia Social and Behavioral Sciences, 15(2), 2063–2067.
Kareshki, H. (2008). The role of motivational patterns and Environmental perceptions to self-regulated learning in the high school students inTehran. PhD Thesis Educational psychology branch, Tehran University.
Khormaiee, F. (1393). Prediction of academic avoidance from goal orientation with mediating of learning approaches, 3th national conference of school psychology. [In Persian].
Kline, R. B. (2015). Principles and practice of structural equation modeling. 3rd Edition, New York, London, the Guilford Press.
LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24(4), 249–355.
Lewin, K. (1949). Cassirer’s philosophy of science and social science. In P. A. Schilpp (Ed.),
McFarland, J., Cui, J., & Stark, P. (2018). Trends in High School Dropout and Completion Rates in the United States: 2014 (NCES 2018-117). U.S. Department of Education. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch.
McGrath, K. F., & Van Bergen. (2015). Who, When, Why and to What End? Students at Risk of Negative Student–Teacher Relationships and Their Outcomes, Educational Research Review, 14(1), 1–17.
Nikdel, F., Kadivar, P., Farzad, V. & Karimi, Y. (1389). Exploring psychometric indexes of class perception questionnaire, educational measure, 1(1), 31-54. [In Persian].
Nikdel, F., Kadivar, P., Farzad, V. Arabzadeh, M. & Kavosian, J. (1391). Relation of academic self-concept, positive and negative academic emotions with self-regulation learning, Journal of Practical Psychology, 6, 1(21), 103-119 [In Persian].
Patrick, H., Ryan, A., & Kaplan, A. (2007). Early adolescents' perceptions of classroom environment, motivation, and beliefs. Journal of Educational Psychology, 99(1),83-98.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, 81(4), 493–529.
Shinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). Amotivational perspective on engagement and disaffection: conceptualization and assessment of childrens behavioral and emotional participation in academic activities in the classroom, Educational and Psychological Measurement, 69(3), 493-525.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). New York: Springer.
Soares, T. M., da Silva Fernandes, N., Nóbrega, M. C., & Nicolella, A. C. (2015). Factors associated with dropout rates in public secondary education in Minas Geraisl. Education and Research, 41(3), 758.
Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
Wang, M.-T. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school, American Educational Research Journal, 47(3), 633-662.
Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study, Contemporary Educational Psychology, 49(2), 32–45.
You, S., Hong, S., & Ho, H.-z. (2011). Longitudinal effects of perceived control on academic achievement. The Journal of Educational Research, 104(4), 253-266.
_||_بای، نرگس، حسن‌آبادی، حمیدرضا و کاوسیان، جواد (1396). الگوی ساختاری باورهای شایستگی و ادراک از کالس درس با پیشرفت تحصیلی دانش‌آموزان: نقش رفتارها و باورهای پیشرفت، 11، (41)1، 67-83.
خرمائی، فرهاد (1393). پیش‌بینی تحصیل‌گریزی بر اساس جهت‌گیری هدف با واسطه‌گری رویکردهای یادگیری، سومین کنفرانس ملی روان‌شناسی مدرسه.
نیکدل، فرهاد، کدیور، پروین، فرزاد، وحید و کریمی، یوسف (1389). بررسی شاخص‌های روان‌سنجی پرسش‌نامه ادراک کلاس، سنجش آموزشی، 1(1)، 31-54.
نیکدل، فرهاد، کدیور، پروین، فرزاد، ولی‌الله، عرب‌زاده، مهدی و کاوسیان، جواد (1391). رابطه خودپنداره تحصیلی، هیجانهای تحصیلی مثبت و منفی با یادگیری خودگردان، فصلنامه روان‌شناسی کاربردی، 6، (21)1، 103-119.
Adelman, H. S., & Taylor, L. (1991). Addressing barriers to learning: Beyond School-Linked Services and Full-Service Schools. American Journal of Orthopsychiatry, 61(3), 454–421.
Aldridge, J., Laugksch, R. C., & Fraser, B. J. (2004). A cross-national study of the learning environments of Science classrooms in South Africa andAustralia. Paper presented at the annual meeting of the American Educational Research Association, San Diego.
Angus, R., & Hughes, T. (2017). School Climate, Connectedness and Academic Achievement: Examining Positive Impacts from High School Mentoring Services. Education Leadership Review of Doctoral Research, 4(1), 69-84.
Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651–670.
Babakhani, N. (2014). Perception of class and sense of school belonging and self-regulated learning: A causal model. Procedia-Social and Behavioral Sciences 116(2), 1477-1482.
Bay, N, Hasanabadi, H. R., & Kavosian, J. (1396). Structural model of competent believes and class perception with student achievement, 11, 1(4), 67-83. [In Persian].
Center for Mental Health in Schools at UCLA. (2008). School Attendance Problems: Are Current Policies & Practices Going in the Right Direction? Los Angeles, CA: Author. http://smhp.psych.ucla.edu
Claes, E., Hooghe, M., & Reeskens, T. (2009). Truancy as a contextual and school-related problem: A comparative multilevel analysis of country and school characteristics on civic knowledge among 14 year olds. Educational Studies, 35(2), 123–142.
Collie, R. J., Martin, A. J., Papworth, B., & Ginns, P. (2016). Students' interpersonal relationships, personal best (PB) goals, and academic engagement, Learning and Individual Differences, 45(1), 65–76.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Dorman, J. P. (2009). Partitioning the variance in scores on classroom environment instruments. Australian Journal of Educational & Developmental Psychology, 9(2), 18-31.
Ekstrand, B. (2015). What It Takes to Keep Children in School: A Research Review. Educational Review, 67(4), 459–482.
Fall, A-M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
Falsario¹, H. N., Muyong¹, R. F., & Nuevaespaña¹, J. S. (2014). Classroom climate and academic performance of education students. Presented at the DLSU Research Congress 2014 De La Salle University, Manila, Philippines.
Fraser, B. J., Fisher, D. L., & McRobbies, C.J. (1996) Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the Annual of the American Educational Research Association, New York, USA.
Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Students’ perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 94(3), 539-544.
Hamm, J. V., Schmid, L., Farmer, T. W., & Locke, B. (2011). Injunctive and descriptive peer group norms and the academic adjustment of rural early adolescents. The Journal of Early Adolescence, 31(1), 41–73.
Hancock, K. J., Shepherd, C. C. J., Lawrence, D., & Zubrick, S. R. (2013). Student attendance and educational outcomes: Every day counts. Report for the Department of Education, Employment and Workplace Relations, Canberra.
Hejazi, E., Naghsh, Z., Sangari, A. A., & Tarkhan, R. A. (2011). Prediction of academic performance: the role of perception of the class structure, motivation and cognitive variables, Procedia Social and Behavioral Sciences, 15(2), 2063–2067.
Kareshki, H. (2008). The role of motivational patterns and Environmental perceptions to self-regulated learning in the high school students inTehran. PhD Thesis Educational psychology branch, Tehran University.
Khormaiee, F. (1393). Prediction of academic avoidance from goal orientation with mediating of learning approaches, 3th national conference of school psychology. [In Persian].
Kline, R. B. (2015). Principles and practice of structural equation modeling. 3rd Edition, New York, London, the Guilford Press.
LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24(4), 249–355.
Lewin, K. (1949). Cassirer’s philosophy of science and social science. In P. A. Schilpp (Ed.),
McFarland, J., Cui, J., & Stark, P. (2018). Trends in High School Dropout and Completion Rates in the United States: 2014 (NCES 2018-117). U.S. Department of Education. Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch.
McGrath, K. F., & Van Bergen. (2015). Who, When, Why and to What End? Students at Risk of Negative Student–Teacher Relationships and Their Outcomes, Educational Research Review, 14(1), 1–17.
Nikdel, F., Kadivar, P., Farzad, V. & Karimi, Y. (1389). Exploring psychometric indexes of class perception questionnaire, educational measure, 1(1), 31-54. [In Persian].
Nikdel, F., Kadivar, P., Farzad, V. Arabzadeh, M. & Kavosian, J. (1391). Relation of academic self-concept, positive and negative academic emotions with self-regulation learning, Journal of Practical Psychology, 6, 1(21), 103-119 [In Persian].
Patrick, H., Ryan, A., & Kaplan, A. (2007). Early adolescents' perceptions of classroom environment, motivation, and beliefs. Journal of Educational Psychology, 99(1),83-98.
Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement a meta-analytic approach. Review of Educational Research, 81(4), 493–529.
Shinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). Amotivational perspective on engagement and disaffection: conceptualization and assessment of childrens behavioral and emotional participation in academic activities in the classroom, Educational and Psychological Measurement, 69(3), 493-525.
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. In S.L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 21–44). New York: Springer.
Soares, T. M., da Silva Fernandes, N., Nóbrega, M. C., & Nicolella, A. C. (2015). Factors associated with dropout rates in public secondary education in Minas Geraisl. Education and Research, 41(3), 758.
Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
Wang, M.-T. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school, American Educational Research Journal, 47(3), 633-662.
Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2017). Peer and teacher supports in relation to motivation and effort: A multi-level study, Contemporary Educational Psychology, 49(2), 32–45.
You, S., Hong, S., & Ho, H.-z. (2011). Longitudinal effects of perceived control on academic achievement. The Journal of Educational Research, 104(4), 253-266.
