پیش‌بینی درگیری تحصیلی دانش‌آموزان بر اساس سرمایه‌های روان‌شناختی‌ و اجتماعی

الموضوعات :

درنا صادقی ¹ (کارشناس ارشد روان‌شناسی، واحد اردکان، دانشگاه آزاد اسلامی، اردکان، یزد)
زهرا امین فلاح ² (کارشناس ارشد روان‌شناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، تهران)
حسن مؤمنی ³ (کارشناس ارشد جامعه‌شناسی دانشکده علوم اجتماعی دانشگاه تهران)

تاريخ الإرسال : 27 الثلاثاء , ذو القعدة, 1440 تاريخ التأكيد : 07 الأربعاء , ربيع الثاني, 1441 تاريخ الإصدار : 25 الجمعة , ربيع الأول, 1441

الکلمات المفتاحية: سرمایه اجتماعی, سرمایه روان‌شناختی, دانش‌آموزان, درگیری تحصیلی,

ملخص المقالة :

یکی از عمده‌ترین چالش‌های آموزشی در محیط کلاس، درس و مدرسه بی‌رمقی، کم میلی و کاهلی دانش‌آموزان به امورات تحصیلی است که عموماً ناراحتی و ابراز نارضایتی دست اندرکاران تعلیم و تربیت را به همراه دارد. از این‌رو، هدف اصلی مقاله حاضر پرداختن به درگیری تحصیلی دانش‌آموزان بر اساس سرمایه‌های اجتماعی و روان‌شناختی است. جامعه آماری شامل دانش‌آموزان متوسط اول و دوم شهرستان دهلران در سال تحصیلی 1398-1397 با حجم نمونه 321 نفر و با روش نمونه‌گیری خوشه‌ای است. ابزارهای پژوهش شامل پرسشنامه‌های استاندارد درگیری تحصیلی ریو(2013)، سرمایه روان‌شناختی لوتانز(2007) و پرسشنامه سرمایه اجتماعی است و اعتبار و پایایی آن از طریق دیدگاه‌های اساتید متخصص مورد بررسی قرار گرفت و میزان پایایی(آلفای کرونباخ) نیز 86/0 حاصل شد. یافته‌ها نشان دادند میانگین هر سه متغیر درگیری تحصیلی، سرمایه‌های اجتماعی و روان‌شناختی در وضعیت متوسط بودند. آزمون همبستگی پیرسون نشان داد سرمایه‌های اجتماعی(54/0=r و 000/0p≤) و روان‌شناختی(62/0=r و 000/0 p≤) با درگیری تحصیلی دارای رابطه مستقیم و معناداری هستند. نتایج تحلیل رگرسیون نیز نشان دادند که سرمایه روان‌شناختی و اجتماعی توانستند با ضریب بتای 40/0 و 34/0 به ترتیب متغیر درگیری تحصیلی را پیش‌بینی نمایند. مضافاً هر دو متغیر توانستند به میزان 43/0 تغییرات واریانس متغیر ملاک را پیش‌بینی کنند. بر اساس نتایج حاصل شده می‌توان گفت سرمایه‌های دوگانه مذکور قادر به اثرگذاری بر درگیری تحصیلی دانش‌آموزان هستند و از این‌رو باید به تقویت این دو در نظام آموزش و پرورش توجه ویژه شود.

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Slocum, J.W. & Hellriegel, D. (2011). Principles of Organisational Behaviour. 13th edition. USA: South-Western, Cengage Learning.

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (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(3), 493-525.

Soria, K. M., & Stebleton, M. J. (2013). Social capital, academic engagement, and sense of belonging among working-class college students. College Student Affairs Journal, 31(2), 139.

Samavi, A. W.; Ebrahimi, K. & Javdan, M. (2016). The Relationship between Academic Engagement, Self-efficacy and Academic Motivation and Academic Achievement  in Bandar Abbas High School Students, the bi-seasonal journal Cognitive Strategies in Learning, 4 (7): 71-92 [in Persian].

Saber, S. & Pasha Sharifi, H. (2013). Predicting Dimensions of Academic Engagement Based on Identity Styles in First-Grade Female Students in Tehran Public High Schools, the journal Curriculum, 10(38):72-85 [in Persian]. 

Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.

Schiefer, D., & van der Noll, J. (2017). The essentials of social cohesion: A literature review. Social Indicators Research, 132(2), 579-603.

Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15(4), 979-994.

Tavassoli, Gh. (2002). Social Participation in Anomic Society, University of Tehran Press [in Persian].

Tamer, I., Dereli, B., & Saglam, M. (2014). Unorthodox forms of capital in organizations: positive psychological capital, intellectual capital and social capital. Journal of Social and Behavioral Sciences, 152: 963 – 972.

Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31-39.

You, J. W. (2016). The relationship among college students' psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24.

You, J.W., Kim, B., & Kang, M. (2014). The effects of psychological capital on self-directed learning and learning engagement for college students. Journal of Learner-Centered Curriculum and Instruction, 14(3), 45–70.

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Rogosic, S., & Baranovic, B. (2016). Social capital and educational achievements: Coleman vs. bourdieu. CEPS Journal: Center for Educational Policy Studies Journal, 6(2), 81.

Ramezani, M. & Khamesan, A. (2017). Psychometric Indicators of the RIO 2013 Academic Engagement Questionnaire: Introducing Factor Engagement, the journal Educational Measurement, 8 (29): 185-204 [in Persian].

Slocum, J.W. & Hellriegel, D. (2011). Principles of Organisational Behaviour. 13th edition. USA: South-Western, Cengage Learning.

Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (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(3), 493-525.

Soria, K. M., & Stebleton, M. J. (2013). Social capital, academic engagement, and sense of belonging among working-class college students. College Student Affairs Journal, 31(2), 139.

Samavi, A. W.; Ebrahimi, K. & Javdan, M. (2016). The Relationship between Academic Engagement, Self-efficacy and Academic Motivation and Academic Achievement  in Bandar Abbas High School Students, the bi-seasonal journal Cognitive Strategies in Learning, 4 (7): 71-92 [in Persian].

Saber, S. & Pasha Sharifi, H. (2013). Predicting Dimensions of Academic Engagement Based on Identity Styles in First-Grade Female Students in Tehran Public High Schools, the journal Curriculum, 10(38):72-85 [in Persian]. 

Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311.

Schiefer, D., & van der Noll, J. (2017). The essentials of social cohesion: A literature review. Social Indicators Research, 132(2), 579-603.

Siu, O. L., Bakker, A. B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15(4), 979-994.

Tavassoli, Gh. (2002). Social Participation in Anomic Society, University of Tehran Press [in Persian].

Tamer, I., Dereli, B., & Saglam, M. (2014). Unorthodox forms of capital in organizations: positive psychological capital, intellectual capital and social capital. Journal of Social and Behavioral Sciences, 152: 963 – 972.

Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31-39.

You, J. W. (2016). The relationship among college students' psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24.

You, J.W., Kim, B., & Kang, M. (2014). The effects of psychological capital on self-directed learning and learning engagement for college students. Journal of Learner-Centered Curriculum and Instruction, 14(3), 45–70.