پیش‌بینی سازگاری تحصیلی بر اساس راهبردهای مقابله‌ای و اخلاق تحصیلی دانش‌آموزان
محورهای موضوعی : تحقیق
1 - کارشناس ارشد مشاوره مدرسه ، واحد کرج، دانشگاه آزاد اسلامی ، کرج، ایران
2 - دانشیار گروه مشاوره، واحد ابهر، دانشگاه آزاد اسلامی، ابهر، ایران
کلید واژه: راهبردهای مقابله‌ای, سازگاری تحصیلی, اخلاق تحصیلی,
چکیده مقاله :
تحقیق حاضر با هدف پیش‌بینی سازگاری تحصیلی بر اساس راهبردهای مقابله‌ای و اخلاق تحصیلی دانش آموزان انجام شد که از پایان نامه ی کارشناسی ارشد استخراج شده است. نوع تحقیق، کاربردی و روش اجرای آن توصیفی از نوع همبستگی بود. جامعه آماری تحقیق شامل دانش‌آموزان پسر دوره دوم متوسطه شهرستان کرج در پایه‌های یازدهم و دوازدهم بود که تعداد 120 نفر با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای به عنوان نمونه انتخاب شدند. ابزار جمع‌آوری اطلاعات شامل پرسشنامه‌های استاندارد سازگاری تحصیلی سینها و سینگ (1993) با پایایی 86/0، پرسشنامه راهبردهای مقابله ای بیلینگز وموس (1984) با پایایی 79/0 و پرسشنامه اخلاق تحصیلی گل‌پرور (1389) با پایایی 75/0 بود. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزار Spss 24 و آزمون‌های نرمالیتی و رگرسیون انجام شد. یافته‌های تحقیق نشان داد راهبردهای مقابله‌ای و اخلاق تحصیلی در مجموع می توانند 42 درصد از تغییرات سازگاری تحصیلی دانش‌آموزان را پیش‌بینی نمایند. راهبردهای مقابله‌ای با سازگاری تحصیلی دانش‌آموزان رابطه مثبت و معناداری دارد، همچنین اخلاق تحصیلی با سازگاری تحصیلی دانش‌آموزان رابطه مثبت و معناداری دارد.
The purpose of this study was to predict academic adjustment based on coping strategies and academic ethics of students. The type of research was applied and its method was descriptive correlational. The statistical population of the study consisted of high school male high school students in Karaj in eleventh and twelfth grades. 150 students were selected by random sampling method. Data collection tools included Sinha and Singe Academic Compatibility questionnaires (1993) with a reliability of 0.86, Billings and Moss Coping Strategies questionnaires (1984) with a reliability of 0.79, and Golparvar Academic Ethics Questionnaire (2010) with a reliability of 0.89. The validity of the questionnaires was based on the opinions of several professors and its reliability was determined by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 24 software and using descriptive and inferential statistics such as normality and regression tests. The results of the first hypothesis test showed that coping strategies and academic ethics can predict 42% of students' academic adjustment changes. The results of the second and third hypotheses showed that coping strategies have a positive and significant relationship with students' academic adjustment. Also, educational ethics a positive and significant relationship with students' academic adjustment.
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Aghapour, M., Abolmaali Al-Husseini, K., & Asghar Nejad Fardid, A. (2018). Comparison of the effectiveness of stress coping training strategies and help strategies on girls' secondary school academic adjustment, Research in Educational Systems, 12(42): 58-39 [In Persian].
Aghapour, M., Abolmaali Al-Husseini, K., & Asghar Nejad Fardid, A. (2018). The effectiveness of teaching aid strategies in increasing girls' academic adjustment. Sociological Studies, 11(39): 41-29 [In Persian].
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Bibi, S., Wang, Z., Ghaffari, A. S., & Iqbal, Z. (2018). Social achievement goals and academic adjustment among college students: Data from Pakistan. European Online Journal of Natural and Social Sciences, 7(3), pp-588.
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Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3): 375-390.
Habibi Kleiber, R., & Bahadori Khosroshahi, J. (2017). Investigating the effectiveness of self-regulatory strategy teaching on the academic adjustment of high school students. First National Conference on Social Sciences, Educational Sciences, Psychology and Social Security [In Persian].
Haji Shamsai, M., Karshaki, H., & Amin Yazdi, S. A. (2013). The role of self-regulation in the academic adjustment of male and female students. Research in Educational Systems, 7(21): 1-18 [In Persian].
Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 12.
Hosseini Ghadmagahi, J., Dejkam, M., Bayanzadeh, S., & Faiz, A. (1998). Quality of social relations, stress rate and coping strategies in cardiovascular patients, Iranian Journal of Psychiatry and Clinical Psychology (Thought and Behavior), 4(1): 14-24 [In Persian].
Jemal, J. (2012). Assessing major adjustment problems of freshman students in Jimma University. Ethiopian Journal of Education and Sciences, 7(2): 1-14.
Kadivar, P., & Javadi, M. J. (2006). Selected Psychological Texts, Iage Publishing [In Persian].
Karami, A. (1998). Adaptation Questionnaire for High School Students. Tehran: Psychometrics [In Persian].
Khamesan, A., & Amiri, M. A. (2011). Investigating academic fraud among Birjand University male and female students. Journal of Ethics in Science and Technology, 1(1): 61-53 [In Persian].
Khodadadi, S. (2015). The effectiveness of stress coping strategies on students' social adjustment with learning disabilities, M.Sc. Thesis, University of Social Welfare and Rehabilitation Sciences, Exceptional Children Research Institute [In Persian].
Kushki, S., Hosseinghli, F., Farzad, V., & Eftekharzadeh, F. (2018). Structural model of academic adjustment in adolescent male students based on perceived personality traits and social support: The mediating role of self-regulatory strategies. Social Cognition, 14(17): 27-50 [In Persian].
Lazarus, R. S., & Folkman, S. (1984a). Coping and Adaptation. In W. D. Gentry (Ed.), The Handbook of Behavioral Medicine (pp. 282-325). New York: Guilford.
McMullin, R. E. (2012). Hand Book of cognitive therapy techniques. New York: W. W. Norton & Company; 2nd edition .
Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of Classroom Context Variables on High School Students' Judgments of the Acceptability and Likelihood of Cheating. Journal of Educational Psychology, 96(4), 765–777
Murhovozi, P. (2012). Social and adjustment of frst – year university tudents. University of vendaThohoyandou, southAfrica. Journal socsic, 33(2):251- 259.
Jemal, J. (2012). Assessing major adjustment problems of freshman students in Jimma University. Ethiopian Journal of Education and Sciences, 7(2): 1-14.
Ramsden. (2012) . Integrity, administration and reliable research. Oxford Magazine, 3(23): 6-8.
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Reed‐Victor, E. (2004). Individual differences and early school adjustment: Teacher appraisals of young children with special needs. Early Child Development and Care, 174(1): 59-79.
Rehling, D. L., & Bjorklund, W. L. (2010). A Comparison of Faculty and Student Perceptions of Incivility in the Classroom. Journal on Excellence in College Teaching, 21(3): 73-93.
Rettinger, D. A., & Kramer, Y. (2009). Situational and personal causes of student cheating. Research in Higher Education, 50(3): 293-313.
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Samson, J. (2016). Relationship between Social, Emotional Adjustment with Academic Achievement of Undergraduate Students Ahmadu Bello University Zaria, Kaduna State- Nigeria. Department of Educational Psychology, Counseling
Shahram Esfandiari, S. (2017). Predict academic adjustment based on self-regulated learning strategies, academic self-efficacy and self-concept in high school boy students of Kermanshah, M. Sc. Thesis, Razi University, Faculty of social Sciences, Department of Counseling [In Persian].
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5thedn) New York. NY: Allyn and Bacon.
De Tychey, C., Spitz, E., Briançon, S., Lighezzolo, J., Girvan, F., Rosati, A., ... & Vincent, S. (2005). Pre-and postnatal depression and coping: a comparative approach. Journal of Affective Disorders, 85(3), 323-326.
Yasemi Nejad, P. (2014). The effect of moral intelligence education on responsibility, emotional empathy, academic ethics and interpersonal forgiveness of third grade high school girls, Ph. D. thesis of Shahid Chamran University of Ahvaz, Faculty of Physical Education and Sports Sciences [In Persian].
Zaki, M. A. (2010). Youth Interaction with the University and its Relationship with Social Support: A Case Study of Girl and Boy Students at the University of Isfahan, Two Journal of Youth Research, Family Culture and Society, 1(4): 107-130 [In Persian].
Zalewski, M., Lengua, L. J., Wilson, A. C., Trancik, A., & Bazinet, A. (2011). Associations of coping and appraisal styles with emotion regulation during preadolescence. Journal of Experimental Child Psychology, 110(2): 141-158.
_||_Aghapour, M., Abolmaali Al-Husseini, K., & Asghar Nejad Fardid, A. (2018). Comparison of the effectiveness of stress coping training strategies and help strategies on girls' secondary school academic adjustment, Research in Educational Systems, 12(42): 58-39 [In Persian].
Aghapour, M., Abolmaali Al-Husseini, K., & Asghar Nejad Fardid, A. (2018). The effectiveness of teaching aid strategies in increasing girls' academic adjustment. Sociological Studies, 11(39): 41-29 [In Persian].
Alsahafi, N., & Shin, S. C. (2019). Factors affecting the academic and cultural adjustment of Saudi international students in Australian universities. Journal of International Students, 7(1), 53-72.
Beasley, M., Thompson, T., & Davidson, J. (2003) Resilience in response to life stress: the effects of coping style and cognitive hardiness. Journal of Personality and Individual Differences, 34(1) 77-95.
Bibi, S., Wang, Z., Ghaffari, A. S., & Iqbal, Z. (2018). Social achievement goals and academic adjustment among college students: Data from Pakistan. European Online Journal of Natural and Social Sciences, 7(3), pp-588.
D'Zurilla, T. J., & Sheedy, C. F. (1991). Relation between social problem-solving ability and subsequent level of psychological stress in college students. Journal of personality and social psychology, 61(5): 841.
Foolad Chang, M. (2007). The Role of Family Patterns in Adolescent Adaptation, Journal of Family Research, 2(7): 221-209 [In Persian].
Fooladi, E. (2005). Peer counseling: Perspectives, Concepts of Mental Health and Skills "Special Counselors", Toloo Danesh Publishing [In Persian].
Ghazanfari, F. Ghadmapour, E. (2008). A study of the relationship between coping strategies and mental health in residents of Khorramabad. Journal of Mental Health Principles, 10 (37): 47-45 [In Persian].
Golparvar, M. (2010). Investigating the role of academic ethics, justice and educational injustice in students' civic educational behaviors, Journal of New Thoughts in Educational Sciences. 5(4): 41-20 [In Persian].
Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3): 375-390.
Habibi Kleiber, R., & Bahadori Khosroshahi, J. (2017). Investigating the effectiveness of self-regulatory strategy teaching on the academic adjustment of high school students. First National Conference on Social Sciences, Educational Sciences, Psychology and Social Security [In Persian].
Haji Shamsai, M., Karshaki, H., & Amin Yazdi, S. A. (2013). The role of self-regulation in the academic adjustment of male and female students. Research in Educational Systems, 7(21): 1-18 [In Persian].
Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self-regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 12.
Hosseini Ghadmagahi, J., Dejkam, M., Bayanzadeh, S., & Faiz, A. (1998). Quality of social relations, stress rate and coping strategies in cardiovascular patients, Iranian Journal of Psychiatry and Clinical Psychology (Thought and Behavior), 4(1): 14-24 [In Persian].
Jemal, J. (2012). Assessing major adjustment problems of freshman students in Jimma University. Ethiopian Journal of Education and Sciences, 7(2): 1-14.
Kadivar, P., & Javadi, M. J. (2006). Selected Psychological Texts, Iage Publishing [In Persian].
Karami, A. (1998). Adaptation Questionnaire for High School Students. Tehran: Psychometrics [In Persian].
Khamesan, A., & Amiri, M. A. (2011). Investigating academic fraud among Birjand University male and female students. Journal of Ethics in Science and Technology, 1(1): 61-53 [In Persian].
Khodadadi, S. (2015). The effectiveness of stress coping strategies on students' social adjustment with learning disabilities, M.Sc. Thesis, University of Social Welfare and Rehabilitation Sciences, Exceptional Children Research Institute [In Persian].
Kushki, S., Hosseinghli, F., Farzad, V., & Eftekharzadeh, F. (2018). Structural model of academic adjustment in adolescent male students based on perceived personality traits and social support: The mediating role of self-regulatory strategies. Social Cognition, 14(17): 27-50 [In Persian].
Lazarus, R. S., & Folkman, S. (1984a). Coping and Adaptation. In W. D. Gentry (Ed.), The Handbook of Behavioral Medicine (pp. 282-325). New York: Guilford.
McMullin, R. E. (2012). Hand Book of cognitive therapy techniques. New York: W. W. Norton & Company; 2nd edition .
Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of Classroom Context Variables on High School Students' Judgments of the Acceptability and Likelihood of Cheating. Journal of Educational Psychology, 96(4), 765–777
Murhovozi, P. (2012). Social and adjustment of frst – year university tudents. University of vendaThohoyandou, southAfrica. Journal socsic, 33(2):251- 259.
Jemal, J. (2012). Assessing major adjustment problems of freshman students in Jimma University. Ethiopian Journal of Education and Sciences, 7(2): 1-14.
Ramsden. (2012) . Integrity, administration and reliable research. Oxford Magazine, 3(23): 6-8.
Ranjbar Satri, Pari. (2016). the effectiveness of educational optimism education through storytelling on academic adjustment. Master's thesis of Tarbiat Dabir Shahid Rajaei University, Faculty of Literature and Humanities [In Persian].
Reed‐Victor, E. (2004). Individual differences and early school adjustment: Teacher appraisals of young children with special needs. Early Child Development and Care, 174(1): 59-79.
Rehling, D. L., & Bjorklund, W. L. (2010). A Comparison of Faculty and Student Perceptions of Incivility in the Classroom. Journal on Excellence in College Teaching, 21(3): 73-93.
Rettinger, D. A., & Kramer, Y. (2009). Situational and personal causes of student cheating. Research in Higher Education, 50(3): 293-313.
Sadock, V., & Sadock, B. J. (2014). Psychiatric Summary - Volume 1: Behavioral Sciences / Clinical Psychiatry, translated by Farzin Rezaei, Arjmand Publishing [In Persian].
Samson, J. (2016). Relationship between Social, Emotional Adjustment with Academic Achievement of Undergraduate Students Ahmadu Bello University Zaria, Kaduna State- Nigeria. Department of Educational Psychology, Counseling
Shahram Esfandiari, S. (2017). Predict academic adjustment based on self-regulated learning strategies, academic self-efficacy and self-concept in high school boy students of Kermanshah, M. Sc. Thesis, Razi University, Faculty of social Sciences, Department of Counseling [In Persian].
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5thedn) New York. NY: Allyn and Bacon.
De Tychey, C., Spitz, E., Briançon, S., Lighezzolo, J., Girvan, F., Rosati, A., ... & Vincent, S. (2005). Pre-and postnatal depression and coping: a comparative approach. Journal of Affective Disorders, 85(3), 323-326.
Yasemi Nejad, P. (2014). The effect of moral intelligence education on responsibility, emotional empathy, academic ethics and interpersonal forgiveness of third grade high school girls, Ph. D. thesis of Shahid Chamran University of Ahvaz, Faculty of Physical Education and Sports Sciences [In Persian].
Zaki, M. A. (2010). Youth Interaction with the University and its Relationship with Social Support: A Case Study of Girl and Boy Students at the University of Isfahan, Two Journal of Youth Research, Family Culture and Society, 1(4): 107-130 [In Persian].
Zalewski, M., Lengua, L. J., Wilson, A. C., Trancik, A., & Bazinet, A. (2011). Associations of coping and appraisal styles with emotion regulation during preadolescence. Journal of Experimental Child Psychology, 110(2): 141-158.