پیش‌بینی درگیری تحصیلی دانش‌آموزان بر اساس سرمایه‌های روان‌شناختی‌ و اجتماعی

محورهای موضوعی : روانشناسی تربیتی

درنا صادقی ¹ , زهرا امین فلاح ² , حسن مؤمنی ³

1 - کارشناس ارشد روان‌شناسی، واحد اردکان، دانشگاه آزاد اسلامی، اردکان، یزد
2 - کارشناس ارشد روان‌شناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، تهران
3 - کارشناس ارشد جامعه‌شناسی دانشکده علوم اجتماعی دانشگاه تهران

تاریخ دریافت : 1398/05/08 تاریخ پذیرش : 1398/09/13 تاریخ انتشار : 1398/09/01

کلید واژه: سرمایه اجتماعی, سرمایه روان‌شناختی, دانش‌آموزان, درگیری تحصیلی,

چکیده مقاله :

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.

چکیده انگلیسی:

Some of the major challenges to teaching in classrooms and schools are students’ anergia, reluctance and sloth in academic affairs, which usually cause dissatisfaction among educators. Therefore, the main purpose of the present research was to investigate the students’ academic engagement based on social and psychological capitals. The statistical population consisted of high school students (junior and senior) of the city of Dehloran in the academic year 2018-2019, a sample of out of which 321 persons were selected through cluster sampling. Data collection tools were standard questionnaires of Rio’s Academic Engagement (2013) Luthans’s Psychological Capital (2007) and Social Capital, whose validity and reliability were examined according to experts’ opinions, and a reliability (Cronbach’s alpha) of 0.86 was obtained. The results showed that the means of all three variables of academic engagement, social capital and psychological capital were at an average level. Pearson’s correlation test indicated that social capital (r=0.54 and p≤0.000) and psychological capital (r=0.62 and p≤0.000) have direct significant relationship with academic engagement. Regression analysis results showed that psychological capital and social capital predicted academic engagement as R2=0.40 and R2=0.34 respectively. Moreover, both variables could predict the changes of variance of the dependent variable as R2=0.43. Accordingly, it can be concluded that these two capitals can affect students’ academic engagement. Hence, special attention should be paid to these capitals.  

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Pirani, A.; Yarahmadi, Y.; Ahmadian, H.; & Pirani, Z. (2018). The Structural Model of Educational Engagement based on Achievement Goals and Self-Regulation with the Mediation of Academic Motivation in Secondary School Female Students in Ilam County, the journal Educational Innovation, 17(3), 149-172 [in Persian].

Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.

Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527-540.

Rajai, A.; Nadi, M. A.; & Jafari, A. (2017). Psychometric Characteristics of Positive Psychological Capital Scale among the Headquarters Staff  of Esfahan Education Department, the journal Knowledge and Research in Applied Psychology, 18(3): 94-108 [in Persian].

Ruthing JC. (2007). Haynes TL, Perry RP, Chipperfield JG. Academic optimistic bias: Implications for college student performance and well-being. So psychol of educ. 10:115-37.

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.

Amin Bidokhti, A. A.; Jafari, S.; Khosravinia, M. & Norouzi, N. (2014). The Impact of Social Capital on Academic Satisfaction, the journal Educational Planning Studies, 2 (3), 107-138, [in Persian].

Amir Kafi, M. and Akrami, A. A. (2011). The Influence of Social Capital, Academic Engagement and Coping Strategies on Academic Success (Case Study: Abarkuh City), Sociological Studies (formerly Social Science Letter), 18 (38), 118-89 [in Persian].

Amouei, N.; Ajam, A. A.; & Badnava, S. (2017). The Role of Psychological Capital in Predicting Academic Desire of School of Nutrition and Food Technology Students, the journal Research in Medical Education, 9(2):66-75 [in Persian].

Alipour, A.; Akhondi, N.; Sarami Foroushani, Gh.; & Arab Sheybani, Kh. (2014). Validation and Factor Structure of Psychological Capital in Iran Khodro Diesel Company Experts, the journal Psychological Studies, 10 (3):95-110 [in Persian].

Bekker, S. (2016). Exploring the relationship between psychological capital and work engagement (Doctoral dissertation, North-West University (South Africa), Potchefstroom Campus).

Bahri, S. L. & Yousefi, F. (2014). Evaluation of Psychometric Properties of the Academic Behavioral and Educational Involvement Questionnaire in Middle School Students, the journal  Teaching and Learning Studies, 6 (1), 21-45 [in Persian].

Bahadori Khosroshahi, J.; Hashemi Nosratabad, T.; & Babapour Kheiroddin, J. (2014). The Relationship between Social Capital and Psychological Well-Being among Students of Tabriz University, the scientific-research biseasonal journal Social Cognition, 3 (2), 44-54 [in Persian].

Baende Bofota, Y. (2013). The impact of social capital on children educational outcomes: The case of Tanzania (No. UCL-Université Catholique de Louvain).

Carter, C. P., Reschly, A. L., Lovelace, M. D., Appleton, J. J., & Thompson, D. (2012). Measuring student engagement among elementary students: Pilot of the Student Engagement nstrument—Elementary Version. School Psychology Quarterly, 27(2), 61-73.

Chen, J. J. L. (2008). Grade-level differences: Relations of parental, teacher and peer support to academic engagement and achievement among Hong Kong students. School Psychology International, 29(2), 183-198.

Chase, P. A., Hilliard, L. J., Geldhof, G. J., Warren, D. J., & Lerner, R. M. (2014). Academic achievement in the high school years: The changing role of school engagement. Journal of Youth and Adolescence, 43(6), 884-896.

Datu, J. A. D., & Valdez, J. P. M. (2016). Psychological capital predicts academic engagement and well-being in Filipino high school students. The Asia-Pacific Education Researcher, 25(3), 399-405.

Dogan, U. (2015). Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance. Anthropologist, 20(3),553-561.Retrieved From  http://search.proquest.com.ezproxy.une.edu.au/docview/1718083542?accountid=17227

Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40(12),1649-1660.

Didari, Ch. & Elmi, M. (2016). Study of the Relationship between Social Capital and Academic Achievement of Day Undergraduate Students at Kurdistan University in the Academic Year 2005-2006, the journal Sociological Studies, 9(30), 47-61[in Persian]. 

Finn, J. D. (1993). School engagement and students at risk. Washington, DC: U.S Department of Education, National Center of Educational Studies.

Flynn, D. (2014). Baccalaureate attainment of college students at 4-year institutions as a function of student engagement behaviors: Social and academic student engagement behaviors matter. Research in Higher Education, 55(5), 467–493.

Farhadi, A.; Saki, K., Ghadampour E.; Khalili Geshnigani, Z.; & Chehri, P. (2016). Predicting Dimensions of Academic Engagement Based on Students’ Psychological Capital Components, the bimonthly journal Educational Strategies in Medical Sciences, 9 (2):127-133 [in Persian].

Feizollahzadeh, N. & Zareei, H. A. (2018). The Relationship between Psychological Capital and Emotional Dimensions with Academic Engagement in Junior High School Female Students in Salmas County, the Fifth International Conference on Educational Psychology and Lifestyle, Tehran [in Persian].

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Gutiérrez, M., Chireac, S. M., Tomás, J. M., Sancho, P., & Romero, I. (2016). Measuring School Engagement: Validation and Measurement Equivalence of the Student Engagement Scale on Angolan Male and Female Adolescents (No. ART-2016-102555).

Goddard, R. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students’ chances of academic success. Educational evaluation and policy analysis, 25(1), 59-74.

Ghazanfari, Sh. & Kordi, H. (2015). Sociological Explanation of the Relationship between Family Social Capital and Educational Achievement of Children, the journal Applied Sociology, 26 (3), 161-172 [in Persian].

Havard, A. (2013). Links between early social capital and later academic achievement in Hispanic children (Doctoral dissertation, The Florida State University).

Huang, L., Dămean, D., & Cairns, D. (2015). Social capital and student achievement: exploring the influence of social relationships on school success in Norway and Romania. Creative Education, (15), 1638-1649.

Hasani, F.; Dortaj, F.; Bagheri, F.; & Saadati Shamir, A. (2019). The Effectiveness of teaching Academic Engagement on Psychological Capital of Secondary School Girl Students, the scientific-educational seasonal journal Education and Evaluation, 12 (46):125-142 [in Persian]. 

Hodge, B., Wright, B., & Bennett, P. (2017). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59(4), 448–460.

Hasan, S., & Bagde, S. (2013). The mechanics of social capital and academic performance in an Indian college. American Sociological Review, 78(6), 1009-1032.

Harrison T. (2013). Conceptualising student engagement: a co-creation perspective. In: Derricott D, Kekäläinen H, Kelo M, Kristensen RS, Loukkola T, Michalk B, Palomares FG, Ryan N, Stensaker B (eds) Working together to take quality forward. European University Association, Brussels, pp 51–60.

Iraji Rad, A. & Malekzadeh, E. (2017). Investigating the Impact of Psychological Capital with the Mediation of Achievement Motivation on Student Creativity and Innovation and Creativity in the Humanities, 6 (4), 51-70 [in Persian].

Isazadegan, A.; Mikaeili Mani, F.; & Maroui Milan, F. (2014). The Relationship between Hope, Optimism, Meaning of Education and Academic Performance of Pre-University Students, the journal School Psychology, 3 (2): 137-152 [in Persian].

Jensen, D. H., & Jetten, J. (2015). Bridging and bonding interactions in higher education: social capital and students’ academic and professional identity formation. Frontiers in psychology, 6, 126.

Jafri, M. H. (2017). Understanding Influence of Psychological Capital on Student's Engagement and Academic Motivation. Pacific Business Review International Volume 10 Issue 6,.pp. 16-23.

Jalili Shishivan, A.; Dortaj, F.; Sadipour, E.; & Farrokhi, N. (2017). The Mediatory Role of Self-Esteem in the Relationship between Social Capital and Academic Hope in Elite Sports Students, the quarterly journal  Research in Educational Systems, 11(36): 7-40 [in Persian].

Kirsten. C., Carolyn M. T., Wendy M. R., & Charles H. (2003) Selfefficacy, goal orientation, and fear of failure aspredictors of school engagment in high school students. Psychol in the schools 40(4): 417-27.

Kirikkanat, B., & Soyer, M. K. (2017). A Path Analysis Model Pertinent to  ndergraduates’ Academic Success: Examining Academic Confidence, Psychological Capital and Academic Coping Factors. European Journal of Educational Research, 7(1), 133-150.

Khodaei, M.; Salehi, K.; & Mohsenpour, M. (2015). The Role of Basic Psychological Needs in Academic Engagement with the Mediation of Academic Self-Efficacy of Grade Nine High School Students, the journal Applied Psychology Research 6(3): 219-235 [in Persian].  

Luthans, B.C., Luthans, K.W. & Avey, J.B.) 2014(. Building the leaders of tomorrow: the development of academic psychological capital. Journal of Leadership and Organisational Studies, 21(2): 191 – 199.

Luthans, F. (2002). The need for and meaning of positive organisational behaviour. Journal of Organisational Behaviour, 23: 695 – 706.

Luthans FB, Avolio JB, & Avey SM. (2007). Positive Psychological capital: Measurement and Relationshipwith Performance and Satisfaction. J of Personnel Psychol 60: 541–72.

Li, Y., Zhang, W., Liu, J., Arbeit, M. R., Schwartz, S. J., Bowers, E. P., & Lerner, R. M. (2011). The role of school engagement in preventing adolescent delinquency and substance use: A survival analysis. Journal of Adolescence, 34(6), 1181-1192.

Liran, B. H., & Miller, P. (2019). The role of psychological capital in academic adjustment among university students. Journal of Happiness Studies, 20(1), 51-65.

Liou, T. Y., & Chang, N. Y. (2008). The applications of social capital theory in education. Hsiuping journal of humanities and social sciences, 11, 99-122.

Lewis AD, Scout E, Malone PS, & Valois RF. (2011). Life satisfaction and student engagement in adolescents. J Youth Adolesc 2011, 40(3):249–262.

Mo, Y., & Singh, K. (2008). Parents’ Relationships and Involvement: Effects on Students’ School Engagement and Performance. RMLE Online: Research in Middle Level Education, 31(10),1-11.

Moschetti, R. V., & Hudley, C. (2015). Social capital and academic motivation among first-generation community college students. Community College Journal of Research and Practice, 39(3), 235-251.

Nonis SA, & Wright D.(2004). Moderating effects of achievement striving and situational optimism on the relationship between ability and performance outcome of college student. Res in Higher Educ, 44: 327-346.

Novak, D., Emeljanovas, A., Mieziene, B., Antala, B., Štefan, L., & Kawachi, I. (2018). Is social capital associated with academic achievement in Lithuanian high-school students? A population-based study. Montenegrin Journal of Sports Science and Medicine, 7(2), 29-35.

Pirani, A.; Yarahmadi, Y.; Ahmadian, H.; & Pirani, Z. (2018). The Structural Model of Educational Engagement based on Achievement Goals and Self-Regulation with the Mediation of Academic Motivation in Secondary School Female Students in Ilam County, the journal Educational Innovation, 17(3), 149-172 [in Persian].

Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.

Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106(2), 527-540.

Rajai, A.; Nadi, M. A.; & Jafari, A. (2017). Psychometric Characteristics of Positive Psychological Capital Scale among the Headquarters Staff  of Esfahan Education Department, the journal Knowledge and Research in Applied Psychology, 18(3): 94-108 [in Persian].

Ruthing JC. (2007). Haynes TL, Perry RP, Chipperfield JG. Academic optimistic bias: Implications for college student performance and well-being. So psychol of educ. 10:115-37.

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.