روابط ساختاری بین جو اخلاقی مدرسه و رفتارهای مدنی تحصیلی: نقش واسطه‌ای تحول مثبت نوجوانی
محورهای موضوعی : روان درمانگریفاطمه آزادی ده بیدی 1 , فرهاد خرمائی 2
1 - بخش روان شناسی تربیتی.دانشکده علوم تربیتی و روان شناسی . دانشگاه شیراز. شیراز .ایران
2 - بخش روان شناسی تربیتی.دانشکده علوم تربیتی و روان شناسی . دانشگاه شیراز. شیراز .ایران.
کلید واژه: تحول مثبت نوجوانی, جو اخلاقی مدرسه, رفتارهای مدنی تحصیلی,
چکیده مقاله :
هـدف ایـن پژوهـش تعییـن رابطـۀ جـو اخلاقـی مدرسـه بـا رفتارهـای مدنـی تحصیلـی بـا واسـطه‌گری تحـول مثبـت نوجوانـی بـود. طـرح پژوهـش از نـوع همبسـتگی و جامعـۀ آمـاری دانش‌آمـوزان دورۀ متوسـطۀ اول و دوم شـهر شـیراز بـود. 671 دانش‌آمـوز (293 پسـر و 378 دختـر) بـا اسـتفاده از روش نمونه‌بـرداری تصادفـی خوشـه‌ای چندمرحلـه‌ای انتخـاب شـدند و مقیاس‌هـای جـو اخلاقـی مدرسـه (شـولت و دیگـران، 2002)، تحـول مثبـت نوجوانـی (گلـدوف و دیگـران، 2014) و رفتارهـای مدنـی تحصیلـی (گلپـرور، 2011) را تکمیـل کردنـد. تحلیـل داده‌هـا بـا اسـتفاده از مدل‌یابـی معـادلات سـاختاری نشـان داد جـو اخلاقـی مدرسـه و تحـول مثبـت نوجوانـی بـر رفتارهـای مدنـی تحصیلـی اثـر مسـتقیم مثبـت و جـو اخلاقـی مدرسـه اثـر مسـتقیم مثبـت بـر تحـول مثبـت نوجوانـی دارد. نتایـج آزمـون بـوت اسـتراپ نیـز نشـان داد تحـول مثبـت نوجوانـی در رابطـۀ جـو اخلاقـی مدرسـه بـا رفتارهـای مدنـی تحصیلـی نقـش واسـطه‌ای دارد. بـه ایـن معنـا کـه جـو اخلاقـی مدرسـه بـا واسـطه‌گری تحـول مثبـت نوجوانـی، رفتارهـای مدنـی تحصیلـی را به‌صـورت مثبـت پیش‌بینـی می‌کنـد. بـر ایـن اسـاس می‌تـوان گفـت جـو اخلاقـی مدرسـه می‌توانـد بـا ارتقـاء مؤلفه‌هـای تحـول مثبـت فراگیـران، موجـب افزایـش رفتارهـای مدنـی تحصیلـی شـود.
This study aimed to investigate the structural relationship between school ethical climate and academic citizenship behaviors with the mediating role of positive youth development. The research adopted a correlational design by using the structural equation modeling to explore the relationship between variables. The statistical population consisted of first and second-grade high school students of the city of Shiraz, from which 671 high school students (293 boys and 378 girls) were selected using a multistage random cluster sampling method. They completed the School Ethical Climate Scale )Schulte et al., 2002), the Positive Youth Development Scale (Geldhof et al., 2014), and the Academic Citizenship Behaviors Scale (Goolparvar, 2011). Data were analyzed by using the structural equation modeling. According to the findings, school ethical climate and positive youth development had a direct and positive effect on academic citizenship behaviors. In addition, the school’s ethical climate had a direct and positive effect on positive youth development. The results of the bootstrap test showed that positive youth development plays a mediating role in the relationship between school ethical climate and academic citizenship behaviors. This means that school’s ethical climate predicts academic citizenship behaviors positively, through the mediating role of positive youth development. Accordingly, it can be claimed that the school’s ethical climate increases academic citizenship behaviors among students by promoting their positive youth development.
Achkar, A. M. N., Leme, V. B. R., Soares, A. N., & Yunes, M. A. M. (2019). Life satisfaction and academic perfor- mance of elementary school students. Psicodoc Universi- dade Sao Francisco, Braganca Paulista, 24 (2), 323-335.
Ahmadi, S., Hasani, M., & Mosavi, M. (2019). The re- lationship between ethical climate school with sense of belonging to the school and students’ academic achievement. Ethics in Science and Technology, 13(4) (,125-132. [In Persian].
Alberts, H., Hazen, H., & Theobald, R. (2010). Classroom incivilities: The challenge of interactions between col- lege students and instructors in the US. Journal of Ge- ography in Higher Education, 34(14), 439-462.
Anderson, J., & Gerbing, D. (1988). Structural equation
ling. New York: Guilford Press.
Kohlberg, L. (1984). Essays on moral development: The psychology of moral development, Vol. 2. San Francis- co: Harper & Row.
Labelle, S., Matin, M. M., & Weber, K. (2013). Instruc- tional dissent in the college classroom: Using the in- stitutional beliefs model as a framework. Communica- tion Education, 62 (7), 69-190.
Lemos, V. N., & Richaud de Minzi, M. C. (2014). Child- hood Prosocial Behavior in the School Environment. Positive Psychology in Latin America, 10(5), 179-193.
Lent, R. W., Taveira, M. D. C., & Lobo, C. (2012). Two tests of the social cognitive model of well-being in Portuguese college students. Journal of Vocational Be- havior, 80 (22), 362–371.
Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., & Smith, L. M. (2005). Pos- itive Youth Development, Participation in community youth development programs, and community contri- butions of fifth-grade adolescents findings from the first wave of the 4-H study of Positive Youth Develop- ment. The Journal of Early Adolescence, 25(1), 17-71.
Lerner, R. M., Lerner, J. V., Geldhof, G. J., Gestsdóttir, S., King, P. E., Sim, A. T., & Dowling, E. (2018). Stud- ying positive youth development in different nations: Theoretical and methodological issues. In J. J. Lans- ford & P. Banati (Eds.), Handbook on adolescent de- velopment research and its impact on global policy (pp. 68-83). New York, NY: Oxford University Press.
Lerner, J.V., Phelps, E., Forman, Y.E., & Bowers, E.P. (2009). Positive youth development. In R.M. Lerner, L. Steinberg, R. M. Lerner, L. Steinberg (Eds.), Hand- book of adolescent psychology, Vol 1: Individual bases of adolescent development (pp. 524-558). Hoboken, NJ US: John Wiley & Sons Inc.
Lerner, R. M., & Steinberg, L. (2009). Handbook of ad- olescent psychology, individual bases of adolescent development. Hoboken, NJ: John Wiley & Sons.
Ma, L. Phelps, E., Lerner, J. V., & Lerner, R. M. (2009). Ac- ademia competence for adolescence who bully and who are bullied. Journal of Early Adolescence, 29(6), 862-879.
367 McDonald, C. C., Deatrick, J. A., Kassam-Adams, N., & Richmond, T. S. (2011). Community violence expo-
Handbook of child psychology (Vol. 3, pp. 646–718). Hoboken, NJ: Wiley.
Forsyth, D. R., Banks, G. C., & McDaniel, M. A. (2015). A meta-analysis of the Dark Triad and work behavior: a social exchange perspective. Journal of Applied Psy- chology, 97(3),557- 579.
Geldhof, G. J., Bowers, E. P., Boyd, M. J., Mueller, M. J., Napolitano, K.S., Lerner, J.V., & Lerner, R. M. (2014). The creation and validation of short and very short measures of PYD. Journal of Research on Ado- lescence, 24(1), 163-176.
Golparvar, M. (2011). Investigating the role of academ- ic ethics, educational justice and injustice in citizen- ship academic behaviors. New Ideas in Educational Sciences, 5 (4), 25-42. [In Persian].
Hajitabar firozjaee, M. (2020). Presenting a structural model effect of students’ perception of classroom envi- ronment on academic self-efficacy and attitudes to sci- ence with mediated perception of evaluation. Teaching Research, 7 (3), 209-226. [In Persian].
Heck, K. E., & Subramaniam, A. (2009). Youth develop- ment frameworks [Monograph]. Davis, CA: 4-H Center for Youth Development, University of California.
Hejazi, E., Saleh Najafi, M., & Lavasani, M. (2015). Per- ception of classroom environment, optimisim and their relationships with positive students development. Journal of Psychology, 19(2), 188-198. [In Persian].
Hossenabad, N., Najafi, M., & Rezaei, A. M. (2020). The effectiveness of positive youth development educating program on positive development indicators among adolescents. Journal of Developmental Psychology: Iranian Psychologists, 17 (65), 15-25. [In Persian].
Ivarsson, A., Stenling, A., Fallby, J., Johnson, U., Borg, E., & Johansson, G. (2015). The predictive ability of the talent development environment on youth elite foot- ball players’ well-being: A person-centered approach. Psychology of Sport and Exercise, 16 (4), 15-23.
Khan, R. (2014). Impact of OCB-specific meanings on employees’ display of OCB: A perspective in Pakistan. International Journal of Management and Business Research, 4 (4), 319-333.
Kline, R. B. (2015). Methodology in the social sciences: Principles and practice of structural equation mode-
and Virtual Learning, 5(3), 43-66. [In Persian].
Schulte, L. E., Thompson, F., Talbott, J., Luther, A., Gar- cia, M., Blanchard, S., Conway, L., et al. (2002). The development and validation of the ethical climate in- dex for middle and high schools. The School Commu- nity Journal, 12(2),117-132.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. New York: Psy- chology Press.
Schwager, I. T. L., Hülsheger, U. R., Lang, J. W. B., Klieg- er, D. M., Bridgeman, B., & Wendler, C. (2014). Su- pervisor ratings of students’ academic potential as pre- dictors of citizenship and counterproductive behavior. Learning and Individual Differences, 35(12), 62-69.
Seligman, M. E. P. (2019). Positive psychology:Apersonal his- tory. Annual Review of Clinical Psychology, 15 (3), 1-23.
Shaver, P. R., & Mikulincer, M. (2012). An attachment per- spective on morality: Strengthening authentic forms of moral decision making. In M. Mikulincer & P. R. Shav- er (Eds.), The social psychology of morality: Exploring the causes of good and evil (pp. 257-274). Washington, DC US: American Psychological Association.
Singley, D., Lent, R. W., & Sheu, H. (2010). Longitudinal test of a social cognitive model of academic and life satis- faction. Journal of Career Assessment, 18 (2), 133–146.
Smith, I. H., Aquino, K., Koleva, S., & Graham, J. (2014). The moral ties that bind . . . Even to out-groups: The interactive effect of moral identity and the binding moral foundations. Psychological Science Cambridge, .1554-1562 ,)8(25
Soares, A. S. B., Pais-Ribeiro, J. L., & Silva, I. M. S. L. (2019). Developmental assets predictors of life satis- faction in adolescents. Frontiers in Psychology, 10 (4), .236-244
Sun, R. C., & Shek, D. T. (2013). Longitudinal influences of positive youth development and life satisfaction on problem behavior among adolescents in Hong Kong. Social Indicators Research, 114(3), 1171-1197.
Theokas, C., Almerigi, J., Lerner, R.M., Dowling, E., Ben- son, P., Scales, P. C., von Eye, A. (2005). Conceptu- alizing and modeling individual and ecological asset components of thriving in early adolescence. Journal of Early Adolescence, 25(1), 113-143.
sure and positive youth development in urban youth. Journal of Community Health, 36(6), 925-932.
Mikaeeli Mani, F., Maddavi far, S., Eesa Zadegan, A., & Mohana, S. (2017). Structural relationship between hope, academic self-efficacy and perceived classroom environment with academic motivation. Journal of Educational Psychology Studies, 14 (25), 57-88. [In Persian].
Mikulincer, M., & Shaver, P. R. (2003). The attachment behavioral system in adulthood: Activation, psycho- dynamics, and interpersonal processes. In M. P. Zan- na (Ed.), Advances in experimental social psychology (pp. 53-152). San Diego, CA: Academic Press.
Milot, A. S. (2014). Positive youth development as a framework for examining the relationship between conformity to gender norms, social support, and ado- lescent mental health. Doctoral dissertation in educa- tional psychology, School of Counseling Psychology, Boston College.
Nasiri Valaik Bani, F., & Gilani, M. (2014). The relation- ship between social intelligence and academic social behavior and learning effectiveness graduate students Bu Ali Sina University in Hamedan. Journal of New Approach Educational Administration, 5(1), 175-188.
Narváez, D. (2016). Embodied morality: Protectionism, engagement and imagination. London: Palgrave Macmillan.
Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivation environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), .367-382
Power, F. C., Higgins, A., & Kohlberg, L. (1989). Law- rence Kohlberg’s approach to moral education (Crit- ical assessments of contemporary psychology). New York, NY, US: Columbia University Press.
Rodgers, B. K., & Rose, H. A. (2001). Personal, family, and school factors related to adolescent academic performance: A comparison by family structure. Mar- riage & Family Review, 33(4), 47-61.
Sabzian, S., Ghadampour, E., & Mirderikvand, F. (2017).
The causal model of academic cheating based on in- dividual and contextual factors with the mediating 368 role of academic self-efficacy. Research in School
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. In- ternational Journal of Educational Research, 43(13), .24–6
Whitman, D. S., Van Rooy, D. L., & Viswesvaran, C. (2010). Satisfaction, citizenship behaviors, and performance in work units: A meta-analysis of collective construct rela- tions. Personnel Psychology, 63(6), 41-81.
Thomas, M. T., Lixin, J., Kristine, O., & Maja, G. (2018). The fair process effect in the classroom: Reducing the influence of grades on student evaluations of teachers. Journal of Marketing Education, 41(3), 1-12.
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1–31.