نقش میانجی تعارض معلم- شاگرد در رابطه بین مسولیت پذیری و فرسودگی تحصیلی
محورهای موضوعی : تکتونواستراتیگرافی
1 - هیات علمی دانشگاه آزاد اسلامی تهران مرکز
کلید واژه: فرسودگی تحصیلی, مسئولیت‌پذیری تحصیلی, تعارض معلم- شاگرد,
چکیده مقاله :
دانش‌آموزان در فرایند یادگیری، به دلیل استرس، فشار درسی و یا دیگر عوامل روانی، حالتی از خستگی عاطفی، تمایل به زوال شخصیت و احساس موفقیت شخصی پایین را بروز می‌دهند. پژوهش حاضر با هدف بررسی ارتباط علّی فرسودگی تحصیلی و مسئولیت‌پذیری تحصیلی با نقش میانجیگری تعارض معلم- شاگرد در دانش‌آموزان دوره متوسطه شهر تهران انجام شد. روش پژوهش از نوع همبستگی و دادهها از طریق مدل‌سازی معادلات ساختاری تحلیل شد. جامعه آماری شامل دانش‌آموزان سال دوم مقطع متوسطه شهر تهران بود که از میان آنان 400 نفر به صورت نمونه گیری چند مرحله ای انتخاب شدند. ابزار پژوهش شامل پرسشنامه فرسودگی تحصیلی، پرسشنامه مسئولیت‌پذیری دانش‌آموزان و پرسشنامه تعارض معلم- شاگرد بود. نتایج پژوهش نشان دادمدل پژوهش برازندگی قابل قبولی با دادهها دارد. تأثیر مستقیم مسئولیت‌پذیری تحصیلی و تعارض معلم- شاگرد بر فرسودگی تحصیلی در سطح 01/0 معنادار بود و تأثیر غیر مستقیم مسئولیت‌پذیری تحصیلی با میانجیگری تعارض معلم- شاگرد بر آن در سطح 05/0 معنادار بود.این مدل می‌تواند رابطه بین مسولییت پذیری و فرسودگی تحصیلی را با میانجیگری تعارض معلم- دانش آموز را به خوبی پیش‌بینی کند و به منظور پیشگیری مورد استفاده قرار گیرد.
Students in the learning process, due to stress, curriculum press or other psychological factors, show a state of emotional exhaustion, depersonalization and sense of low personal achievement. This research was aimed to investigating the casual relationshipbetween academic burnout and academic responsibility and mediating role of teacher-student conflict in students. The current research was conducted by correlation method and analyzed by structural equations modeling. Statistical population was involved the high school students in Tehran that 400 people of those was selected through multistage sampling. The instruments were academic burnout questionnaire (Bresó, Salanova, & Schaufeli, 2007), responsibility of students questionnaire (Ne’mati, 2008) and teacher-student conflict questionnaire (Lopez, & et al, 2006). This model fit to data. The direct effect of academic responsibility and teacher-student conflict on academic burnout are significant at 0.01 level. Indirect effect of academic responsibility on academic burnout with mediating teacher-student conflict is significant at 0.05 level and This model can predict the effective factorson academic burnout and can be used for preventing of academic burnout.
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