identify the factors affecting the diagnosis of the educational guidance system in order to provide a strategic model

Subject Areas :

mohabbat menbari ¹ , kambiz pooshaneh ² , aliakbar khosravibabadi ³

1 - PhD student in the field of educational sciences, curriculum planning, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Assistant Professor, Curriculum Planning Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Associate Professor, Curriculum Planning Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

Received: 2022-12-14 Accepted : 2023-02-25 Published : 2023-02-20

Keywords: Academic Guidance, Academic Counseling, strategic model,

Abstract :

The aim of the present research was to identify the factors affecting the diagnosis of the educational guidance system in order to provide a strategic model. The current research was descriptive-survey in terms of practical purpose and in terms of data collection method, and it carried out using both quantitative and qualitative methods. The statistical population in the qualitative part was 30 experts in the field of educational sciences and in the quantitative part 200 people were educational managers, consultants, experts and educational guidance executives in secondary schools of Bushehr city. Among these, 132 people were selected as the sample size using Cochran's formula and stratified random sampling method. Interview method and researcher-made questionnaire were used to collect information. The structural-interpretive modeling (ism) method was used to design the initial pathology model of the educational guidance system, and the partial least squares method was used to validate the model. In the qualitative part, Maxqda software and structural-interpretive analysis with MicMac and partial least squares with Smart PLS were used for theme analysis. According to the research results in the design of the model, the variables are prioritized as follows: academic guidance system (C3) at the first level, presentation of academic guidance plans (C2) and context and field of academic guidance (C9) at the second level, academic evaluation of students (C7) at the third level, the content of academic guidance planning books (C4) and education and awareness of academic advisors (C5) at the fourth level and the structure of the academic guidance system (C6) and cultural and social harms (C8) at the fifth level and finally the pathology variable Academic guidance system (C3) is at the sixth level.

References:

آذر، عادل. خسروانی، فرزانه. جلالی، رضا. (1400). تحقیق در عملیات نرم، تهران: انتشارات سازمان مدیریت صنعتی.

آذر، عادل. غلامزاده، رسول. (1398). کمترین مربعات جزئی، تهران: انتشارات نگاه دانش.

حبیبی، آرش.‌(1401). تصمیم‌گیری چندشاخصه، تهران: انتشارات نارون.

حدادی، فرحناز .(1395). مدیران و فرایند هدایت تحصیلی،  رشد مدیریت مدرسه، 14(2): 44-56.

سالاری، یحیی. اسلام پناه، مریم. لایی، سوسن‌. موسوی، فرانک.‌(1401). مدل یابی عوامل مؤثر بر هدایت تحصیلی دانش آموزان مبتنی بر سند تحول بنیادین آموزش و پرورش جمهوری اسلامی ایران، مجله توسعه آموزش جندی شاپور اهواز.13(1):29-44.

علمی، آزیتا. پنجی، صغری. عبدالهی، داوود. (1396). آسیب شناسی هدایت تحصیلی و اولویت بندی عوامل آن در دانش آموزان پایه دهم دوره متوسطه، اولین کنفرانس ملی پژوهش‌های نوین ایران و جهان در روانشناسی و علوم تربیتی، حقوق و علوم اجتماعی، شیراز، دانشگاه علمی کاربردی شوشتر.

محمدی، راضیه‌. رئیسی، عباس. ‌(1401). آسیب‌شناسی تحقق سیاست توسعه متوازان در فرآیند هدایت تحصیلی دانش‌آموزان دوره دوم متوسطه شهرستان لردگان، دانش انتظامی چهارمحال و بختیاری. 11(4): 103-128.

موسوی، سید علی. پیرانی، عارف. مومنی، حسن. (1399). آسیب‌شناسی فرایند هدایت تحصیلی دانش‌آموزان پایة نهم استان ایلام، فصلنامه نوآوری‌های آموزشی، 19(3): 122-144.

نویــدی‌، احــد .(١٣٩٧). هــدایت‌ تحصــیلی‌ در نظــام آمــوزش و پــرورش ایــران: تجــارب عملــی‌ و چالش‌های‌ پایدار، فصلنامه‌ علمی‌–پژوهشی‌ تعلیم‌ و تربیت‌، ٣٤ (2): 118-101.

نیــازآذری‌، کیــومرث. شــریفی‌، بهمــن.  جبــاری‌، نگــین‌ .(١٣٩٩). ارائــه‌ مــدلی‌ بــرای‌ دســتیابی‌ بــه‌ هــدایت‌ تحصــیلی‌ کارآمــد دانــش‌آمــوزان در نظــام آموزشــی‌ ایــران، رهیافتی‌ نو در مدیریت‌ آموزشی‌، ٤(1):‌ ١٣٥-١٥٨.

وزارت آموزش‌و‌پرورش. (1395). آیین‌نامه هدایت تحصیلی دانش‌آموزان (مصوبه جلسه 927 تاریخ 24/12/94): شورای عالی آموزش‌و‌پرورش.

 Abedini Y. (2018). Predicting academic progress of high school students based on self-efficacy beliefs,socio-economic status and field of study, Two quarterly journals of the Iranian Psychological Association, 40 (2): 70-75.   

 Arizi H, Salahian A. (2015). Investigating the relationship between the value system of students and the selection criteria of university admission candidates in Isfahan, Educational Innovation Quarterly, 11 (4): 125-148.

Aslan, S. (2011). Primary Education Class Guidance Program on Primary Education Career Development in 6th, 7th and 8th Grades, Procedia- Social and Behavioral Sciences, 30 (4): 1782-1787.

Barabari H, Arvin B. (2021). Comparison of students' academic and career aspirations: the study of Zahedan and Tehran, Educational Research Quarterly, 37 (2): 127-146.

Bassy, O. J., & Edet, J. I. (2018). Counselling Services and Career Choice among Senior Secondary school Students in Uyo Education zone in akwaIbom State, Journal on school Educational Technology, 14(1):19-26.

Braun, V., Clarke, V., & Terry, G. (2021). Thematic Analysis: A Practical Guide, SAGE Publications Ltd.

Chadderton, Ch. (2016), The new statutory requirements in career guidance in England and the implications for careers provision under the coalition Government, London Review of Education, 3 (2): 23-40.

Coogan, Th. A. (2016). Supporting School Counseling in Belize: Establishing a Middle School Career Development Program, International Electronic Journal of Elementary Education, 8 (3): 379- 390.

Ebenehi, A S; Rashid, A M; Bakar, A R. (2016). Predictors of Career Adaptability Skill among Higher Education Students in Nigeria, International Journal for Research in Vocational Education and Training (IJRVET), 3 (4): 212- 227.

Haug, E. H. (2019). Nordic Research on Educational and Vocational Guidance: A Systematic Literature Review of Thematic Features between 2003 and 2016, International Journal for Educational and Vocational Guidance, 19(2): 185-202.

Hojjati, H. (2013). Academic guidance, Journal of Nursing Management,2 (3): 43-67.

Hoque, j. (2020). Vocational Interests of secondary school of student in relation to their level of aspiration, International Journal of Research in Social Sciences, 8(4):793-803.

Karamdoost, N., Zandvanian, A., and Abolghasemi, M. (2006). Designing appropriate patterns of academic guidance for high school students, Journal of Psychology and Educational Sciences, 33 (3): 99-122.

Mami, Sh., And Omidi, A. (2013). Investigating the psychological causes of excessive tendency of female high school students in Ilam to study in the field of experimental sciences, Journal of Humanities Research,29: 155-182.

Plant, P. (2010). Career Guidance in Vocational Education and Training and in the Workplace. International Encyclopedia of Edu-cation (Third Edition), 269-274.

Thamarasseri, I. (2014). Meta-Narrative on Guidance and Counselling in Schools, Journal on Educational Psychology, 7(3): 1-8.

Wilson, V., Hall, St., & Hall, J. (2007). Pupil guidance: An integral part of teacher education and development in Scotland? Teaching and Teacher Education, 23: 1153-116.

Ziegler, N., & Opdenakker, M-Ch. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation, Learning and Individual Differences, 64: 71-82.