Designing a model of social and cultural factors affecting the academic progress of students from the perspective of administrators and teachers

Subject Areas : Education

Marzieh Heydari ¹ , Masoumeh Dehghani ²

1 - Assistant Professor, Department of Educational Sciences, Abadeh Branch, Islamic Azad University, Abadeh, Iran
2 - Master of Educational Administration, Abadeh Branch, Islamic Azad University, Abadeh, Iran

Received: 2023-04-02 Accepted : 2023-05-29 Published : 2023-03-21

Keywords: Model Design, Social and cultural Factors, academic progress, Students,

Abstract :

Introduction: Academic progress is very necessary because of what is considered the future of students in the path of choosing the right job, success in the path of life, as well as appropriate service to a country. Therefore, this research has been conducted with the aim of designing a model of social and cultural factors affecting the academic progress of students. Research methodology: The participants included 129 managers of the education organization and working and retired teachers in Fars province, who were selected through a cluster random sampling method. The research method used was a mixed qualitative (meta-composite approach) and quantitative (descriptive-correlation) method. After compiling the effective categories, 4 teaching-learning factors, socio-economic conditions, individual factors and performance goals, psychological indicators were determined as the effective indicators of the model of social and cultural factors affecting the academic progress of students. Validity was acceptably confirmed in both qualitative and quantitative methods. In the meta-composite approach, reliability was confirmed based on the Lincoln and Guba indices (1985) and in the preliminary study of the quantitative part, it was also confirmed using Cronbach's alpha coefficients. In order to analyze the findings of this study in the qualitative part, document analysis (with an emphasis on related internal and external studies) was implemented and in the quantitative part, descriptive statistics (demographic indicators using SPSS software) and inferential statistics (resulting from structural equation modeling criteria with the software Smart PLS) was used. Findings: The results indicated that teaching-learning, socio-economic conditions and psychological indicators had a significant effect on the academic progress of students. However, the effects of individual factors and performance goals on the academic progress of students in Fars province were not confirmed. Conclusion: Therefore, it seems that teaching and learning, along with paying attention to the economy in education and also strengthening some of the most important psychological characteristics, can play a vital role in the formulation and formation of a social and cultural society model that is effective on the progress of students in Fars province.

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