مدل علّی آداب‌گریزی تحصیلی بر اساس محق‌پنداری تحصیلی، عدالت کلاسی و درگیری تحصیلی
محورهای موضوعی : تکتونواستراتیگرافیراضیه شیخ الاسلامی 1 , محمد مهدی شیرزادی 2
1 - دانشگاه شیراز
2 - گروه روان‌شناسی تربیتی. دانشکده علوم تربیتی و روان‌شناسی. دانشگاه شیراز. شیراز. ایران
کلید واژه: درگیری تحصیلی, آداب‌گریزی تحصیلی, عدالت کلاسی, محق‌پنداری تحصیلی,
چکیده مقاله :
پژوهش حاضر، با هدف بررسی رابطه‌ی محق‌پنداری تحصیلی و عدالت کلاسی با آداب‌گریزی تحصیلی با واسطه‌گری درگیری تحصیلی انجام شد. برای انجام این پژوهش، تعداد 421 نفر از دانشجویان دانشگاه شیراز با روش نمونه‌گیری خوشه‌ای تصادفی چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش، شامل پرسشنامه تجدیدنظر شده آداب‌گریزی در آموزش پرستاری (کلارک و همکاران، 2015)، مقیاس محق‌پنداری تحصیلی (آکاکاسو، 2002)، مقیاس عدالت کلاسی (چیرا و همکاران، 2016) و پرسشنامه درگیری تحصیلی (ریو، 2013) بود. تجزیه و تحلیل داده‌ها با روش آماری مدل‌یابی معادلات ساختاری با استفاده از نرم‌افزارAMOS انجام شد. نتایج نشان داد، مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته‌ها، درگیری تحصیلی، نقش واسطه‌ای در رابطه عدالت کلاسی و محق‌پنداری تحصیلی با آداب‌گریزی تحصیلی داشت. به این معنا که با افزایش عدالت کلاسی، درگیری نیز افزایش یافته و از این طریق، آداب‌گریزی تحصیلی کاهش یافته است. همچنین، با افزایش محق‌پنداری تحصیلی، درگیری کاهش یافته و از این طریق، آداب‌گریزی تحصیلی افزایش یافته است. پژوهش حاضر با ارائه الگویی از آداب‌گریزی تحصیلی می‌تواند به مسئولان آموزش عالی کمک نماید با پیشگیری از رفتارهای نامطلوب تحصیلی، زمینه بهبود و ارتقای یادگیری دانشجویان را فراهم آورند.
The purpose of this study was to investigate the relation academic entitlement, and classroom justice to academic incivility by mediation of academic engagement. To do this research, 421 students were selected from Shiraz University through multi-stage random cluster sampling. The research instruments were Incivility Revision Questionnaire in Nursing Education (Clark et al, 2015), Academic Entitlement Scale (Acacasso, 2002), Classroom Justice Scale (Chira et al, 2016) and Academic Engagement Questionnaire (Reeve, 2013). The data were analyzed by structural equation modeling using AMOS software. The results showed that the model of this research has a suitable fitness. According to the findings, the academic engagement had a mediating role in the relationship between classroom justice and academic entitlement with academic incivility. In this sense, with increasing classroom justice, academic engagement has also increased, and through this way, academic incivility has decreased. Also, with increasing academic entitlement, academic engagement has decreased and thus, academic incivility has increased. This study, by presenting a model of academic incivility, can help higher education planners improve students’ learning by preventing academic incivility behaviors.
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