نقش واسطه ای کیفیت زندگی مدرسه و اهمالکاری تحصیلی در رابطه بین باورهای معرفت شناختی با پیشرفت تحصیلی زبان انگلیسی در دانش آموزان

محورهای موضوعی : تکتونواستراتیگرافی

جمال صادقی ¹

1 - استادیار روانشناسی تربیتی، گروه روانشناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران.

تاریخ دریافت : 1400/12/10 تاریخ پذیرش : 1401/08/13 تاریخ انتشار : 1401/05/01

کلید واژه: باورهای معرفت شناختی, دانش آموز, کیفیت زندگی مدرسه, اهمالکاری تحصیلی, پیشرفت تحصیلی زبان انگلیسی,

چکیده مقاله :

مقدمه: پژوهش حاضر نقش واسطه ای کیفیت زندگی مدرسه و اهمالکاری تحصیلی در رابطه بین باورهای معرفت شناختی با پیشرفت تحصیلی زبان انگلیسی در دانش آموزان مورد بررسی قرار داد.
روش: پژوهش توصیفی از نوع همبستگی مبتنی بر روش مدلیابی معادلات ساختاری بود. جامعه آماری را دانش آموزان پسر متوسطه دوم تشکیل دادند. برای تعیین حجم نمونه با توجه به تعداد متغیرهای مشاهده شده و تخصیص ضریب 10 برای هر متغیر، 260 دانشآموز بهعنوان حجم نمونه به روش نمونهگیری تصادفی خوشهای سه مرحله ای انتخاب شدند و به پرسشنامه باورهای معرفت شناختی شومر (1990)، کیفیت زندگی مدرسه اندرسون و بروک (2000)، و اهمالکاری تحصیلی سواری (1390) پاسخ دادند. از نمرات درس زبان انگلیسی پایان ترم دانش‌آموزان برای سنجش متغیر پیشرفت تحصیلی زبان انگلیسی استفاده شد. برای تجزیه و تحلیل داده ها از مدل یابی معادلات ساختاری با نرم افزارهای 24 SPSS و23 Amos استفاده شد.
یافته ها: یافته ها نشان داد که باورهای معرفت شناختی، کیفیت زندگی مدرسه و اهمال کاری تحصیلی بر پیشرفت تحصیلی زبان انگلیسی اثر مستقیم معنادار، و باورهای معرفت شناختی با میانجیگری کیفیت زندگی مدرسه و اهمال کاری تحصیلی اثر غیرمستقیم بر پیشرفت تحصیلی زبان انگلیسی دارند. همچنین مدل پژوهش تایید شد و به طور کلی 70 درصد از پیشرفت تحصیلی زبان انگلیسی توسط متغیرهای پژوهش قابل تبیین است.
نتیجه گیری: نتایج این پژوهش بر ضرورت نقش باورهای شناختی در فرایند یادگیری زبان، و همچنین افزایش کیفیت زندگی مدرسه و کاهش اهمالکاری تحصیلی که می تواند منجر به بهبود وضعیت یادگیری زبان شود تاکید می نماید.

چکیده انگلیسی:

Introduction: The present study investigated the mediating role of school quality of life and academic procrastination in the relationship between epistemological beliefs and English academic achievement in students.
Method: The study was a descriptive correlation based on structural equation modeling. The statistical population consisted of male high school students. To determine the sample size according to the number of observed variables and assigning a coefficient of 10 for each variable, 260 students were selected as the sample size by the three-stage cluster random sampling method, and responded to Schumer's epistemological beliefs questionnaire (1990), Anderson & Brooke’s school quality of life (2000), and Savari’s academic procrastination (2011). Students' English language grades at the end of the semester were used to measure the variable of academic achievement in English. Structural equation modeling with SPSS 24 and 23 Amos software was used to analyze the data.
Results: The findings showed that epistemological beliefs, quality of school life and academic procrastination have a significant direct effect on English academic achievement, and epistemological beliefs mediated by school quality of life and academic procrastination have an indirect effect on English academic achievement. Also, the research model was approved and in general, 70% of English academic achievement can be explained by research variables.
Conclusion: The results of this study emphasize the need for the role of cognitive beliefs in the language learning process, as well as increasing the quality of school life and reducing academic procrastination that can improve the language learning situation.

منابع و مأخذ:

1. Dordinejad, F; Aghasafiborojeni, A. (2011). Self-regulation in learning English. Growth in Language Education, 28, 4, 4-9.


2. Aljaraideh, Y. A. (2020). The impact of digital storytelling on academic achievement of sixth grade students in English language and their motivation towards it in Jordan. Turkish Online Journal of Distance Education, 21(1), 73-82.


3. Koban Koç, D. (2016). The Effects of Socio-Economic Status on Prospective English Language Teachers' Academic Achievement. Novitas-ROYAL (Research on Youth and Language), 10(2), 100-112.


4. Sawari, K (2018). Constructing and validating the academic procrastination test. Educational measurement, 2, 5, 97-110.


5. Sürmeli, Z. D., & Ünver, G. (2017). The relationship between mathematics achievement, self-regulated learning strategies, epistemological beliefs and academic self-concept. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 8(1), 83-102.


6. Viholainen, A., Asikainen, M., & Hirvonen, P. E. (2017). Mathematics student teachers’ epistemological beliefs about the nature of mathematics and the goals of mathematics teaching and learning in the beginning of their studies. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 159-171.


7. Dev, S., & Qiqieh, S. (2016). The relationship between English language proficiency, academic achievement and self-esteem of non-native-English-speaking students. International Education Studies, 9(5), 147-155.


8. Halder, U. K. (2018). English language anxiety and academic achievement. UGC Journal, 4, 138-147.


9. Aljaraideh, Y. A. (2020). The impact of digital storytelling on academic achievement of sixth grade students in English language and their motivation towards it in Jordan. Turkish Online Journal of Distance Education, 21(1), 73-82.


10. Zandavanian, A; Khoshkhahad, A; Barzegarbafroei, K. (2014). Comparative comparison of epistemological beliefs, anti-intellectual beliefs and critical thinking tendency in Yazd university master' s students. Higher education research paper. 30, 23-42.


11. Schommer, M (1990); Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498504.


12. Ziegler, N. E (2015). English Language Learners’ Epistemic Beliefs about Vocabulary Knowledge. A Dissertation for getting Doctor of Philosophy Degree in Educational Foundations and Leadership. The University of Toledo.


13. Halis Adnan, A (2016). Epistemological Beliefs and Academic Achievement. Journal of Education and Training Studies, v4, n1, 215220.


14. Morawski, J. (2015). Epistemological Dizziness in the Psychology Laboratory: Lively Subjects, Anxious Experimenters, and Experimental Relations, 1950–1970. Isis, 106(3), 567-597.


15. ‏ Chiu, T. K., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327.


16. Gambari, A. I., Yusuf, M. O., & Thomas, D. A. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. Malaysian Online Journal of Educational Sciences, 3(4), 11-26. ‏


17. Gu, X., Chang, M., & Solmon, M. A. (2016). Physical activity, physical fitness, and health-related quality of life in school-aged children. Journal of Teaching in Physical Education, 35(2).


18. Macedo, R. B., Coelho-e-Silva, M. J., Sousa, N. F., Valente-dos-Santos, J., Machado-Rodrigues, A. M., Cumming, S. P., ... & Martins, R. A. (2015). Quality of life, school backpack weight, and nonspecific low back pain in children and adolescents. Jornal de pediatria, 91, 263-269.


19. McGuine, T. A., Biese, K. M., Petrovska, L., Hetzel, S. J., Reardon, C., Kliethermes, S., ... & Watson, A. M. (2021). Mental health, physical activity, and quality of life of US adolescent athletes during COVID-19–related school closures and sport cancellations: a study of 13 000 athletes. Journal of athletic training, 56(1), 11-19.


20. Sarici, H., Telli, O., Ozgur, B. C., Demirbas, A., Ozgur, S., & Karagoz, M. A. (2016). Prevalence of nocturnal enuresis and its influence on quality of life in school-aged children. Journal of pediatric urology, 12(3), 159-e1.


21. Alva, A., Machado, M., Bhojwani, K., & Sreedharan, S. (2017). Study of risk factors for development of voice disorders and its impact on the quality of life of school teachers in Mangalore, India. Journal of clinical and diagnostic research: JCDR, 11(1), MC01.


22. Rasoulikhorshidi, F; Sangani, A; Jangi, P. (2018). The relationship between academic procrastination and locus of control with academic achievement of nursing students: the mediating role of achievement motivation. Quarterly journal of nursing, midwifery and paramedicine. 5 (2): 57-67.


23. Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. Journal of Prevention & Intervention in the Community, 46(2), 117-130.


24. Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46.


25. Balkis, M., & Erdinç, D. U. R. U. (2017). Gender differences in the relationship between academic procrastination, satifaction with academic life and academic performance. Electronic Journal of Research in Educational Psychology, 15(1), 105-125.


26. Karimi Moonaghi, H., & Baloochi Beydokhti, T. (2017). Academic procrastination and its characteristics: A Narrative Review. Future of medical education journal, 7(2), 43-50.


27. Abbasian, F; Kadivar, P; Saramiforushani, G. R. (2016). The mediating role of epistemological beliefs in the relationship between implicit beliefs of intelligence and students' academic achievement. Thinking and Child, 8(2), 87-103.


28. Zare, M; Homayoni, A. (2018). Modeling structural relationships between epistemological beliefs with the mediation of learning strategies on students' English language anxiety. Bimonthly Scientific-Research Education Strategies in Medical Sciences. 12 (2): 1-10.


29. Sadeghi, J; Homayoni, A (2017). The relationship between the quality of school life and academic procrastination with students' academic progress, the 5th National School Psychology Conference, Tehran.


30. Arslantas, H. A. (2016). Epistemological Beliefs and Academic Achievement. Journal of Education and Training Studies, 4(1), 215-220.


31. Vakkai, R. J. Y., Harris, K., Chaplin, K. S., Crabbe, J. J., & Reynolds, M. (2020). Sociocultural Factors That Impact the Health Status, Quality of Life, and Academic Achievement of International Graduate Students: A Literature Review. Journal of International Students, 10(3), 758-775.


32. Batool, S. S. (2020). Academic achievement: Interplay of positive parenting, self‐esteem, and academic procrastination. Australian Journal of Psychology, 72(2), 174-187.


33. Rahmat, N., Min, L. S., Sungif, N. A. M., & Yusup, F. N. M. (2015). English language proficiency tests and academic achievement: A study on the Malaysian university English test as a predictor of technical programme undergraduates academic achievement. Advances in Language and Literary Studies, 6(1), 114-119.


34. Gottlieb, M. (2016). Assessing English language learners: Bridges to educational equity: Connecting academic language proficiency to student achievement. Corwin Press.


35. Soltanishal, R., Karsheki, H; Aghamohammadian shearbaf, H. R; Abdkhodayi, M. S., Bafandeh, H. (2011).

Uçar, F. M. (2018). Investigation of gifted students' epistemological beliefs, Self-Efficacy beliefs and use of metacognition1