مدل تاب‌آوری تحصیلی بر اساس شایستگی تحصیلی و رابطه معلم-شاگرد

محورهای موضوعی : تکتونواستراتیگرافی

مژگان سپاه منصور ¹ , زهرا براتی ² , ساره بهزادی ³

1 - دانشیار گروه روان‌شناسی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران
2 - دانشجوی دکتری گروه روان‌شناسی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران.
3 - گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.

تاریخ دریافت : 1395/03/28 تاریخ پذیرش : 1398/11/19 تاریخ انتشار : 1395/08/20

کلید واژه: تاب‌آوری تحصیلی, دانش‌آموزان نوجوان, رابطه معلم - شاگرد, شایستگی تحصیلی, مدل‌سازی معادله های ساختاری,

چکیده مقاله :

    هدف از این پژوهش تدوین و بررسی مدلی درباره تاب‌آوری تحصیلی بر اساس شایستگی تحصیلی و با میانجی‌گری رابطه معلم-شاگرد انجام گرفت. روشپژوهش از نوع همبستگی است و جامعه آماری شامل دانش‌آموزان دختر و پسر 11 تا 13 ساله منطقه 6 شهر تهران بود که در مقاطع تحصیلی ششم، هفتم و هشتم مشغول به تحصیل بوده و تعداد 300 نفر از آن‌ها با استفاده از نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. ابزارهای پژوهش شامل پرسش‌نامه‌ تاب‌آوری تحصیلی، پرسش‌نامه رابطه معلم - شاگرد و پرسش‌نامه شایستگی تحصیلی بود. یافته­ها تأثیر کل شایستگی تحصیلی بر تاب‌آوری تحصیلی و رابطه معلم - شاگرد در سطح 01/0 و تأثیر کل رابطه معلم - شاگرد بر تاب‌آوری تحصیلی در سطح 01/0 معنادار شد. از این مدل ساختاری می‌توان برای پیش‌بینی و مداخله در مورد تاب‌آوری تحصیلی دانش‌آموزان نوجوان بهره جست تا از مصائب احتمالی ناشی از ضعف تاب‌آوری تحصیلی جلوگیری شود.

چکیده انگلیسی:

    This research was aimed for development and investigation of a model about academic resilience based on academic competence and with mediating teacher-student relationship. The current research was conducted by structural equations modeling method. Statistical population was involved the boy and girl students at 11 to 13 years-old in district 6 of Tehran city who study at 6^th, 7^th, and 8^thgrade in middle schools and The 300 of this people was selected as sample by clustered randomized sampling method. The instruments was involved academic resilience scale, teacher-student relationship scale, and academic competence scale. The total effect of academic competence on academic resilience and teacher-student relationship and the total effect of teacher-student relationship on academic resilience was significant at 0.01 level. This model can be used for prediction and intervention about academic resilience in teen Students and reduce their related problems.

منابع و مأخذ:

- Anghel, R. E. (2015). Psychological and Educational Resilience in High vs. Low-Risk Romanian Adolescents. Procedia-Social and Behavioral Sciences, 203, 153-157.

- Atadokht, A., Norouzi, H., & Ghafari, A. (2013). Effectiveness of Solving problem Training in promoting psychological well-being and resilience of children with learning disorders. learning disabilities, 3(2), 92-108

- Cassen, R., Feinstein, L., & Graham, P. (2009). Educational outcomes: Adversity and resilience. Social Policy and Society, 8(01), 73-85.

- Cordero, A. (2015). Academic resilience of Latino boys attending single-sex high schools in New York City: An examination of four school climate factors (Doctoral dissertation, NEWYORK UNIVERSITY.

- Cunningham, M., & Swanson, D. P. (2010). Educational resilience in African American adolescents. The Journal of Negro Education, 473-487.

- DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43(1), 7-17.

- Foshee, C. M. (2013). Conditions that Promote the Academic Performance of College Students in a Remedial Mathematics Course: Academic Competence, Academic Resilience, and the Learning Environment (Doctoral dissertation, Arizona State University).

- Ghimbulu, O. (2012). Utilizarea educatiei rational emotivtiva comportamentala in dezvoltarea rezilientei la adulti tineri, PhD Thesis Abstract.

- Gizir, C., & Aydin, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, 13(1), 38-49.

- Graves, D. (2014). Black high school students’ critical racial awareness, school-based racial socialization, and academic resilience. Berkeley Review of Education, 5(1).

- Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Education Endowment Foundation. Available at: h ttp://education endowment foundation. org. uk/uploads/pdf/Non-cognitive_skills _ literature_review. pdf.

- Hooman, H. (2009). Structural equations modeling. Tehran: Samt. (Persian).

- Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51.

- Javanmard, G. H. (2013). Religious Beliefs and Resilience in Academic Students. Procedia-Social and Behavioral Sciences, 84, 744-748.

- Jayasuriya, D., Jayasuriya, R., Tay, A. K., & Silove, D. (2016). Associations of mental distress with residency in conflict zones, ethnic minority status, and potentially modifiable social factors following conflict in Sri Lanka: A nationwide cross-sectional study. The Lancet Psychiatry.

- Johnston-Wilder, S., & Lee, C. (2010). Mathematical Resilience. Mathematics Teaching, 218, 38-41.

- Jowkar, B., Kohoulat, N., & Zakeri, H. (2011). Family communication patterns and academic resilience. Procedia-Social and Behavioral Sciences, 29, 87-90.

- Keith, T. Z. (2014). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling. Routledge.

- Khabaz, M., Behjati, Z., & Naseri, M. (2011).The relationship between social support and coping styles in boys resilience. Quarterly of Applied psychology, 4(20), 108-123.

- Kuldas, S., Hashim, S., & Ismail, H. N. (2015). Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. International journal of adolescence and youth, 20(1), 32-47.

- Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.

- Masten, A. S. (2011). Resilience in children threatened by extreme adversity: Frameworks for research, practice, and translational synergy. Development and Psychopathology, 23(2), 493.

- Meichenbaum, D. (2005). Understanding resilience in children and adults: Implications for prevention and interventions, Paper presented at the Annual Conference of Strengthening Resilience in Children and Adults, Miami.

- Moon, W. H., Kwon, M. J., & Chung, K. S. (2015). Influence of Academic Resilience, Self-Efficacy and Depression on College Life Adjustment in Korea's Nursing College Students. Indian Journal of Science and Technology, 8(19). 

- Perez, W., Espinoza, R., Ramos, K., Coronado, H. M., & Cortes, R. (2009). Academic resilience among undocumented Latino students. Hispanic Journal of Behavioral Sciences, 31(2), 149-181.

- Pianta, R. C. (2001). STRS: Student-teacher Relationship Scale: professional manual. Psychological Assessment Resources.

- Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458.

- Rahmani, F., Seyed fatemi, N., Baradaran, M., & Sedaghat, K. (2006). Relationship between parenting style and academic competence among adolescents studying in Tabriz high schools, 2002. Journal of Fundamentals of Mental Health, 8(30), 11-16. (Persian).

- Rouse, K. A. G. (2003). The Academic Environment's Impact on Motivation in Resilient and Non-Resilient Middle Schoolers.

- Taherinasab, E. (2012). Studding the relationship between academic tenacity and academic resilience with academic performance and academic motivation of girl students of high school in the 91-90 school year. Master's thesis, University of Allameh Tabatabai.

- Tahmasian, K. (1997). Validity, reliability and standardization Efficacy Questionnaire of children and adolescents in Tehran. Quarterly of Applied psychology, 1(4), 373-390.

- Tanhaye rashvanlou, F., Keramati, R., & Sa’adati shamir, A. (2012). Optimism and self-esteem in adolescent girls: the role of identity styles. Quarterly of Applied psychology, 2(22), 73-90.

- Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed methods: Construction of the child and youth resilience measure.Journal of Mixed Methods Research, 1558689811400607.

- Wolke, D., Jaekel, J., Hall, J., & Baumann, N. (2013). Effects of sensitive parenting on the academic resilience of very preterm and very low birth weight adolescents. Journal of Adolescent Health, 53(5), 642-647.