رابطۀ بین ادراک از محیط کلاس با دلزدگی و آداب گریزی تحصیلی: نقش واسطه ای امید تحصیلی
محورهای موضوعی : روان شناسی تحولی
عسکر آتش افروز
1
,
مجید جعفری
2
,
علیرضا حاجی یخچالی
3
1 - شهید چمران اهواز
2 - دانشگاه شهید چمران اهواز
3 - دانشیار، گروه روانشناسی دانشگاه شهید چمران اهواز
کلید واژه: ادراک از محیط کلاس, امید تحصیلی, دلزدگی تحصیلی و آداب گریزی تحصیلی,
چکیده مقاله :
هـدف ایـن پژوهـش تعییـن نقـش واسـطه ای امیـد تحصیـلی در رابطـۀ بیـن ادراک از محیـط کلاس بـا دلـزدگی و آداب گریـزی تحصیـلی در دانش آمـوزان بــود. شــرکت کنندگان شــامل 600 دانش آمــوزان متوســظۀ دوم (308 پســر 292 دختــر) شهرســتان خــرم بیــد در ســال تحصیــلی 1403-1402 بودنــد کــه بــه روش نمونه بــرداری تصــادفی خوشــه ای چندمرحلــه ای انتخــاب و بــه پرسشــنامۀ در ایــن کلاس چــه می گــذرد (فراســر، فیشــر و مــک روبی، 1996)، مقیــاس امیــد بــه تحصیــل (خرمــائی و کمــری، 2018)، مقیــاس دلــزدگی تحصیــلی (پکــران، گوئتــز و پــری، 2005) و مقیــاس آداب گریــزی در کلاس کـودک و نوجـوان (اسـپادافورا و ولـک، 2021) پاسـخ دادنـد. نتایـج حـاکی از معنـاداری اثـر مسـتقیم ادراک از محیـط کلاس بـر امیـد، دلـزدگی و آداب گریـزی تحصیـلی بـود. اثـرات غیرمسـتقیم ادراک از محیـط کلاس بـا نقـش واسـطه ای امیـد تحصیـلی بـر دلـزدگی و آداب گریـزی تحصیـلی نیـز معنـادار بـود. بـر ایـن اسـاس می تـوان نتیجـه گرفـت بـرای کاهـش دلـزدگی و آداب گریـزی تحصیـلی دانش آمـوزان، بایـد بـه امیـد تحصیـلی نـاشی از ادراک مناسب آن ها از کلاس درس توجه کرد.
The objective of the current study was to determine the mediating role of academic hope in the relationship between the perception of the classroom environment with boredom and academic incivility in students. The participants included 600 second grade students (308 boys, 292 girls) of Khorrambid city in the academic year of 2023-2024, who were selected by random cluster sampling method, and What Is Happening in This Class Questionnaire (Fraser, Fisher & McRobbies, 1996), the Academic Hope Scale (Khormai & Kemari, 2018), the Academic Boredom Scale (Pekran, Goetz & Perry, 2005) and the Scale of Child and Youth Classroom Incivility (Spadafora & Volk, 2021) answered. The results indicated the significance of the direct effect of the perception of the classroom environment on hope, boredom and academic incivility. The indirect effects of the perception of the classroom environment with the mediating role of academic hope on boredom and academic incivility were also significant. Based on this, it can be concluded that in order to reduce the boredom and academic incivility of students, attention should be paid to the academic hope resulting from their proper perception of the classroom.
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