طراحی مدل عوامل اجتماعی و فرهنگی موثر بر پیشرفت تحصیلی دانش آموزان
محورهای موضوعی : آموزش و پرورش
مرضیه حیدری
1
(
استادیار گروه علوم تربیتی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران
)
معصومه دهقانی
2
(
.کارشناسی ارشد مدیریت آموزشی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران
)
کلید واژه: دانش آموزان, پیشرفت تحصیلی, طراحی مدل, عوامل اجتماعی و فرهنگی,
چکیده مقاله :
مقدمه و هدف: پیشرفت تحصیلی به دلیل آنچه آینده دانش آموزان در مسیر انتخاب درست شغل، موفقیت در مسیر زندگی و همچنین خدمات مناسب به یک کشور تلقی می‌شود بسیار ضروری است. بنابراین این پژوهش با هدف طراحی یک مدل عوامل اجتماعی و فرهنگی مؤثر بر پیشرفت تحصیلی دانش آموزان انجام‌شده است. روش شناسی پژوهش: شرکت‌کنندگان، 129 نفر از مدیران سازمان آموزش و پرورش و معلمان شاغل و بازنشسته در سطح استان فارس بودند که در قالب یک روش نمونه‌گیری تصادفی از نوع خوشه‌ای انتخاب شدند. روش تحقیق مورداستفاده شیوه آمیخته کیفی (رویکرد فراترکیب) و کمی (توصیفی- همبستگی) بود. پس از تدوین مقوله‌های اثرگذار، 4 عامل آموزش- یادگیری، شرایط اقتصادی-اجتماعی، عوامل فردی و اهداف عملکردی، شاخص‌های روان‌شناختی به‌عنوان شاخص‌های مؤثر مدل عوامل اجتماعی و فرهنگی مؤثر بر پیشرفت تحصیلی دانش آموزان تعیین شدند. روایی در هر دو شیوه کیفی و کمی، به‌صورت قابل قبولی مورد تائید قرار گرفت و پایایی در رویکرد فراترکیب بر مبنای شاخص‌های لینکلن و گوبا (1985) و در مطالعه مقدماتی بخش کمی نیز، با استفاده از ضرایب آلفای کرونباخ تائید شدند. جهت تحلیل یافته‌های این مطالعه در بخش کیفی از اسنادکاوی (با تأکید بر مطالعات داخلی و خارجی مرتبط) و در بخش کمی نیز از آمار توصیفی (شاخص‌های جمعیت شناختی با استفاده از نرم‌افزار SPSS) و آمار استنباطی (حاصل از معیارهای مدل‌سازی معادلات ساختاری با نرم‌افزار Smart PLS) استفاده شد. یافته ها: نتایج در نهایت نشان داد، آموزش-یادگیری، شرایط اقتصادی-اجتماعی و شاخص‌های روان‌شناختی بر پیشرفت تحصیلی دانش آموزان تأثیر معنادار دارد. اما اثرات عوامل فردی و اهداف عملکردی بر پیشرفت تحصیلی دانش آموزان استان فارس مورد تائید قرار نگرفت. نتیجه گیری: به نظر می‌رسد آموزش و یادگیری در کنار توجه به اقتصاد در آموزش و همچنین تقویت برخی از مهم‌ترین ویژگی‌های روان‌شناختی می‌تواند نقشی حیاتی در تدوین و شکل‌گیری یک مدل جامعه اجتماعی و فرهنگی مؤثر بر پیشرفت دانش آموزان در سطح استان فارس ایفا نماید.
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.
Abedi, S., Saidipour, B., Saif, M. H., Farajollahi, M. (2014). Causal model predicting self-regulated learning strategies of Payam Noor University students: the role of intelligence beliefs, academic self-efficacy and achievement goals. Education and Evaluation, 32(8), 19-40. (in persian).
Affuso, G. Zannone, A., Esposito, C., Pannone, M., Concetta Miranda, M., De Angelis, D., Aquilar, S., Dragone, M., & Bacchini. D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time, European Journal of Psychology of Education, 38, 1–23.
Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM): Sage publications.
Hatami, J, Pejmanfard, M., Saleh Najafi, M. (2013). The relationship between intelligence beliefs, achievement goals and academic procrastination among Tehran University students. Research in educational systems, 21 (7), 57-70. (in persian)
Hijazi, E, Abdulvand, N., Imamvardi, D. (2003). Goal orientation of intelligence beliefs and academic achievement. Psychology, 25(7), 30-51 (in persian)
Hijazi, E, Rastgari, A, Gholam Ali Lavasani, M., Gurban Jahormi, R. (2006). Intelligence beliefs and academic achievement: The role of achievement goals and academic engagement. Psychological Research, 23-24 (12), 11-25 (in persian)
Gholam Ali Lavasani, M, Khazri Azar, H, Amani, J., Mal Ahmadi, E. (2010). The role of academic self-efficacy and achievement goals in students' stress, anxiety and depression. Psychology, 56(14), 417-432. (in persian)
Fathi, F, Hajiyakhchali, A., Maruti, Z. (2013). Causal relationship between personality traits and intelligence beliefs with academic self-efficacy and academic performance with the mediation of achievement goals in female high school students of Khorram Abad city. Psychological Achievements, 11(21), 55-78. (in persian)
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (vol. 75). In: Sage Thousand Oaks, CA.
Lüftenegger, M., Bardach, L., Bergsmann, E., Schober, B., & Spiel, C. J. I. J. o. E. R. (2019). A citizen science approach to measuring students’ achievement goals. 95, 36-51.
Mahdavi, P., Valibeygi, A., & Sadeghi, SH. (2023). Relationship Between Achievement Motivation, Mental Health and Academic Success in University Students, Community Health Equity Research & Policy, 43(3), 1-7.
Martin, A. J., & Elliot, A. J. (2016). The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: A longitudinal investigation. 36(7), 1285-1302.
Mih, V., Mih, C., Dragoş, V. J. P. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. 209, 329-336.
Nawi, A. M., Ismail, R., Ibrahim, F., Hassan, M. R., Manaf, M. R. A., Amit, N., & Shafurdin, N. S. (2021). Risk and protective factors of drug abuse among adolescents: a systematic review. 21(1), 1-15.
Nazariboulani, G, Yarahmadi, Y, Ahmadian, H., Jadi, H. (2019). Developing a causal model to explain school well-being based on the orientation of progress goals and basic psychological needs with the mediating role of emotional creativity and self-efficacy. New Psychological Research, 54 (14), 199-230. (in persian)
Preacher, K. J., & Coffman, D. L. (2006). Computing power and minimum sample size for RMSEA. Computer software]. Available from http://quantpsy. org.
Sacré, M., Lafontaine, D., & Toczek, M.-C. (2020). Exploring achievement goals and online formative assessment effect on students’ performance in a blended-learning course in higher education. Paper presented at the Earli SIG 6 and 7 2020.
Rasouli-Khorshidi, F, Kadivar, P, Sarami, Gh., Tanha, Z. (2013). The relationship between metacognition, achievement goals and study strategies with academic achievement. Educational Psychology Studies, 18(10), 83-102. (in persian)
Rezaei, A. M, Jahan, F., Rahimi, M. (2015). Academic performance: The role of achievement goals and achievement motivation. Educational Psychology, 42(12), 153-169. (in persian)
Zare, H., Rostgar, A. (2013). Causal model for predicting academic achievement of virtual education students: the role of intelligence beliefs, achievement goals and academic emotions. Social Cognition, 6(3), 19-32. (in persian)
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Abedi, S., Saidipour, B., Saif, M. H., Farajollahi, M. (2014). Causal model predicting self-regulated learning strategies of Payam Noor University students: the role of intelligence beliefs, academic self-efficacy and achievement goals. Education and Evaluation, 32(8), 19-40. (in persian).
Affuso, G. Zannone, A., Esposito, C., Pannone, M., Concetta Miranda, M., De Angelis, D., Aquilar, S., Dragone, M., & Bacchini. D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time, European Journal of Psychology of Education, 38, 1–23.
Hair Jr, J. F., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2016). A primer on partial least squares structural equation modeling (PLS-SEM): Sage publications.
Hatami, J, Pejmanfard, M., Saleh Najafi, M. (2013). The relationship between intelligence beliefs, achievement goals and academic procrastination among Tehran University students. Research in educational systems, 21 (7), 57-70. (in persian)
Hijazi, E, Abdulvand, N., Imamvardi, D. (2003). Goal orientation of intelligence beliefs and academic achievement. Psychology, 25(7), 30-51 (in persian)
Hijazi, E, Rastgari, A, Gholam Ali Lavasani, M., Gurban Jahormi, R. (2006). Intelligence beliefs and academic achievement: The role of achievement goals and academic engagement. Psychological Research, 23-24 (12), 11-25 (in persian)
Gholam Ali Lavasani, M, Khazri Azar, H, Amani, J., Mal Ahmadi, E. (2010). The role of academic self-efficacy and achievement goals in students' stress, anxiety and depression. Psychology, 56(14), 417-432. (in persian)
Fathi, F, Hajiyakhchali, A., Maruti, Z. (2013). Causal relationship between personality traits and intelligence beliefs with academic self-efficacy and academic performance with the mediation of achievement goals in female high school students of Khorram Abad city. Psychological Achievements, 11(21), 55-78. (in persian)
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (vol. 75). In: Sage Thousand Oaks, CA.
Lüftenegger, M., Bardach, L., Bergsmann, E., Schober, B., & Spiel, C. J. I. J. o. E. R. (2019). A citizen science approach to measuring students’ achievement goals. 95, 36-51.
Mahdavi, P., Valibeygi, A., & Sadeghi, SH. (2023). Relationship Between Achievement Motivation, Mental Health and Academic Success in University Students, Community Health Equity Research & Policy, 43(3), 1-7.
Martin, A. J., & Elliot, A. J. (2016). The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: A longitudinal investigation. 36(7), 1285-1302.
Mih, V., Mih, C., Dragoş, V. J. P. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. 209, 329-336.
Nawi, A. M., Ismail, R., Ibrahim, F., Hassan, M. R., Manaf, M. R. A., Amit, N., & Shafurdin, N. S. (2021). Risk and protective factors of drug abuse among adolescents: a systematic review. 21(1), 1-15.
Nazariboulani, G, Yarahmadi, Y, Ahmadian, H., Jadi, H. (2019). Developing a causal model to explain school well-being based on the orientation of progress goals and basic psychological needs with the mediating role of emotional creativity and self-efficacy. New Psychological Research, 54 (14), 199-230. (in persian)
Preacher, K. J., & Coffman, D. L. (2006). Computing power and minimum sample size for RMSEA. Computer software]. Available from http://quantpsy. org.
Sacré, M., Lafontaine, D., & Toczek, M.-C. (2020). Exploring achievement goals and online formative assessment effect on students’ performance in a blended-learning course in higher education. Paper presented at the Earli SIG 6 and 7 2020.
Rasouli-Khorshidi, F, Kadivar, P, Sarami, Gh., Tanha, Z. (2013). The relationship between metacognition, achievement goals and study strategies with academic achievement. Educational Psychology Studies, 18(10), 83-102. (in persian)
Rezaei, A. M, Jahan, F., Rahimi, M. (2015). Academic performance: The role of achievement goals and achievement motivation. Educational Psychology, 42(12), 153-169. (in persian)
Zare, H., Rostgar, A. (2013). Causal model for predicting academic achievement of virtual education students: the role of intelligence beliefs, achievement goals and academic emotions. Social Cognition, 6(3), 19-32. (in persian)
