رابطه بین حمایت والدین و تحصیل‌گریزی دانش‌آموزان: نقش واسطه‌ای اهداف پیشرفت
محورهای موضوعی : روانشناسی تربیتیسمیرا صالحاردستانی 1 , فرهاد خرمائی 2
1 - دانشجوی دکتری گروه روانشناسی، دانشگاه شیراز، شیراز، ایران.
2 - دانشیار روانشناسی، گروه روانشناسی، دانشگاه شیراز، شیراز، ایران
کلید واژه: اهداف پیشرفت, تحصیل‌گریزی, حمایت والدین,
چکیده مقاله :
هدف پژوهش حاضر بررسی نقش واسطه‌گری اهداف پیشرفت (هدف تبحرگرایی، هدف تبحرگریزی، هدف عملکردگرایی و هدف عملکردگریزی) در رابطه بین حمایت والدین و تحصیل‌گریزی دانش‌آموزان بود. روش پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعه آماری شامل کلیه دانش‌آموزان پایه دهم دبیرستان‌ها و هنرستان‌های شهر تهران بود. مشارکت‌کنندگان شامل 661 نفر بودند که از میان دانش‌آموزان پایه دهم دبیرستان‌ها و هنرستان‌های شهر تهران به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزارهای مورد استفاده در پژوهش حاضر مقیاس حمایت والدین (فال و روبرتز) مقیاس اهداف پیشرفت (الیوت ومک‌گریگور) و مقیاس تحصیل‌گریزی (خرمائی) بود. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری و نرم‌افزار AMOS مورد تحلیل قرار گرفت. نتایج نشان داد که اثر حمایت والدین بر اهداف پیشرفت دانش‌آموزان به صورت مثبت و معنی‌دار بود. همچنین اثر حمایت والدین بر تحصیل‌گریزی (بیزاری از تحصیل و مدرسه‌گریزی) به صورت منفی و معنی‌دار بود. علاوه بر این، حمایت والدین با واسطه‌گری هدف تبحرگرایی، هدف تبحرگریزی و هدف عملکردگرایی توانست به طور غیرمستقیم تحصیل‌گریزی دانش‌آموزان را پیش‌بینی کند. نتایج کلی پژوهش حاضر نشان‌دهنده آن بود که افزایش حمایت والدین در دانش‌آموزان می تواند تحصیل‌گریزی آنها را هم به صورت مستقیم و هم به صورت غیرمستقیم از طریق هدف تبحرگرایی، هدف تبحرگریزی و هدف عملکردگرایی کاهش دهد.
The aim of the study was to examine the mediating role of achievement goals (mastery approach goal, mastery avoidance goal, performance approach goal and performance avoidance goal) in relationship between parental support and academic avoidance. Method of this research was descriptive and correlation type. Statistical population consist of all tenth grade Tehran high school and art school students. Participants consisted of 661 that were selected among tenth grade Tehran high school and art school students using multi-stage cluster random sampling. Instrument using in this research were parent support scale (Fall and Roberts), achievement goals scale (Elliot and McGregor) and academic avoidance scale (khormaei). Data analyzed with using structural equation modeling method and AMOS software. The results showed that parental support effect on achievement goals was significantly positive. Also, parental support effect on academic avoidance (academic aversion & truancy) was significantly negative. Moreover, parental support with mediating mastery approach goal, mastery avoidance goal and performance approach goal could predict student academic avoidance indirectly. The total result of the study showed that increasing parental support in students can decrease their academic avoidance, both directly and indirectly via achievement goals (mastery approach goal, mastery avoidance goal, performance approach goal) in them.
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Abenavoli, R. M., Greenberg, M. T., & Bierman, K. L. (2015). Parent support for learning at school entry: Benefits for aggressive children in high-risk urban contexts. Early Childhood Research Quarterly, 31, 9-18.
Albert, M. A. & J. J. Dahling. (2016). Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students. Personality and Individual Differences, 97, 245-248.
Balfanz, R., & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the nation’s public schools. Baltimore: Johns hopkins university, school of education. Center for Social Organization of Schools.
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Boon, H. (2007). Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement. Australian Psychologist, 42(3), 212–225.
Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B. A., Kisker, E.E., et al. (2009). Low-income children’s school readiness: Parent contrib-utions over the first five years. Early Education & Development, 20, 958–977.
Chen, W. W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations. Learning and Individual Differences, 37, 48-54.
Colemann, J., & Hagell, A. (2007). Adolescence risk and resilience. Against the odds, West Sussex, Chichester: John Wiley & Sons Ltd.
De Bruyn, E. H., Deković, M., & Meijnen, G. W. (2003). Parenting, goal orientations, classroom behavior, and school success in early adolescence. Journal of Applied Developmental Psychology, 24(4), 393-412.
Debicki, B. J., Kellermanns, F. W., Barnett, T., Pearson, A. W., & Pearson, R. A. (2016). Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance. The International Journal of Management Education, 14(3), 273-285.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Diaconu-Gherasim, L. R. & C. Măirean (2016). Perception of parenting styles and academic achievement: The mediating role of goal orientations. Learning and Individual Differences, 49, 378-385.
Dinger, F. C., Dickhauser, O., Spinath, B., & Steinmayr, R. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90–101.
Duchesne, S., & Ratelle, C. F. (2010). Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. Journal of Educational Psychology, 101, 497–507.
Ebrahimzadeh, K., Aghasht, M., Zeynalpoor, F., & Ashrafzadeh, M. (2017). The impact of parental management training in reducing school refusal of elementary students. Child Mental Health (child psycho), 4(4), 71-80. [In Persian].
Egaee, J., Lavasani, M., Malahmadi, G., & Khezriazar, H. (2011). Relational Causal pattern between perceived parental styles, achievement goals, self-efficacy and academic achievement, Journal of Psychology, 59(3), 284-301. [In Persian].
Elliot, A. J. & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232.
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory, New York, Wiley.
Gurland, S. T., & Grolnick, W. S. (2005). Perceived threat, controlling parenting, and children's achievement orientations. Motivation and Emotion, 29, 103–121.
Hancock, G., Mueller, R., Cudeck, R., & Du Toit, S. (2001). Structural equation modeling: Present and future—A festschrift in honor of Karl Jöreskog. Lincolnwood: Scientific Software International.
Holt, N. L., Tamminen, K. A., Black, D. E., Mandigo, J. L., & Fox, K. R. (2009). Youth sport parenting styles and practices. Journal of Sport & Exercise Psychology, 31, 37-59.
Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles, Educational Research Review, 5, 50–67.
Kaplan, A., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19, 141–187.
Kearney, C. A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451–71.
Keys, T. D., Conley, A. M., Duncan, D. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47–54.
Khan, S., Haynes, L., Armstrong, A., & Rohner, R. P. (2010). Perceived teacher acceptance, parental acceptance, academic achievement, and school conduct of middle school students in the Mississippi Delta Region of the United States. Cross-Cultural Research, 44(3), 283–294.
Khormaei, F., Khayer, M. (2007). Relation of goal orientation and students' approach to learning. Modern Psychological Researches, 7, 123-128 [In Persian].
Khormaei, F., Saleh Ardestani, S. (2015). Predicting academic avoidance in base of learning approach with mediating of goal orientation. In Samira Saleh Ardestani. Articles Collection Conference of Psychology of School. Paper presented at the 3th Conference of Psychology of school. Alzahra university (pp 1-24). Tehran: Conference of psychology of school [In Persian].
Kim, W. Y., & Page, T. (2013). Emotional Bonds with Parents, Emotional Regulation and School Related behavior among Elementary School Truants. Journal of Child & Family studies. 22, 869-878.
Last, C. G., & Strauss, C. C. (1990). School refusal in anxiety-disordered children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 31–35.
Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, M. C. Y. (2013). Parenting behaviors and learning of Singapore students: The mediational role of achievement goals. Motivation and Emotion, 37, 274–285.
Mistry, R. S., Benner, A. D., Biesanz, J. C., & Clark, S. L. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449.
Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and instruction, 5(4), 269-287.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ, Prentice-Hall.
Ramsdal, G., Gjærum, R. G., Wynn, R. (2013). Dropout and early unemployment. International Journal of Educational Research, 62, 75-86.
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
Vahedi, S., & Mansoori, P. (2015). Effectiveness of modeling of cognitive behavioral in reducing of case student girl student school refusal, Modern Psychological Researches, 10 (39), 205-234 [In Persian].
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271-360.
Veenstra, R. Lindenberg, S., Tinga, F., Ormel, O. (2010). Truancy in late elementary and early secondary education: The influence of social bonds and self-control—the TRAILS study. International Journal of Behavioral Development, 34(4), 302-310.
Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A-M., Kuorelahti, M. (2014). Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy. Learning and Individual Differences, 36, 201-206.
Wagner, M., Dunkake, I., Weiß, B. (2004). Schulverweigerung. Empirische Analysen zum abweichenden Verhalten von Schülern. Kölner Zeitschrift für Soziologie und Sozialpsychiatrie, 56, 457–89.
Wang, M-T. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school, American Educational Research Journal, 47(3), 633-662.
Wolters, C. A., Shirley, L. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
YarAhmadi, Y., Yousefi, N., & Sheerbaigi, N. (2012). Making and test of a motivational model for predicting of dictions in third grade middle school and first grad high school village region of Sanandaj city for continuing or dropout in high school, Journal of Psychological Consequences, 4(1), 81-98 [In Persian].
Zare, H., & Rastegar, A. (2014). Causal model of predicting virtual education student academic achievements: the role of intelligent believes, achievement goals and academic emotions, Social Cognition Quarterly, 2(6), 19-32 [In Persian].
_||_Abenavoli, R. M., Greenberg, M. T., & Bierman, K. L. (2015). Parent support for learning at school entry: Benefits for aggressive children in high-risk urban contexts. Early Childhood Research Quarterly, 31, 9-18.
Albert, M. A. & J. J. Dahling. (2016). Learning goal orientation and locus of control interact to predict academic self-concept and academic performance in college students. Personality and Individual Differences, 97, 245-248.
Balfanz, R., & Byrnes, V. (2012). The importance of being in school: A report on absenteeism in the nation’s public schools. Baltimore: Johns hopkins university, school of education. Center for Social Organization of Schools.
Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement motivation and student engagement. In Handbook of research on student engagement, Springer.
Boon, H. (2007). Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement. Australian Psychologist, 42(3), 212–225.
Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B. A., Kisker, E.E., et al. (2009). Low-income children’s school readiness: Parent contrib-utions over the first five years. Early Education & Development, 20, 958–977.
Chen, W. W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations. Learning and Individual Differences, 37, 48-54.
Colemann, J., & Hagell, A. (2007). Adolescence risk and resilience. Against the odds, West Sussex, Chichester: John Wiley & Sons Ltd.
De Bruyn, E. H., Deković, M., & Meijnen, G. W. (2003). Parenting, goal orientations, classroom behavior, and school success in early adolescence. Journal of Applied Developmental Psychology, 24(4), 393-412.
Debicki, B. J., Kellermanns, F. W., Barnett, T., Pearson, A. W., & Pearson, R. A. (2016). Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance. The International Journal of Management Education, 14(3), 273-285.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Diaconu-Gherasim, L. R. & C. Măirean (2016). Perception of parenting styles and academic achievement: The mediating role of goal orientations. Learning and Individual Differences, 49, 378-385.
Dinger, F. C., Dickhauser, O., Spinath, B., & Steinmayr, R. (2013). Antecedents and consequences of students' achievement goals: A mediation analysis. Learning and Individual Differences, 28, 90–101.
Duchesne, S., & Ratelle, C. F. (2010). Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. Journal of Educational Psychology, 101, 497–507.
Ebrahimzadeh, K., Aghasht, M., Zeynalpoor, F., & Ashrafzadeh, M. (2017). The impact of parental management training in reducing school refusal of elementary students. Child Mental Health (child psycho), 4(4), 71-80. [In Persian].
Egaee, J., Lavasani, M., Malahmadi, G., & Khezriazar, H. (2011). Relational Causal pattern between perceived parental styles, achievement goals, self-efficacy and academic achievement, Journal of Psychology, 59(3), 284-301. [In Persian].
Elliot, A. J. & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232.
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children’s internalization of values: A handbook of contemporary theory, New York, Wiley.
Gurland, S. T., & Grolnick, W. S. (2005). Perceived threat, controlling parenting, and children's achievement orientations. Motivation and Emotion, 29, 103–121.
Hancock, G., Mueller, R., Cudeck, R., & Du Toit, S. (2001). Structural equation modeling: Present and future—A festschrift in honor of Karl Jöreskog. Lincolnwood: Scientific Software International.
Holt, N. L., Tamminen, K. A., Black, D. E., Mandigo, J. L., & Fox, K. R. (2009). Youth sport parenting styles and practices. Journal of Sport & Exercise Psychology, 31, 37-59.
Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles, Educational Research Review, 5, 50–67.
Kaplan, A., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19, 141–187.
Kearney, C. A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review. Clinical Psychology Review, 28, 451–71.
Keys, T. D., Conley, A. M., Duncan, D. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47–54.
Khan, S., Haynes, L., Armstrong, A., & Rohner, R. P. (2010). Perceived teacher acceptance, parental acceptance, academic achievement, and school conduct of middle school students in the Mississippi Delta Region of the United States. Cross-Cultural Research, 44(3), 283–294.
Khormaei, F., Khayer, M. (2007). Relation of goal orientation and students' approach to learning. Modern Psychological Researches, 7, 123-128 [In Persian].
Khormaei, F., Saleh Ardestani, S. (2015). Predicting academic avoidance in base of learning approach with mediating of goal orientation. In Samira Saleh Ardestani. Articles Collection Conference of Psychology of School. Paper presented at the 3th Conference of Psychology of school. Alzahra university (pp 1-24). Tehran: Conference of psychology of school [In Persian].
Kim, W. Y., & Page, T. (2013). Emotional Bonds with Parents, Emotional Regulation and School Related behavior among Elementary School Truants. Journal of Child & Family studies. 22, 869-878.
Last, C. G., & Strauss, C. C. (1990). School refusal in anxiety-disordered children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 31–35.
Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, M. C. Y. (2013). Parenting behaviors and learning of Singapore students: The mediational role of achievement goals. Motivation and Emotion, 37, 274–285.
Mistry, R. S., Benner, A. D., Biesanz, J. C., & Clark, S. L. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449.
Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and instruction, 5(4), 269-287.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ, Prentice-Hall.
Ramsdal, G., Gjærum, R. G., Wynn, R. (2013). Dropout and early unemployment. International Journal of Educational Research, 62, 75-86.
Skinner, E. A., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781.
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
Vahedi, S., & Mansoori, P. (2015). Effectiveness of modeling of cognitive behavioral in reducing of case student girl student school refusal, Modern Psychological Researches, 10 (39), 205-234 [In Persian].
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271-360.
Veenstra, R. Lindenberg, S., Tinga, F., Ormel, O. (2010). Truancy in late elementary and early secondary education: The influence of social bonds and self-control—the TRAILS study. International Journal of Behavioral Development, 34(4), 302-310.
Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A-M., Kuorelahti, M. (2014). Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy. Learning and Individual Differences, 36, 201-206.
Wagner, M., Dunkake, I., Weiß, B. (2004). Schulverweigerung. Empirische Analysen zum abweichenden Verhalten von Schülern. Kölner Zeitschrift für Soziologie und Sozialpsychiatrie, 56, 457–89.
Wang, M-T. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school, American Educational Research Journal, 47(3), 633-662.
Wolters, C. A., Shirley, L. Y., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8(3), 211-238.
YarAhmadi, Y., Yousefi, N., & Sheerbaigi, N. (2012). Making and test of a motivational model for predicting of dictions in third grade middle school and first grad high school village region of Sanandaj city for continuing or dropout in high school, Journal of Psychological Consequences, 4(1), 81-98 [In Persian].
Zare, H., & Rastegar, A. (2014). Causal model of predicting virtual education student academic achievements: the role of intelligent believes, achievement goals and academic emotions, Social Cognition Quarterly, 2(6), 19-32 [In Persian].
