مدل علی تأثیر ادارک از جو مدرسه بر مشغولیت تحصیلی دانش‎آموزان دختر با نقش واسطه‌ای انگیزه پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه روان‌شناسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران

2 دانشگاه مرودشت H

چکیده

هدف: مشغولیت تحصیلی از جمله متغیرهای بسیار تأثیرگذار بر عملکرد و پیشرفت تحصیلی دانش‎آموزان است و فقدان مشغولیت تحصیلی می‌تواند پیامدهای جبران ناپذیری داشته باشد. این پژوهش باهدف بررسی نقش واسطه‌ای انگیزه پیشرفت در رابطه بین ادارک از جو مدرسه با مشغولیت تحصیلی دانش‎آموزان دختر انجام شد.
روش­: روش پژوهش همبستگی از نوع مدل یابی معادلات ساختاری بود. جامعه آماری شامل تمامی‌دختران دانش‎آموز متوسطه دوم شهرستان شیراز بودند. گروه نمونه شامل 257 نفر از دانش‎آموزان دختر شهر شیراز بود که به روش نمونه گیری تصادفی خوشه ای انتخاب شدند. ابزارهای اندازه گیری عبارت بودند از پرسش‌نامه های مشغولیت تحصیلی و انگیزه پیشرفت و مقیاس ادارک از جو مدرسه. داده‏ها با استفاده از روش مدل‌یابی معادلات ساختاری تحلیل شدند.سطح معنی‌داری برای تمام آزمون‌های آماری برابر 05/0 در نظر گرفته شد.
یافته ­ها: نتایج مدل‌یابی معادلات ساختاری نشان داد که ابعاد ادارک از جو مدرسه شامل حمایت معلم، حمایت همسالان، خودمختاری دانش‎آموزان و وضوح و ثبات قوانین اثر مستقیم بر انگیزه پیشرفت دارند. هم‌چنین، ابعاد ادارک از جو مدرسه بر مشغولیت تحصیلی نیز اثر مستقیم داشتند. هم‌چنین، ابعاد ادراک از جو مدرسه با واسطه انگیزه پیشرفت توانست مشغولیت تحصیلی دانش‎آموزان را پیش بینی کنند.
 

کلیدواژه‌ها


عنوان مقاله [English]

Causal Model of the Effect of Perception of School on the Academic Engagement of Female Students with a Mediating Role of Achievement Motivation

نویسندگان [English]

  • majid barzegar 1
  • . . 2
1 Associate Professor, Department of Psychology, Faculty of Education and Psychology, Marvdasht Azad University, Marvdasht, Iran
2 marvdasht
چکیده [English]

Introduction: Academic engagement is one of the most influential variables on students' academic performance and achievement and lack of academic engagement can have irreparable consequences. Therefore, the present study was conducted to investigate the mediating role of achievement motivation in the relationship between perceptions of school atmosphere and academic engagement of female students.
Methods: The research method was correlational modeling of structural equations. The statistical population included all girls of secondary school in Shiraz. The sample group consisted of 257 female students in Shiraz who were selected by cluster random sampling. Measurement instruments were Academic Engagement Questionnaire, Achievement Motivation Questionnaire and Perception Scale of School Atmosphere. Data were analyzed using structural equation modeling. Significance level for all statistical tests was p <0.05. 
Findings: The results of structural equation modeling showed that the dimensions of perception of the school atmosphere were positive and significant predictors of achievement motivation. Also, the dimensions of perception of the school atmosphere were positive and significant predictors of academic engagement. In addition, achievement motivation was a significant predictor of students' academic engagement. Finally, the results showed that the dimensions of perception of the school atmosphere through the motivation of progress were able to predict students' academic engagement.

کلیدواژه‌ها [English]

  • Perception of school atmosphere
  • Academic engagement
  • achievement motivation
  • Female students
1- Skinner E A, Pitzer J. Developmental dynamics of engagement, coping, and everyday resilience. In S. L. Christenson, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. New York: Springer Science. 2012, (pp. 21-44).
2- Connell J P, Wellborn J G. Competence, autonomy and relatedness: a motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology: Self- processes in development, Chicago: University of Chicago Press. 1991, (pp. 43-77).
3- Skinner E A, Kinderman T A, Furrer C. 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, 2009, 69, 493-525.
4- Newman F M, Wehlage G G, Lamborn S D. The Significance and Sources of Student Engagement. In: Newman, F.M., Ed., Student Engagement and Achievement in American Secondary Schools, Teachers College Press, New York, 1992, 11-39.
5- Linnenbrink EA, Pintrich P. The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly. 2003, 19: 119-137.
6- Sepah Mansour M, Barati Z, Behzadi S. Educational resilience model based on academic competence and teacher-student relationship. Journal of Psychological Methods and Models, 2016, 7 (25), 25-44, [In Persian].
7- Fredricks J; Blumenfeld P, Paris A. “School engagement: Potential of the concept, state of the evidence”. Review of Educational Research, 2004, 74(1), 59-109.
8- Bronfenbrenner U, Morris P A. The ecology of developmental processes. In W. Damon, & R. Lerner (Eds.), Handbook of child psychology: theoretical models of human development. Hoboken, NJ: Wiely. 1998, (pp. 993-1028).
9- Wang M T, Eccles J S. School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 2016, 28, 12-23.
10- Guay F, Ratelle CF, Roy A, Litalien D. Academic self concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Journal of Learning and Individual Differences, 2011, 20, 644-653.
11- Meristo M, Eisenschmidt E. Novice teachers’ perceptions of school climate and self-efficacy. International Journal of Educational Research, 2014, 67, 1–10.
12- Wang X, Eccles Z. The effect of brand credibility on consumers brand purchase intention in emerging economics: The moderating role of brand awareness and brand image. Journal of Global Marketing, 2013, 23(1), 177-188.
14- Lee M, Lee I H, Rojewski J W. The Role of Contextual and Intrapersonal Factors in Students’ School Satisfaction in Korean Vocational High Schools. Available from:http:/www.googlescholar.com. Accessed 07 February 2013.
15- Patrick H, Ryan A M, Kaplan A. Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement. Journal of Educational Psychology, 2007, 99(1), 83–98.
16- Way N, Reddy R, Rhodes J. Students’ perceptions of school climate during the middle school years: associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 2007, 40, 194–213
17- Hardre P L, Crowson H M, Debacker T K, White D. Predicting the academic motivation of rural high school students. The Journal of Experimental Education, 2007, 75(4), 247-269.
18- Appleton J J, Christenson S L, Furlong, M J. Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 2008, 45, 369-386
20- Sarıtepeci M, Çakýr H. The Effect of Blended Learning Environments on Student's Academic Achievement and Student Engagement: A Study on Social Studies Course, Education and Science, 2015, 40 (177), 203-216
21- Lam S F, Jimerson S, Kikas E, Cefai C, Veiga F H, Nelson B, Zollneritsch J. Do girls and boys perceive themselves as equally engaged in school? The results of an International study from 12 countries. Journal of School Psychology, 2012, 50, 77-94
23- Paulsen E, Bru E, Murberg T A. Passive students in junior high school: The associations with shyness, perceived competence and social support. Social Psychology of Education: An International Journal, 2006, 9(1), 67-81
24- Rabani Z, Taleh Pasand S, Rahimian Bogar E, Mohamadi far M A. The relationship between classroom context and academic engagement: the mediating role of self system, motivation and academic emotion. Developmental Psychology, 2017, 37, 14-51, [In Persian].
26- Shakarami M, Sadeghi M, Ghadampour E. Developing of an academic engagement model based on classroom socio-mental climate and emotional factors of family with mediating role of academic resilience, Journal of Psychological Methods and Models, 2018, 8, 29, 159-182, [In Persian].
27- Pekrun R, Goetz T, Frenzel A C, Barchfeld P, Perry R P. Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology 2011, 36, 36-48
28- Wang M T, Holcombe R. Adolescents’perceptions of school environment, engagementand academic achievement in middle school.American Educational Research Journal, 2010, 47, 622-633
29- Patrick H, Ryan A M, Kaplan A. Early Adolescents’ Perceptions of the Classroom Social Environment, Motivational Beliefs, and Engagement. Journal of Educational Psychology, 2007, 99(1), 83–98
30- Jasmine G, Gregory A D, liem Andrew J. Martin, Susan C. Academicmotivation, self- concept, engagement, and performance in high school: Key processesfrom a longitudinal perspective, Journal of Adolescence 2012, 35: 1111-1122
31- Golparvar M, Abedini M, Shahangi H. The role of belief in a just and unfair world in the relationship between burnout and occupational stress with immoral behaviors: the development of a theory in Iran. Journal of Psychological Models and Methods. 2014, 4 (15), 103-117. [In Persian]