جامعه شناسی آموزش و پرورش

دو فصلنامه علمی جامعه شناسی آموزش و پرورش

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

ارزیابی نشریه

مدل ‌یابی اشتیاق تحصیلی بر اساس جو مدرسه و کیفیت زندگی با میانجی‌گری خودتنظیمی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روانشناسی عمومی-استثنایی، واحد تهران مرکزی،دانشگاه آزاد اسلامی، تهران ایران

2 دانشجوی دکتری، گروه روانشناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

3 استادیار، گروه روانشناسی تربیتی، واحد ورامین، دانشگاه آزاد اسلامی، ورامین، ایران

چکیده

هدف: پژوهش حاضر با هدف مدل‌یابی اشتیاق تحصیلی بر اساس جو مدرسه و کیفیت زندگی با میانجی‌گری خودتنظیمی در دانش‌آموزان انجام شد.
روش شناسی‌: این مطالعه مقطعی از نوع همبستگی بود. جامعه پژوهش دانش‌آموزان دختر دوره دوم متوسطه شهر تهران در سال تحصیلی 99-1398 بودند. نمونه پژوهش 350 دانش‌آموز بود که با روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شدند. علاوه بر فرم اطلاعات جمعیت‌شناختی، برای گردآوری داده‌ها از پرسشنامه‌های اشتیاق تحصیلی (فردریکز و همکاران، 2004)، جو مدرسه (لی و همکاران، 2017)، کیفیت زندگی (وار و شربورن، 1992) و خودتنظیمی (بوفارد و همکاران، 1995) استفاده شد. داده‌ها با روش مدل‌یابی معادلات ساختاری در نرم‌افزارهای SPSS-22 و LISREL-8.8 تحلیل شدند.
یافته‌ها: نتایج نشان داد که مدل اشتیاق تحصیلی بر اساس جو مدرسه و کیفیت زندگی با میانجی‌گری خودتنظیمی در دانش‌آموزان برازش مناسبی داشت. همچنین، جو مدرسه بر خودتنظیمی و اشتیاق تحصیلی اثر مستقیم و معنادار، کیفیت زندگی بر اشتیاق تحصیلی اثر مستقیم و معنادار و خودتنظیمی بر اشتیاق تحصیلی اثر مستقیم و معنادار داشت (05/0>P)، اما کیفیت زندگی بر خودتنظیمی اثر معناداری نداشت (05/0P>). دیگر نتایج نشان داد که جو مدرسه با میانجی‌گری خودتنظیمی بر اشتیاق تحصیلی اثر غیرمستقیم و معنادار داشت (05/0>P)، اما کیفیت زندگی با میانجی‌گری خودتنظیمی بر اشتیاق تحصیلی اثر معناداری نداشت (05/0P>).
بحث و نتیجه‌گیری: طبق نتایج، برای بهبود اشتیاق تحصیلی دانش‌آموزان می‌توان از طریق ارتقای جو مدرسه، کیفیت زندگی و خودتنظیمی آنان اقدام کرد.

کلیدواژه‌ها

عنوان مقاله [English]

Modeling Passion for Education Based on School Climate and Quality of Life for Students with Self-Regulating Mediation two -Parent Students

نویسندگان [English]

  • Parisa Tajalli 1
  • Zahra Taghizadeh Shideh 2
  • Zohreh Sadeghi Afjeh 3

1 Assistant Professor, Department of General-Exceptional Psychology, Central Tehran Branch, Islamic Azad University, Tehran Iran

2 PhD Student, Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

3 Assistant Professor, Department of Educational Psychology, Varamin Branch, Islamic Azad University, Varamin, Iran

چکیده [English]

Purpose: Present research was conducted with aim of modeling of academic engagement based on school climate and quality of life with mediated self-regulation in students.
Methodology: This study was cross-sectional from type of correlation. The study population was female high school students of Tehran city in the 2019-20 academic years. The research sample was 350 students who were selected by multi-stage cluster sampling method. In addition to the demographic information form, to collect data were used the questionnaires of academic engagement (Fredericks & et al, 2004), school climate (Lee & et al, 2017), quality of life (War & Sherbourne, 1992) and self-regulation (Bouffard & et al, 1995). Data were analyzed by structural equation modeling method in SPSS-22 and LISREL-8.8 software.
Findings: The results showed that the mode of academic engagement based on school climate and quality of life with mediated self-regulation in students had a good fit. Also, school climate had a direct and significant effect on self-regulation and academic engagement, quality of life had a direct and significant effect on academic engagement and self-regulation had a direct and significant effect on academic engagement (p < 0.05), but quality of life had not a significant effect on self-regulation (P>0.05). Other results showed that the school climate with mediated self-regulation had an indirect and significant effect on academic engagement (p < 0.05), but the quality of life with mediated by self-regulated had no significant effect on academic engagement (P>0.05).
Conclusion: According to the results, to improve students' academic engagement can be done by improving their school climate, quality of life and self-regulation.

کلیدواژه‌ها [English]

  • Academic engagement
  • school climate
  • quality of life
  • self-regulation
  • students
مراجع
Bouffard T, Boisvert J, Vezeau C, Larouche C. (1995). The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology, 65(3): 317-329.
Bour A, Khanekeshi A, Emamgholipoor N. (2017). Comparison of sleep quality and quality of life between patients using soporific drugs and normal individuals. Journal of Psychology New Ideas, 1(2): 9-18.
Brabcova D, Zarubova J, Kohout J, Krisek P. (2015). Effect of learning disabilities on academic self-concept in children with epilepsy and on their quality of life. Research in Developmental Disabilities, 45-46: 120-128.
Cetin SK. (2018).  An analysis on the qualities of school life and classroom engagement levels of students. South African Journal of Education, 38(2): 1-13.
Fredericks JA, Blumenfeld P, Paris A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1): 59-109.
Ghorbani R, Foolad Chang M. (2015). The relation of self-regulation and communal mastery to psychological well-being. Research in School and Virtual Learning, 2(8): 31-42.
Imamgholivand F, Kadivar P, Sharifi HP. (2019). Psychometric indexes of dual school climate and school identification questionnaire-student (SCASIM-St). Educational Measurement, 9(35): 107-132.
Javadi Elmi L, Asadzadeh H. (2020). Structural equation modeling of students' academic engagement based on academic help-seeking, transformational teaching, perceived social support with the mediation role of academic buoyancy. Quarterly Social Psychology Research, 10(37): 101-122.
Karimi E, Abbasi M, Morshedi Z. (2019). The study of relationship between self-regulation, academic burnout and learning passion in predicting nursing student job adaptability. Education Strategies in Medical Sciences, 12(5): 121-132.
Kayiwa J, Clarke K, Knight L, et al. (2017). Effect of the good school toolkit on school staff mental health, sense of job satisfaction and perceptions of school climate: Secondary analysis of a cluster randomised trial. Preventive Medicine, 101: 84-90.
Keramati E, Shahamat Dehsorkh F, Khosravi H. (2011). The relationship between school social environment (school climate) and students’ level of self-regulation at high schools in Mashhad. Journal of Modern Psychological Researches, 6(23): 133-153.
Kutlu O, Kartal K. (2018). Examining the relationships among school engagement, quality of school life and academic achievement of university students. Electronic International Journal of Education, Arts and Science, 4(8): 1-19.
Larson K E, Bottiani J H, Pas E T, et all. (2019). A multilevel analysis of racial discipline disproportionality: A focus on student perceptions of academic engagement and disciplinary environment. Journal of School Psychology, 77: 152-167.
Lawson C, Salter A, Hughes A, Kitson M. (2019). Citizens of somewhere: Examining the geography of foreign and native-born academics’ engagement with external actors. Research Policy, 48(3): 759-774.
Lee E, Reynolds KJ, Subasic E, et all. (2017). Development of a dual school climate and school identification measure–student (SCASIM-St). Contemporary Educational Psychology, 49: 91-106.
Llorent V J, Farrington D P, Zych I. (2021). School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education. Revista de Psicodidactica, 26(1): 35-44.
Lombardi E, Traficante D, Bettoni R, et all. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10(2482): 1-11.
Lu L, Xu D, Liu H, et al. (2018). Internet addiction in Tibetan and Han Chinese middle school students: prevalence, demographics and quality of life. Psychiatry Research, 268: 131-136.
Mascia M L, Agus M, Penna M P. (2020). Emotional intelligence, self-regulation, smartphone addiction: Which relationship with student well-being and quality of life? Frontiers in Psychology, 11(375): 1-7.
Metzger I W, Cooper S M, Griffin C B, et all. (2020). Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents. Journal of School Psychology, 82: 36-48.
Moon H J, Yoo S, Cho YW. (2017). The effect of chronotype and social jetlag on sleep, mental health, quality of life, and academic performance of medical students. Journal of the Neurological Sciences, 381: 296-299.
Putarek V, Pavlin-Bernardic N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35: 647-671.
Reaves S, McMahon S D, Duffy SN, Ruiz L. (2018). The test of time: A meta-analytic review of the relation between school climate and problem behavior, 39: 100-108.
Romero L S, O'Malley M D. (2020). An examination of classes of school climate perceptions among Latinx middle school students. Journal of School Psychology, 82: 70-84.
Safari H, Jenaabadi H, Salmabadi M, Abasi A. (2016). Prediction of academic aspiration based on spiritual intelligence and tenacity. Education Strategies in Medical Sciences, 8(6): 7-12.
Sheykholeslami A, Karimiyan Gh. (2018). The prediction of students’ academic engagement based on academic support and class psycho-social climate. Biquarterly Journal of Cognitive Strategies in Learning, 6(10): 95-111.
Spivey C A, Stallworth S, Olivier E, Chisholm-Burns MA. (2020). Examination of the relationship between health-related quality of life and academic performance among student pharmacists. Currents in Phatmacy Teaching and Learning, 12(11): 1304-1310.
Wagner N J, Holochwost S, Danko C, et all. (2021). Internet addiction in Tibetan and Han Chinese middle school students: prevalence, demographics and quality of life. Early Childhood Research Quarterly, 54: 286-293.
Ware JE, Sherbourne CD. (1992). The MOS 36-item short-form health survey (SF-36). I conceptual framework and item selection. Medical Care, 30(6): 473-483.
Yu C, Li W, Liang Q, et al. (2019). School climate, loneliness, and problematic online game use among Chinese adolescents: The moderating effect of intentional self-regulation. Frontiers in Public Health, 7(90): 1-9.
Yu J, Ghassabian A, Chen Z, et al. (2020). Maternal Immune activity during pregnancy and socioeconomic disparities in children’s self-regulation. Brain, Behavior and Imminity, 90: 346-352.
Zachariou A, Whitebread D. (2019). Developmental differences in young children's self-regulation. Journal of Applied Developmental Psychology, 62: 282-293.
Zahed-Babelan A, Karimianpoor Gh, Dashti E. (2015). The relationship between quality of life-school with academic encouragement considering the mediating role of academic self-concept. Journal of Educational and Scholastic Studies, 3(4): 31-48.
Zhang Y, Qin X, Ren P. (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior, 89: 299-307.
جامعه شناسی آموزش و پرورش
دوره 7، شماره 1 - شماره پیاپی 13
شهریور 1400
صفحه 101-110
فایل ها
سابقه مقاله
  • تاریخ دریافت: 01 فروردین 1400
  • تاریخ بازنگری: 02 اردیبهشت 1400
  • تاریخ پذیرش: 15 اردیبهشت 1400
  • تاریخ اولین انتشار: 14 تیر 1400
اشتراک گذاری
ارجاع به این مقاله
آمار