جامعه شناسی آموزش و پرورش

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

نوع مقاله : مقاله پژوهشی (کمی)

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
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جامعه شناسی آموزش و پرورش
دوره 7، شماره 1 - شماره پیاپی 13
شهریور 1400
صفحه 101-110
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  • تاریخ دریافت: 01 فروردین 1400
  • تاریخ بازنگری: 02 اردیبهشت 1400
  • تاریخ پذیرش: 15 اردیبهشت 1400
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