نقش واسطه‌ای نگرش به مدرسه در رابطه‌ی بین ارزش‌های شخصی با عملکرد تحصیلی دانش‌آموزان دختر مقطع متوسطه دوم
##plugins.themes.bootstrap3.article.main##
خدیجه رضایی
خدامراد مومنی محمد رهدار
خدامراد مومنی محمد رهدار
چکیده
مقدمه: عملکرد تحصیلی به عنوان مهم‌ترین سازه‌ی حوزه تحصیلی، نقش تعیین‌کننده‌ای در سرنوشت فراگیران دارد. این در حالی است که عملکرد تحصیلی دانش‌آموزان دختر در مقطع متوسطه‌ی دوم، ضعیف گزارش می‌شود. از این رو مطالعه‌ی حاضر با هدف بررسی ارتباط ارزش‌های شخصی دانش‌آموزان با عملکرد تحصیلی آن‌ها از طریق میانجی‌گیری نگرش به مدرسه انجام گرفت.
شیوه‌ی مطالعه: پژوهش حاضر توصیفی از نوع تحلیل مسیر بود. بر این اساس تعداد 420 نفر از دانش‌آموزان دختر کرمانشاه که در سال تحصیلی 97-96 در مقطع متوسطه‌ی دوم مشغول به تحصیل بودند به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. شرکت‌کنندگان، پرسش‌نامه‌های نگرش به مدرسه مک کوچ و سیگل SAAS-R))، عملکرد تحصیلی درتاج و زمینه‌یاب ارزشی شوارتز SVS (Schwartz Value Scale) را تکمیل کردند. برای تحلیل داده‌ها از نرم‌افزار SPSS نسخه‌ی 22 و Amos نسخه‌ی 24 استفاده شد.
یافته ها: نتایج حاصل از تحلیل مسیر نشان داد که اثر غیر مستقیم ارزش‌های خیرخواهی، همنوایی، قدرت، تحریک و لذت به عملکرد تحصیلی با واسطه‌گری نگرش به مدرسه معنی‌دار است.
نتیجه‌گیری: ارزش‌های شخصی دانش‌آموزان دختر مقطع متوسطه دوم، به واسطه‌ی تضعیف و یا تقویت نگرش آن‌ها نسبت به مدرسه، عملکرد تحصیلی را تحت تأثیر قرار می‌دهد. زمانی که دانش‌آموز، فضای مدرسه را متناسب با ارزش‌های شخصی خود بداند، نگرش مثبتی بدان خواهد داشت. بر این اساس بهتر است الگوی مدیریت مدرسه به گونه‌ای باشد که صرف‌نظر از نوع ارزشی را که دانش‌آموزان دنبال می‌کنند، زمینه‌ی جذب و علاقه‌مندی آن‌ها به مدرسه را فراهم کند.
کلمات کلیدی: ارزش‌های شخصی، نگرش به مدرسه، عملکرد تحصیلی، دانش آ‌موزان دختر،کرمانشاه
##plugins.themes.bootstrap3.article.details##
استناد به مقاله
رضاییخ., مومنیخ., & رهدارم. (2020). نقش واسطه‌ای نگرش به مدرسه در رابطه‌ی بین ارزش‌های شخصی با عملکرد تحصیلی دانش‌آموزان دختر مقطع متوسطه دوم. مجله دانشکده پزشکی زابل, 43-52. Retrieved از http://jzms.ir/index.php/JZMS/article/view/200
نوع مقاله
مقاله پژوهشی
مراجع
1. Sierra JC, Jiménez Navarro C, Martín Ortiz JD. Calidad del sueño en estudiantes universitarios: importancia de la higiene del sueño. Salud Mental 2002; 25(6): 35-43.
2. Richardson AS, Bergen HA, Martin G, Roeger L, Allison S. Perceived academic performance as an indicator of risk of attempted suicide in young adolescents. Arch Suicide Res 2005; 9(2): 163-76.
3. Shek, DTL, Li X. Perceived school performance, life satisfaction, and hopelessness: a 4-year longitudinal study of adolescents In Hong Kong. Soc Indic Res 2016; 126: 921-34.
4. Atovigba MV, Vershima AM, Okwu EI, Ijenkeli E. Gender trends in Nigerian secondary school student performance in Algebra. Research Journal of Mathematics and Statistics 2012; 4(2): 42-4.
5. Wijsman LA, Warrens MJ, Saab N, van Driel JH, Westenberg PM. Declining trends in student performance in lower secondary education. Eur J Psychol Educ 2016; 4(31): 595-612.
6. Recber S, Isiksal M, Koç Y. Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales De Psicología 2018; 34(1): 41-51.
7. Yıldız M, Kızıltaş Y. The attitudes of secondary school students toward school and reading: a comparison in terms of mother tongue, gender and class level. Journal of Education & Literacy Studies 2018; 6(1): 27-37.
8. Maccoach DB, Siegle D. The school attitude assessment surveyrevised: a new instrument to identify academically able students who underachieve. Educational and Psychological Measurement 2003; 63(3): 414-29.
9. Lee J. Attitude toward school does not predict academic achievement. Learning and Individual Differences 2016; 52: 1-9.
10. Cheng ST, Chan ACM. The development of a brief measure of school attitude. Educational and Psychological Measurement 2003, 63(6): 1060-70.
11. Heaven PCL, Mak AS, Barry J, Ciarrochi J. Personality and family influences on adolescent attitudes to school and self-rated academic performance. Personality and Individual Differences 2002; 32(3): 453-62.
12. Geddes J, Murrell AR, Bauguss J. Childhood learning: an examination of ability and attitudes toward school. Creative Education 2010; 1(3): 170-83.
13. Schwartz SH, Cieciuch J, Vecchione M, Davidov, E, Fischer R, Beierlein C, et al. Refining The Theory Of Basic Individual Values. Journal of Personality and Social Psychology 2012; 103(4): 663-88.
14. Sagiv L, Schwartz S. Value priorities and subjective well-being: Direct relations and congruity effects. European Journal of Social Psychology 2000; 30(2): 177-98.
15. Rokeach M. A theory of organization and change within value‐attitude systems. Journal of Social Issues 1968; 24(1): 13-33.
16. Schwartz SH, Melech G, Lehmann A, Burgess S, Harris M, Owens V. Extending The cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of Cross-Cultural Psychology 2001; 32(5): 519-42.
17. Delkhamosh MT. Human value in Iranian student: second round (after on decade). Developmental Psychology 2014; 10(40): 331-50. [In Persian].
18. Schwartz SH. Universals in the content and structure of values: theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology 1992; 25: 1-65.
19. Schwartz SH. Basic human values: theory, measurement, and applications. Revue Française de Sociologie 2006; 47(4): 249-88.
20. Daniela P, Marius B, Andreea-Ramona L, Oana-Alina B. Personal values and the professional or academic performance in the engineering professions. Procedia - Social and Behavioral Sciences 2013; 83: 743-7.
21. Gázquez JJ, Sainz, J, Pérez-Fuentes MC, Molero MM, Soler FJ. Interpersonal value profiles and analysis of adolescent academic performance and social thinking. Front Psychol 2015; 6: 8-1.
22. del Mar Molero Jurado M, del Carmen Pérez Fuentes M, de La Rosa AL, Martínez AM, Martína ABB, del Mar Simón Márquez M. Interpersonal values and academic performance related to delinquent behaviors. Frontiers in Psychology 2016; 7: 1480.
23. Bardi A, Schwartz SH. Values and behavior: strength and structure of relations. Personality and Social Psychology Bulletin 2003; 29(10): 1207-20.
24. Schwartz SH, Caprara GV, Vecchione M. Basic personal values, core political values, and voting: a longitudinal analysis. Political Psychology 2010; 31(3): 421-52.
25. Kaygin E, Gulluce AC. The relationship between career choice and individual values: a case study of a Turkish University. International Journal of Humanities and Social Science 2013; 3(3): 119-34.
26. Roccas S, Sagiv L, Schwartz SH, Knafo A. The big five personality factors and personal values. Personality and Social Psychology Bulletin 2002; 23(6): 789-801.
27. Sharifi G, Khalili Sh, Seifi SJ, Hamidi O. Relationship between Schwartz's personal values and subjective well-being among patients with breast cancer. Journal of Clinical Psychology 2017; 8(4)2: 1-6. [In Persian].
28. Azar Marz Moradi E. Investigating the relationship between adolescent value system and their national identity. National Studies 2008; 34(2): 113-32. [In Persian].
29. Pashayi Z, Pourebrahim T, Khoshkonesh A. The effect of skills trainingof emotion confornting on test anxiety and academic performance of femal student. Journal of Applied Psychology 2010; 3(4): 12: 7-20. [In Persian].
30. Maccoach DB, Siegle D. A comparsion of high achievers and low achievers attitudes perceptions and motivations. Academic Exchange 2001; 5(2): 71-6. [In Persian].
31. Mesrabadi J. Normalization and factor analysis of the reviewed questionnaire. Journal of Education and Evaluation (Educational Sciences) 2010; 3(12): 107-19. [In Persian].
32. Schwartz ShH. An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture 2012; 2(1): 1-20.
33. Chong WH, Huan VS, Quek CL, Yeo LS, Ang RP. Teacher-student relationship: the influence of teacher interpersonal behaviours and perceived beliefs about teachers on the school adjustment of low achieving students in Asian middle schools. School Psychology International 2010; 31(3): 312-28.
34. Bruney G. The teacher-student relationship: the importance of developing trust and fostering emotional intelligence in the classroom [Thesis]. Toronto, ON: Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education. University of Toronto; 2012.
35. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational Psychologist1993; 28(2): 117-48.
36. Ramachaudran V. Encyclopedia of human behavior. Massachusetts, US: Academic Press; 2012.
37. Mesrabadi J, Zavvar T, Jabari S. The role of emotion components in school, personality traits and academic performance in distinguishing between disciplined and disciplined students. Journal of Education and Evaluation (Educational Sciences) 2015; 29(8): 93-108. [In Persian].
2. Richardson AS, Bergen HA, Martin G, Roeger L, Allison S. Perceived academic performance as an indicator of risk of attempted suicide in young adolescents. Arch Suicide Res 2005; 9(2): 163-76.
3. Shek, DTL, Li X. Perceived school performance, life satisfaction, and hopelessness: a 4-year longitudinal study of adolescents In Hong Kong. Soc Indic Res 2016; 126: 921-34.
4. Atovigba MV, Vershima AM, Okwu EI, Ijenkeli E. Gender trends in Nigerian secondary school student performance in Algebra. Research Journal of Mathematics and Statistics 2012; 4(2): 42-4.
5. Wijsman LA, Warrens MJ, Saab N, van Driel JH, Westenberg PM. Declining trends in student performance in lower secondary education. Eur J Psychol Educ 2016; 4(31): 595-612.
6. Recber S, Isiksal M, Koç Y. Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales De Psicología 2018; 34(1): 41-51.
7. Yıldız M, Kızıltaş Y. The attitudes of secondary school students toward school and reading: a comparison in terms of mother tongue, gender and class level. Journal of Education & Literacy Studies 2018; 6(1): 27-37.
8. Maccoach DB, Siegle D. The school attitude assessment surveyrevised: a new instrument to identify academically able students who underachieve. Educational and Psychological Measurement 2003; 63(3): 414-29.
9. Lee J. Attitude toward school does not predict academic achievement. Learning and Individual Differences 2016; 52: 1-9.
10. Cheng ST, Chan ACM. The development of a brief measure of school attitude. Educational and Psychological Measurement 2003, 63(6): 1060-70.
11. Heaven PCL, Mak AS, Barry J, Ciarrochi J. Personality and family influences on adolescent attitudes to school and self-rated academic performance. Personality and Individual Differences 2002; 32(3): 453-62.
12. Geddes J, Murrell AR, Bauguss J. Childhood learning: an examination of ability and attitudes toward school. Creative Education 2010; 1(3): 170-83.
13. Schwartz SH, Cieciuch J, Vecchione M, Davidov, E, Fischer R, Beierlein C, et al. Refining The Theory Of Basic Individual Values. Journal of Personality and Social Psychology 2012; 103(4): 663-88.
14. Sagiv L, Schwartz S. Value priorities and subjective well-being: Direct relations and congruity effects. European Journal of Social Psychology 2000; 30(2): 177-98.
15. Rokeach M. A theory of organization and change within value‐attitude systems. Journal of Social Issues 1968; 24(1): 13-33.
16. Schwartz SH, Melech G, Lehmann A, Burgess S, Harris M, Owens V. Extending The cross-cultural validity of the theory of basic human values with a different method of measurement. Journal of Cross-Cultural Psychology 2001; 32(5): 519-42.
17. Delkhamosh MT. Human value in Iranian student: second round (after on decade). Developmental Psychology 2014; 10(40): 331-50. [In Persian].
18. Schwartz SH. Universals in the content and structure of values: theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology 1992; 25: 1-65.
19. Schwartz SH. Basic human values: theory, measurement, and applications. Revue Française de Sociologie 2006; 47(4): 249-88.
20. Daniela P, Marius B, Andreea-Ramona L, Oana-Alina B. Personal values and the professional or academic performance in the engineering professions. Procedia - Social and Behavioral Sciences 2013; 83: 743-7.
21. Gázquez JJ, Sainz, J, Pérez-Fuentes MC, Molero MM, Soler FJ. Interpersonal value profiles and analysis of adolescent academic performance and social thinking. Front Psychol 2015; 6: 8-1.
22. del Mar Molero Jurado M, del Carmen Pérez Fuentes M, de La Rosa AL, Martínez AM, Martína ABB, del Mar Simón Márquez M. Interpersonal values and academic performance related to delinquent behaviors. Frontiers in Psychology 2016; 7: 1480.
23. Bardi A, Schwartz SH. Values and behavior: strength and structure of relations. Personality and Social Psychology Bulletin 2003; 29(10): 1207-20.
24. Schwartz SH, Caprara GV, Vecchione M. Basic personal values, core political values, and voting: a longitudinal analysis. Political Psychology 2010; 31(3): 421-52.
25. Kaygin E, Gulluce AC. The relationship between career choice and individual values: a case study of a Turkish University. International Journal of Humanities and Social Science 2013; 3(3): 119-34.
26. Roccas S, Sagiv L, Schwartz SH, Knafo A. The big five personality factors and personal values. Personality and Social Psychology Bulletin 2002; 23(6): 789-801.
27. Sharifi G, Khalili Sh, Seifi SJ, Hamidi O. Relationship between Schwartz's personal values and subjective well-being among patients with breast cancer. Journal of Clinical Psychology 2017; 8(4)2: 1-6. [In Persian].
28. Azar Marz Moradi E. Investigating the relationship between adolescent value system and their national identity. National Studies 2008; 34(2): 113-32. [In Persian].
29. Pashayi Z, Pourebrahim T, Khoshkonesh A. The effect of skills trainingof emotion confornting on test anxiety and academic performance of femal student. Journal of Applied Psychology 2010; 3(4): 12: 7-20. [In Persian].
30. Maccoach DB, Siegle D. A comparsion of high achievers and low achievers attitudes perceptions and motivations. Academic Exchange 2001; 5(2): 71-6. [In Persian].
31. Mesrabadi J. Normalization and factor analysis of the reviewed questionnaire. Journal of Education and Evaluation (Educational Sciences) 2010; 3(12): 107-19. [In Persian].
32. Schwartz ShH. An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture 2012; 2(1): 1-20.
33. Chong WH, Huan VS, Quek CL, Yeo LS, Ang RP. Teacher-student relationship: the influence of teacher interpersonal behaviours and perceived beliefs about teachers on the school adjustment of low achieving students in Asian middle schools. School Psychology International 2010; 31(3): 312-28.
34. Bruney G. The teacher-student relationship: the importance of developing trust and fostering emotional intelligence in the classroom [Thesis]. Toronto, ON: Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education. University of Toronto; 2012.
35. Bandura A. Perceived self-efficacy in cognitive development and functioning. Educational Psychologist1993; 28(2): 117-48.
36. Ramachaudran V. Encyclopedia of human behavior. Massachusetts, US: Academic Press; 2012.
37. Mesrabadi J, Zavvar T, Jabari S. The role of emotion components in school, personality traits and academic performance in distinguishing between disciplined and disciplined students. Journal of Education and Evaluation (Educational Sciences) 2015; 29(8): 93-108. [In Persian].