مدل علّی آداب‌گریزی تحصیلی بر اساس محق‌پنداری تحصیلی، عدالت کلاسی و درگیری تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه شیراز

2 گروه روان‌شناسی تربیتی. دانشکده علوم تربیتی و روان‌شناسی. دانشگاه شیراز. شیراز. ایران

چکیده

پژوهش حاضر، با هدف بررسی رابطه‌ی محق‌پنداری تحصیلی و عدالت کلاسی با آداب‌گریزی تحصیلی با واسطه‌گری درگیری تحصیلی انجام شد. برای انجام این پژوهش، تعداد 421 نفر از دانشجویان دانشگاه شیراز با روش نمونه‌گیری خوشه‌ای تصادفی چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش، شامل پرسشنامه تجدیدنظر شده آداب‌گریزی در آموزش پرستاری (کلارک و همکاران، 2015)، مقیاس محق‌پنداری تحصیلی (آکاکاسو، 2002)، مقیاس عدالت کلاسی (چیرا و همکاران، 2016) و پرسشنامه درگیری تحصیلی (ریو، 2013) بود. تجزیه و تحلیل داده‌ها با روش آماری مدل‌یابی معادلات ساختاری با استفاده از نرم‌افزارAMOS انجام شد. نتایج نشان داد، مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته‌ها، درگیری تحصیلی، نقش واسطه‌ای در رابطه عدالت کلاسی و محق‌پنداری تحصیلی با آداب‌گریزی تحصیلی داشت. به این معنا که با افزایش عدالت کلاسی، درگیری نیز افزایش یافته و از این طریق، آداب‌گریزی تحصیلی کاهش یافته است. همچنین، با افزایش محق‌پنداری تحصیلی، درگیری کاهش یافته و از این طریق، آداب‌گریزی تحصیلی افزایش یافته است. پژوهش حاضر با ارائه الگویی از آداب‌گریزی تحصیلی می‌تواند به مسئولان آموزش عالی کمک نماید با پیشگیری از رفتارهای نامطلوب تحصیلی، زمینه بهبود و ارتقای یادگیری دانشجویان را فراهم آورند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A causal model of academic incivility based on academic entitlement, classroom justice and academic engagement

نویسنده [English]

  • MohammadMehdi Shirzadi 2
2 dept of educational psychology. faculty of education and psychology. Shiraz University. Shiraz. Iran
چکیده [English]

The purpose of this study was to investigate the relation academic entitlement, and classroom justice to academic incivility by mediation of academic engagement. To do this research, 421 students were selected from Shiraz University through multi-stage random cluster sampling. The research instruments were Incivility Revision Questionnaire in Nursing Education (Clark et al, 2015), Academic Entitlement Scale (Acacasso, 2002), Classroom Justice Scale (Chira et al, 2016) and Academic Engagement Questionnaire (Reeve, 2013). The data were analyzed by structural equation modeling using AMOS software. The results showed that the model of this research has a suitable fitness. According to the findings, the academic engagement had a mediating role in the relationship between classroom justice and academic entitlement with academic incivility. In this sense, with increasing classroom justice, academic engagement has also increased, and through this way, academic incivility has decreased. Also, with increasing academic entitlement, academic engagement has decreased and thus, academic incivility has increased. This study, by presenting a model of academic incivility, can help higher education planners improve students’ learning by preventing academic incivility behaviors.

کلیدواژه‌ها [English]

  • academic engagement
  • academic entitlement
  • academic incivility
  • classroom justice
Achacoso, M.V. (2002). What do you mean my grade is not an A? An investigation into academic entitlement, causal attributions and self-regulation in college students. Doctoral dissertation, University of Texas Libraries.
Ackerman, R. A؛ & Donnellan, M. B. (2013). Evaluating self-report measures of narcissistic entitlement. Journal of Psychopathology and Behavioral Assessment, 35, 460-474.
Alberts, H؛ Hazen, H؛ & Theobald, R. (2010). Classroom incivilities: The challenge of interactions between college students and instructors in the US. Journal of Geography in Higher Education, 34, 439-462.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.
Battista, S؛ Pivetti, S؛ & Berti, C. (2014). Engagement in the university context: exploring the role of a sense of justice and social identification. Society Psychology Education, 17, 471–490.
Berti, C؛ Molinari, L؛ & Speltini, G. (2010). Classroom justice and psychological engagement: students’ and teachers’ representations. Society Psychology Education, 13, 541–556.
Boice, B. (1996). Classroom incivilities. Research in Higher Education, 37, 453-496.
Bordbar, M. & Yousefi, F. (1395). The role of mediating the processes of his own system and the academic excitement in the relationship between the environment of the sponsor of self-esteem and academic conflict. Journal of Evolutionary Psychology: Iranian Psychologists, 13 (49), 13-28. [In Persian].
Burney, L. L؛ Henle, C. A؛ & Widener, S. K. (2008). A path model examining the relations among strategic performance measurement system characteristics, organizational justice, and extra- and in-role performance. Accounting. Organizations and Society, 34, 305–321.
Cain, J؛ Romanelli, F؛ & Kelly, M. (2012). Academic Entitlement in Pharmacy Education. American Journal of Pharmaceutical Education, 76 (10), 1-8.
Chiara, B؛ Consuelo, M؛ Giuseppina, S؛ & Luisa, M. (2016).classroom justice and parent support as predictors of learning motivation and visions of a just world. Educational Research, 26(4), 543-560.
Chory- Assad, M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56, 89- 105.
Cicotti, C. A. (2012). The relationship between incivility and engagement in nursing students at A State College. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the Department of Educational and Human Sciences Higher Education & Public Policy Studies Program in the College of Education at the University Central Florida Orlando, Florida.
Clark, C. (2013). Incivility in nursing education: A phenomenological study. Paper presented at the 2007 Annual American Educational Research Association Meeting, Chicago, IL.
Clark, C. (2008a). Faculty and Student assessment of and experience with Incivility in Nursing Education. Journal of Nursing Education, 47, 458-7.
Clark, C. (2008b). Student perspectives on faculty Incivility in Nursing Education: An application of the concept of rankism. Nursing Outlook, 56, 41-53.
Clark, C؛ Barbosa- Leiker, C؛ Gill, L. M؛ & Nguyen, D. (2015). Revision and Psychometric Testing of the Incivility in Nursing Education (INE) Survey: Introducing the INE-R. Journal of Nursing Education, 54(6), 306-315.
Clark, C. & Springer, P. (2007). Incivility in Nursing Education: A Descriptive Study of Definitions and Prevalence. Journal of Nursing Education, 46, 7-14.
Coetzee, L. R. (2011). The relationship between students' academic self-concept, motivation and academic achievement at the university of the Free State. MA thesis, University of South Africa.
Connelly, R. J. (2009). Introducing a culture of civility in first year college classes. Journal of General Education, 58, 47-63.
Cornell, K. M. (2014). Academic entitlement: The relationship between parenting styles and parental involvement and college students' predisposition toward education. Unpublished Thesis.
Feldmann, L. (2001). Classroom civility is another of our instructor responsibilities. College Teaching, 49, 137-140.
Galla, B. M؛ Wood, J. J؛ Tsukayama, E؛ Har, K؛ Chiu, A. W؛ & Langer, D. A. (2014). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology. 52(3), 295-308.
Gallo, V. (2012). Incivility in nursing education: A review of the literature. Teaching and Learning in nursing, 7, 62-66.
Golparvar, M., Abedini, M., & Shahangi, H. (2014). 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. 4 (15), 103-117. [In Persian].
Guilbert, D؛ Lane, R؛ & Bergen, P. (2016). Understanding student engagement with research: a study of pre-service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education, 44(2), 172-187.
Hirschy, A؛ & Braxton, J. (2004). Effects of classroom incivilities on students. New Directions in Teaching and Learning, 99, 67-76.
Jeffrey, R. (2012). Conceptualizing Academic Entitlement: What are we measuring? Electronic Theses and Dissertations. Paper 41.
Keating, P. (2015). The relationship between incivility and student-teacher interactions in higher education classrooms. 7th Annual Education Research Conference. Edge Hill University. Ormskirk. 8th July.
Keating, P. (2016).  An exploratory mixed-methods study of student incivility in higher education classrooms. Thesis submitted in accordance with the requirements of Edge Hill University for the degree of Doctor of Philosophy. Edge Hill University in Ormskirk Lancashire.
Kline, R. B. (2011). Principle and practice of structural equation modeling. New York: Guilford Press.
Knepp, M. M. (2016). Academic entitlement and right-wing authoritarianism are associated with decreased student engagement and increased perceptions of faculty incivility. Scholarship of Teaching and Learning in Psychology, 2(4), 261-272.
Komarraju, M؛ Karau, S. J؛ & Schmeck, R. R. (2009). Role of the Big Five Personality Traits in Predicting College Student’s Academic Motivation and Achievement. Learning and Individual Differences, 19, 47-52.
Kopp, J. P؛ & Finney, S. J. (2013). Linking Academic Entitlement and Student Incivility Using Latent Means Modeling. The Journal of Experimental Education, 81, 322-336.
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement? Journal of College Student Development, 50, 683-706.
Labelle, S؛ Matin, M. M؛ & Weber, K. (2013). Instructional dissent in the college classroom: Using the institutional beliefs model as a framework. Communication Education, 62, 69-190.
Lashley, F؛ & De Meneses, M. (2001). Student Civility in Nursing Programs: A National Survey. Journal of Professional Nursing, 17, 81-85.
Lee, J. (2014). The relationship between student engagement and academic performance: Is it a myth or reality? The Journal of Educational Research, 107, 177 - 185.
Luparell, S. (2007). The effects of student incivility on nursing faculty. Journal of Nursing Education, 46, 15-24.
Marzano, R. J؛ & Marzano, J. E. (2003). The key to classroom management. Educational Leadership, 61, 6-13.
McFerren, J. G. (2016). The effects of motivation and Engagement on academic achievement among college students. A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Psychology. Middle Tennessee State University.
Mellor, J. K. (2011). Academic entitlement and incivility: differences in faculty and students' perceptions. Theses Dissertation in educational psychology. The University of Arizona.
Miller, A. N؛ Katt, J. A؛ Brown, T & Sivo, S. A. (2014). The Relationship of Instructor Nonverbal Immediacy and Credibility to Student Incivility in the College Classroom. Journal of Communication Education, 63: 1-16.
Mohammadi, M., Keshvarzi, F., & Heidari, A. (2014). Provide a model for the quality of university environment, academic and social cohesion and academic burnout of students. Journal of Psychological Models and Methods, 4 (16), 11-28. [In Persian].
Morrissette, P. J. (2001). Reducing incivility in the university/college classroom. International Electronic Journal for Leadership in Learning, 5, 1-13.
Nordstrom, C. R؛ Bartels, L. K؛ & Bucy, J. (2009). Predicting and Curbing Classroom Incivility in Higher Education. College Student Journal, 43, 74-85.
Mousavi, M؛ Keyamanesh, A. & Akhevantafti, M. (1394). Educational achievement through quality education, academic engagement, peer learning and academic motivation (A two-level study). Quarterly Journal of Educational Innovations, 55 (14), 69-86. [In Persian].
- Olson, K. (2014). Academic entitlement, perceived faculty competence, and school satisfaction in traditional and non-traditional university populations. Doctoral dissertation, Northcentral University.
Pascarella, E. T؛ & Terenzini, P. T. (2005). How college affects students: Volume two, a third generation of research. San Francisco, CA: Jossey-Bass.
Rahmani, M., Mohammadi, M., Naseri Jahromi, R., & Rahmani, e. (2015). The role of the intermediary of educational values ​​in the relationship between self-directed learning of students and their perception of the quality of faculty member’s performance. Journal of Psychological Models and Methods, 6 (19), 13-30. [In Persian].
Randle, H. (2003). Bullying in the nursing profession. Journal of Advanced Nursing, 43, 395-401.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579–595.
Reeve, J؛ & Lee, W. (2014). Students’ Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. Journal of Educational Psychology, 106(2), 527–540.
Samawi, A, Ebrahimi, K. & Javdan, M. (1395). Studying the relationship between academic motivations, self-efficacy and academic engagement with academic achievement among high school students in Bandar Abbas. Two Quarterly Journal of Cognitive Learning Strategies, 4 (7), 71-92. [In Persian].
Seidman, A. (2005). The learning killer: disruptive student behavior in the classroom. Reading Improvement, 42, 40-46.
Smith, M. L. (2010). "Perceived Corruption, Distributive Justice, and the Legitimacy of the System of Social Stratification in the Czech Republic". Communist and Post-Communist Studies, 43 (4): 439-451.
Tilley, B. (2014). The elephant in the classroom: Issues with graduate student behaviour and the potential link to large class size. Journal of Research in Innovative Teaching, 7, 50-70.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd Ed.). Chicago, IL: University of Chicago Press.
Waldrip, B؛ & Fisher, D. (2015). Identifying exemplary science teachers through their classroom interactions with students. Learning Environments Research, 6, 157-175.
Wang, M؛ & Eccles, J. (2011). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 9-31.
Wubbels, T؛ & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43: 6–24.