مدل ساختاری عوامل خانوادگی با نقش واسطه‌گری عوامل فردی برای رفتارهای تحصیلی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

• سکینه حیدری ¹
• سیامک سامانی ²
• نادره سهرابی ³
• امیر هوشنگ مهریار ⁴

¹ گروه روانشناسی،واحد مرودشت،دانشگاه آزاد اسلامی،مرودشت،ایران

² گروه روانشناسی،واحد شیراز ،دانشگاه آزاد اسلامی ،شیراز،ایران

³ گروه روانشناسی،واحد مرودشت، دانشگاه آزاد اسلامی-مرودشت-ایران

⁴ گروه روانشناسی-واحد مرودشت- دانشگاه آزاد اسلامی-مرودشت-ایران

چکیده

پژوهش حاضر با هدف مدل یابی روابط بین عوامل خانوادگی(کارایی خانواده، درک از رفتاروالدین) بر رفتارهای تحصیلی با واسطه­گری عوامل فردی(خودکارآمدی و خودتنظیمی) انجام گرفت. جامعه این تحقیق تمامی دانش­آموزان متوسطه شهر شیراز است که در سال تحصیلی 2018-2017 مشغول تحصیل در یکی از دبیرستان­های شهر شیراز بودند. جهت  انتخاب نمونه 581 نفر از  دانش­آموزان با استفاده از روش نمونه­گیری خوشه­ای تصادفی چند مرحله­ای انتخاب شدند. جهت گردآوری اطلاعات از پرسشنامه ادراک کودک از رفتار والدین(POPS) گرولینگ و همکاران (1997)، پرسشنامه عملکرد خانواده مک مستر(1983)، پرسشنامه خودتنظیمی بوفارد(1995)، پرسشنامه خودکارآمدی کودکان و نوجوانان(SEQ-C) موریس(2001) و پرسشنامه انگیزش تحصیلی هارتر(1980) استفاده شد. تجزیه و تحلیل داده­ها با استفاده از آزمون معادلات ساختاری نشان داد مدل مورد نظر از برازش مطلوبی برخوردار است. در مجموع یافته­ها موید آن بود که ویژگی­های فردی دانش­آموزان می تواند تاثیر عوامل خانوادگی بر رفتارهای تحصیلی را واسطه­گری کند.

کلیدواژه‌ها

• کلیدواژه ها : رفتار تحصیلی
• عوامل خانوادگی
• عوامل فردی
• خودتنظیمی
• خودکارآمدی

20.1001.1.22285516.1397.9.34.9.5

موضوعات

• روش ها و مدل های روانشناختی

---

عنوان مقاله [English]

Structural model of family factors with mediating role of individual factors for students' academic behaviors

نویسندگان [English]

• SAKINEH HYDARI ¹
• siamak Samani ²
• Nadereh Sohrabi ³
• Amir Houshang Mehryar ⁴

¹ psychology-Educational Psychology-College of Educational Sciences

² Department of Psychology-Islamic Azad University Shiraz branch

³ Islamic Azad University Marvdasht Branch

⁴ Islamic Azad University Marvdasht Branch

چکیده [English]

Structural model of family factors with mediating role of individual factors for students' academic behaviors

Abstract
The purpose of this study was to investigate the relationship between family factors and student's academic behaviors, taking into account the mediating role of individual variables (self-efficacy and self-regulation). The research method used to study the goals and hypotheses of the research was structural equation modeling. The community of this research was all high school students in Shiraz who were studying at a high school in Shiraz during the academic year 1396-1393. 581 respondents answered to school attitudes, school climate, perception of parental relationships, self-regulation, self-efficacy, and motivation for academic achievement.
Data analysis using structural equation modeling in AMOS software confirmed the mediating role of self-efficacy and self-regulating in the relationship between family factors and academic behaviors and the research model has acceptable fit with data. In sum, the individual characteristics of students can mediate the effect of family factors on academic behaviors.
Keywords: motivation, family factors, self-efficacy, self-regulation, and academic behaviors.

کلیدواژه‌ها [English]

• Keywords: academic behaviors
• family factors
• self-efficacy and self-regulation

مراجع

Alborzi, Mahboobeh( 2012).Test the mediating role of beliefs, attribution for the perception of children from parents and academic achievement of students of elementary.The journal of methods and models of psychological.(9)2, 1-15.

Aunola, K, Viljaranta, J., Lehtinen, E., & Nurmi, J. E. (2013). The role of maternal support of competence, autonomy and relatedness in children's interests and mastery orientation. Learning and Individual Differences. 25, 171-177.

Bandura, Albert(1997). Self-Efficacy: The Exercise of Control. New York, NY, USA:W

Carnes-Holt, Kara(2004). Child–parent relationship therapy for adoptive families. The Family Journal 20.4: 419-426.

Controversial children.  Child Development,  66 ,754-763.   

Deci ,  E.  L.,  &  Ryan,  R.  M.  (Eds)(2002).  Handbook  of  self‌ determination  research.  Rochester,  NY:  University  of   Rochester Press.

Dianat, Hamideh ; Rezaee, Alimohammad; Talepasand,Siavosh & Mohammadifar ,mohammadali(2018).The effect of predict the persuasiveness of the self-efficacy,and school on test anxiety: Examine the mediating role of procrastination academic.Journal of teaching and lrerning(Social sciences and humanities, Shiraz university). 2(9),122-145.

Erden,  M.,  Okula  uyum  saglayamayan farklı  c¸ocuklar.(2010).  [Different  children  who cannot adapt to school]. Ankara, Turkey: Arkadas, YaSInlar.

Grolnick, W.S., Carolyn, C.O., Kurowski, O., Dunlap, K.G. and Hevey, C.(2000). "Parental Resources and the Transition to Junior High" .Journal of reseach on   Adolescence, 10(4), 465- 488.

Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child development, 64(5), 1461-1474.

Hassannia, Elaheh & Shirzadifard, Meisam(2014). The relationship of basic beliefs, and the perception of relations of parents with the welfare of mental students.Journal of school psychology. 4(2), 43-61.

Hassannia, somayeh;Sedghpour,Bahram & Damavandi,Majidebrahim (2015). Model positioning structural relationship between emotional intelligence and happiness with the mediating of self- efficacy and self-regularity academic. Jornal of teaching and learning, 2(6).

Keith, T.Z., & Finlay, B. (1988). The impact of parental divorce on children’s educational attainment, marital timing, and likelihood of divorce. Journal of Marriage and the Family,  50,797-809.

Parishani,Nayereh & Abdizarin, Sohrab(2016). Motivation academic achievement: The role of individual factors and family.Journal of Behavioral Sciences.52, 13-26.

Ratelle, C.F, Guay, F.  Larose, S. Senecal, C. (2004). Family correlates of   trajectories of academic motivation during a school transition: A semiparametric group-based approach ."Journal of Educational Psychology, 96(4), 743-  754.

Semmer, N. K., Elfering, A., Jacobshagen, N., Perrot, T., Beehr, T. A., & Boos, N. (2008). The emotional meaning of instrumental social support. International Journal of Stress Management, 15(3), 235.

Seif, Aliakbar(2014). Psychology farmed. Teehran: Douran.

     Nathalie C. Ricard, Luc G. Pelletier.(2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation, Contemporary Educational Psychology 44-45 (2016) 32–40.

Tanhayereshvanlou, Farhad & Hejazi, Elaheh (2010).The relationship of parents with the motivation, scholarship and academic achievement in high school students.Journal of Daneshvar Raftar.39(16),1-14.