معادله تشخیصی دانش آموزان موفق و ناموفق بر اساس مولفه های فردی (عزت نفس، در گیری مدرسه ای و جنسیت)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه ازاد مرودشت

2 استادیار روانشناسی دانشگاه ازاد مرودشت

3 دانشیار گروه علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران

4 استاد روانشناسی دانشگاه ازاد مرودشت

چکیده

این پژوهش با هدف تبیین معادله تشخیصی دانش‌آموزان موفق و ناموفق براساس مولفه‌های فردی (عزت نفس، در گیری مدرسه ای و جنسیت ) در دانش‌آموزان پایه دهم متوسطه اول شهر شیراز انجام گرفت. نوع مطالعه مقطعی توصیفی- تحلیلی و کاربردی است. جامعه آماری دانش‌آموزان پایه دهم متوسطه اول شهر شیرازمی باشد که با روش نمونه گیری هدفمند انتخاب شدند. حجم نمونه شامل 400 (200 نفر دختر و نفر 200 پسر) می‌باشد به منظور سنجش میزان درگیری مدرسه‌ای از پرسشنامه درگیری مدرسه ای مرکز ملی دنور آمریکا (2006 ) و به منظور سنجش عزت نفس دانش‌آموزان از مقیاس عزت نفس کوپراسمیت (1967) استفاده شد برای دستیابی به تفاوت های گروهی و مهمتر از آن، برای پیش بینی عضویت گروهی و دستیابی به معادله ممیز، روش آماری تحلیل ممیز به کار رفت این تحلیل با روش همزمان صورت گرفت. نتایج تحلیل داده ها نشان داد متغیرهای عزت نفس،درگیری مدرسه ای، قدرت تفکیک دانش‌آموزان موفق و مقایسه با دانش‌آموزان ناموفق را دارد به عبارت دیگر، همبستگی میان متغیرهای مذکور با احتمال وجود موفقیت تحصیلی مثبت به دست آمد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Diagnostic equation for successful and unsuccessful students based on individual components (self-esteem, school engagement, and gender)

نویسندگان [English]

  • zohreh kiani 1
  • nadereh sohrabi 2
  • soltanali kazemi 3
  • Mohammad khayyer 4
1 marvdasht azad
2 Faculty of Marvdasht Azad University
3 Islamic Azad University of Marvdasht
4 Professor/shiraz university
چکیده [English]

This study aimed to explain the diagnostic equation of successful and unsuccessful students based on individual components (self esteem, school and gender) in the first grade students of the first high school in Shiraz. The type of cross-sectional study is descriptive-analytical and applied. The statistical population of the first grade elementary school students of Shiraz city was selected through purposeful sampling. The sample size was 400 (200 females and 200 females). In order to measure the degree of involvement of the school from the Denver National Center for School Intervention (2006), we used the Cooper Mastim Self-Esteem Scale (1967) to measure self-esteem among students. Achieving group differences and, more importantly, for predicting group membership and achieving the equation of equilibrium, the statistical method of the analysis was used. This analysis was carried out using a concurrent method. The results of the data analysis showed that self-esteem variables, school conflict, the severity of successful students and comparison with unsuccessful students, in other words, the correlation between these variables with the probability of positive academic success was obtained.

کلیدواژه‌ها [English]

  • academic achievement
  • student
  • academic performance
  • academic failure
  • individual factors
Adela C. Timmons and Gayla Margolin(2015) Family Conflict, Mood, and Adolescents’ Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms Child Dev. 2015 January ; 86(1): 241–258. doi:10.1111/cdev.12300
Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychological Association, , 44 (9), 1175-1184.
Berthelsen, D. & Walker, S. (2008). Parents' Involvement in Their Children's Education. Australian Institute of Family Studies Available at www.accessmylibrary.com
Carlton J. Fong, Coreen W. Davis, Yughi Kim, Young Won Kim, Lauren Marriott . (2016) Psychosocial Factors and Community College Student Success: A Meta-Analytic Investigation . Review of Educational Research Month 201X, Vol. XX, No. X, pp. 1–37 DOI: 10.3102/0034654316653479
Cooper, S. M. (2009). Associations between Father-Daughter Relationship Girls: Self-Esteem as a Mediator. Journal of Black Psychology, 35 (4), 49 Quality and the Academic Engagement of African American Adolescent5-516.
David Giofrè, Erika Borella & Irene Cristina Mammarella(2017) The relationship between intelligence, working memory, academic self-esteem, and academic achievement Journal of Cognitive Psychology, DOI: 10.1080/20445911.2017.1310110
Eunjin Seo & You-kyung Lee (2017): Does enjoying friendship help or impede academic achievement? Academic and social intrinsic value profiles predict academic achievement, Educational Psychology, DOI: 10.1080/01443410.2017.1392007
First Selection, Then Influence: Developmental Differences in Friendship Dynamics Regarding Academic Achievement American Psychological Association, Vol. 53, No. 7, 1356–1370 0012-1649/17
Hoover- Dempsey, K. V. (2005). The Social Context of Parental Involvement: A Path to Enhanced Achievement. Vanderbilt University, Institute of Educational Sciences Department of Education.
Janosz, M., Archambault, I., Morizot, J., & Pagani, L.S. (2008).School Engagement Trajectories and Their Differential Predictive Relations to Dropout. Journal of Social Issues, 64 (1), 21-40.
Jun-Li Chen, J. (2008). Grade-Level Differences: Relations of Parental, Teacher and Peer Support to Academic Engagement and Achievement among Hong Kong Students. School Psychology International , 29 (2), 183–
Karcher, M., & Stone, C. (2002).The Importance of Promoting Connectedness Through Developmentally Structured Work Experiences.www.cew.wise.edu
Kaufman, P., Alt, M.N., & Chapman, C. (2004).Dropout Rates in the United States: 2001. The National Centre for Education Statistics (NCES), Department of Education and the Institute of Education Sciences, U.S.
Lubbers, M.J., Van Der Werf, M.P.C., Snijders, T.A.B., Creemers, B. P.M., & Kuyper, H. (2006). The Impact of Peer Relations on Academic Progress in Junior High. Journal of School Psychology, 44 (6), 491-512
Mar.a Castro, Eva Exp.sito-Casas& at al. (2015). Methods of mehta-analysis: Correcting error and bias in research findings (3rd ed.). Thousand Oaks, CA: Sage. Educational Research Review Volume14 Pages33-46 Elsevier
Marilena Z Leana-Tas¸c.lar, (2018). The role of motivation and self-esteem in the academic achievement of Turkish gifted students Gifted Education International, Vol. 34(1) 3–18
Mariola Claudia Gremmen, Jan Kornelis Dijkstra, Christian Steglich, and René Veenstra)2017)
National Center for School Engagement. (NCSE). (2006). Merrill Middle School: School Engagement and Staff Attendance Efforts for School Year2005-2006. www.schoolengagement.org
Plescow, Katelyn Cleary. (2018) , "A LONGITUDINAL STUDY OF ELEMENTARY SCHOOL CLIMATE AND ACHIEVEMENT: TESTING A PROTECTIVE RESILIENCE MODEL." Dissertation, Georgia State University,
Schneider, M., & Mustafi., M. (Eds.). (2015). Gute Hochschullehre: Eine evidenzbasierte Orientierungshilfe. Heidelberg: Springer.
Schünemann, H. J., Oxman, A. D., Vist, G. E., Higgins, J. P. T., Deeks, J. J., Glasziou, P., &
Steenbergen-Hu, S., & Cooper, H. (2014). A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology, 106(2), 331-347. doi:10.1037/a0034752
Steinmayr, R., Mei.ner, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. Oxford Bibliographies. Retrieved from http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0108.xml
Steinmayr, R., Mei.ner, A., Weidinger, A. F., & Wirthwein, L. (2014). Academic achievement. Oxford Bibliographies. Retrieved from
http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0108.xml
Terumasa Ishii.(2018) Theories based on models of academic achievement and competency (pp. 93-111). New York: Springer
UNESCO. (2012). International Standard Classification of Education ISCED 2011. Montreal, Canada: UNESCO Institute for Statistics.
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174–1204. doi:10.1037/a0036620
Walton, K. E., & Billera, K. A. (2016). Personality development during the school-aged years: Implications for theory, research, and practice. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills and school systems in the 21st century. Theory, research, and practice (pp. 93-111). New York: Springer1-933.
Walton, K. E., & Billera, K. A. (2016). Personality development during the school-aged years: Implications for theory, research, and practice. In A. A. Lipnevich, F. Preckel, & R. D. Roberts (Eds.), Psychosocial skills Theories based on models of academic achievement and competency
William H. Jeynes (2018) The Relationship Between Father Involvement and Student Academic Achievement