بررسی نقش میانجی ارضای نیازهای روان‌شناختی پایه در رابطه بین ابعاد الگوهای ارتباطی خانواده و ادراک از محیط کلاس با خودتنظیمی تحصیلی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

• مروارید بزرگ پوری ¹
• اذرمیدخت رضایی ²
• مریم کورش نیا ³
• سلطانعلی کاظمی ⁴

¹ روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران

² عضو هیات علمی دانشگاه آزاد اسلامی واحد مرودشت

³ هیات علمی / دانشگاه آزاد

⁴ دانشیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

چکیده

مقدمه و هدف:  آموزش ‌و پرورش سالیانه هزینه قابل ‌توجهی صرف تحصیل دانش‌آموزان می‌کند و افت تحصیلی دانش‌آموزان علاوه بر اینکه موجب هدر رفت هزینه‌های کشور می‌شود منابع نیروی انسانی نسل آینده را در معرض خطر قرار می‌دهد؛ بنابراین این مطالعه با هدف بررسی نقش میانجی ارضای نیازهای روان ‌شناختی در رابطه بین الگوهای ارتباطی خانواده و ادراک از محیط کلاس با خودتنظیمی تحصیلی صورت گرفت.
مواد و روش­ها: در این مطالعه توصیفی-همبستگی تعداد 225 دانش‌آموز دختر دوره دوم متوسطه از میان دانش‌آموزان مدارس شهر شیراز به روش تصادفی خوشه‌ای انتخاب شدند. شرکت‌کنندگان پرسشنامه‌های ارضاء نیازهای روان‌شناختی گانیه (2003)، الگوهای ارتباطی خانواده کوئرنر و فیتزپاتریک (2002)، خودتنظیمی تحصیلی سواری و عرب زاده (1392) و ادراک از محیط کلاس جنتری، گبل و ریزا (2002) را تکمیل کردند. یافته‌ها با استفاده از نرم‌افزارهای SPSS-20 و SMART-PLS-3 با روش آماری معادلات ساختاری و ضریب همبستگی پیرسون تجزیه تحلیل شدند.
یافته­ها: . نتایج به دست آمده نشان داد ارضای نیازهای روان‌شناختی پایه، جهت‌گیری گفت‌وشنود و ادراک از محیط کلاس با خودتنظیمی تحصیلی ارتباط معناداری دارند (05/0 > p). همچنین، ارضای نیازهای روان‌شناختی پایه بین جهت‌گیری گفت‌وشنود و ادراک از محیط کلاس با خودتنظیمی تحصیلی نقش واسطه ‌ایفا کرد.
بحث و نتیجه­گیری: بنابراین بر اساس یافته‌های به دست آمده در این مطالعه می‌توان گفت که جدا از عوامل اثرگذار خانوادگی و آموزشی، ارضای نیازهای روان‌شناختی به عنوان یک متغیر واسطه‌گر در جهت بهبود عملکرد تحصیلی نقش داشته و می‌بایست در جهت بهبود خود تنظیمی تحصیلی مد نظر قرار گیرد.

کلیدواژه‌ها

• خود تنظیمی تحصیلی
• نیازهای پایه روان‌شناختی
• ادراک کلاس
• الگوهای ارتباطی خانواده

20.1001.1.22285516.1399.11.42.10.6

---

عنوان مقاله [English]

Investigating the mediating role of basic psychological needs in the relationship between the dimensions of family communication patterns and perception of the classroom environment with academic self-regulation in students

نویسندگان [English]

• Morvarid Bozorgpouri ¹
• Azarmidokht Rezaei ²
• Maryam Kouroshnia ³
• soltanali kazemi ⁴

¹ Department of Psychology, Faculty of education and psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

² Assistant Professor, Department of Psychology, College of education and psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

³ faculty mamber / Azad university

⁴ 0

چکیده [English]

Introduction:The education organization spends a significant amount of money annually on student education, and the drop in students, in addition to wasting the country's expenses, jeopardizes the resources of the next generation of manpower. Therefore, this study aimed to investigate the mediating role of basic psychological needs satisfaction in the relationship between the dimensions of family communication patterns and perception of the classroom environment with academic self-regulation.
Materials and Methods:For this purpose, in this descriptive-analytical study, 225 female high school students were selected from Shiraz school students by cluster random sampling method. Participants completed basic psychological needs satisfaction questionnaire (Gagné, 2003), family communication patterns questionnaire (Koerner & Fitzpatrick, 2002), academic self-regulation questionnaire (Savari, Arabzadeh, 2012), and perception of the classroom environment questionnaire (Gentry, Gable and Rizza, 2002). The findings were analyzed using SPSS-20 and SMART-PLS-3 software using statistical method of structural equations and Pearson correlation coefficient.
Findings:The results showed that satisfying basic psychological needs, conversation orientation and perception of the classroom environment were significantly related to academic self-regulation (p < 0.05). Satisfying the basic psychological needs between conversation orientation and perception of the classroom environment played a mediating role in academic self-regulation.
Conclusion: Based on the findings of this study, it can be said that apart from influential family and educational factors, satisfying psychological needs as an intermediary variable has a role in improving academic performance and should be considered to improve academic self-regulation.

کلیدواژه‌ها [English]

• self-regulation
• basic psychological needs
• perception of the classroom environment
• family communication patterns

مراجع

1.       Bakhshi, M., & Ahanchian, M. R. (2013). A Proposed Model to Predict Academic Achievement: The Role of Critical Thinking and Self-Regulated Learning Strategies, Iranian Journal of Medical Education. 13 (2), 153-163. http://ijme.mui.ac.ir/browse.php?a_id=2312&sid=1&slc_lang=en      

2.       Jones, S. M., Bodie, G. D., & Koerner, A. F. (2017). Connections between family communication patterns, person-centeredmessage valuations, and emotion regulation strategies. Human Communication Research, 43(2), 237-255. [DOI: 10.1111/hcre.12103]

3.       Fitzpatrick, M. A., & Ritchie, L. D. (1994). Communication schemata within the family: Multiple perspectives on family interaction. Human Communication Research, 20(3), 275-301. [DOI: 10.1111/j.1468-2958.1994.tb00324.x]

4.       Rahimi, M., & zare, M. (2013).  The Relationship between Family Communication Dimensions and Academic Goal Orientation. Journal of Research on Learning, 1(1), 9-23. http://etl.journals.pnu.ac.ir/article_456.html?lang=en

5.       Moradi, M., & Cheraghi, A. (2014), A Study of Causal Relationship between Perception of Family Communication Patterns, Perception of Class Structure, Motivation and Academic Self-regulation and Academic Buoyancy in High School Adolescents. Studies in Learning & Instruction, 6(1), 113-140. https://www.magiran.com/paper/1365390?lang=en

6.       Yousefi Afrashteh, M., Morovati, Z., Cheraghi, A. (2015). Identifying the Components of Effective Learning Environments Based on Health Students' Perception. Educ. Strategy Med Sci, 8 (4), 261-268. http://edcbmj.ir/article-1-751-en.html

7.       Kareshki, H., Arfaa, F., & Shirzad, Z. (2014). Relationship between Environmental Perceptions of Students with Their Academic Attitudes, New Educational Approaches, 9 (1), 75-88. https://nea.ui.ac.ir/article_19112.html?lang=en

8.       LaRocque, M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Educational Psychology in Practice, 24(4), 289-305. [DOI: 10.1080/02667360802488732]

9.       Ryan, R. M., & Grolick, W. S. (1986).Origins and pawns in the classroom. Selfreport and projective assessment of individual difference in the children s perception. Journal of Personality and Social Psychology. 50, 550-558.

[DOI:10.1037/0022-3514.50.3.550]

10.   Velayutham, S., & Aldridge, J. M. (2013). Influence of psychosocial classroom environment on students’ motivation and self-regulation in science learning: A structural equation modeling approach. Research in Science Education, 43(2), 507-527.  https://link.springer.com/article/10.1007/s11165-011-9273-y

11.   Páez Niño, M. D. L. Á. (2016). A meaningful classroom environment through collaborative work to improve self-regulation attitudes, degree of B.A. Education Major in Spanish and Foreign Languages Teaching, Thesis, Bogotá,Colombia. http://hdl.handle.net/20.500.12209/3236

12.   Tanriseven, I. (2014). A tool that can be effective in the self-regulated learning of pre-service teachers: The mind map. Australian Journal of Teacher Education, 39(1), 5. [DOI: 10.14221/ajte.2014v39n1.1]

13.   Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268. [DOI: 0.1207/S15327965PLI1104_01]

14.   Filak, V. F., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational psychology, 23(3), 235-247.[DOI: 10.1080/0144341032000060084]

15.   Hejazi, E., Salehnajafi, M., & Amani, J. (2015). The mediating role of intrinsic motivation on the relationship between basic psychological needs and life satisfaction. Contemporary Psychology, 9(2), 77-88. http://bjcp.ir/browse.php?a_id=612&sid=1&slc_lang=en

16.   Chen, K. C. & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory, Computers in Human Behavior, 26, 741-752.                                                  [DOI: 10.1016/j.chb.2010.01.011]

17.   Mukhtar, F., Muis, K., & Elizov, M. (2018). Relations between psychological needs satisfaction, motivation, and self-regulated learning strategies in medical residents: a cross-sectional study. MedEdPublish, 7. [DOI:10.15694/mep.2018.0000087.1]

18.   Moltafet, G. (2015). Prediction of resiliency based on Family communication patterns and satisfying basic psychological needs. Global Journal of Psychology Research 5(1): 17-23. [DOI: 10.18844/gjpr.v5i1.136]

19.   Sjöblom, K., Mälkki, K., Sandström, N., & Lonka, K. (2016). Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory. Frontline Learning Research, 4(1), 17-39. https://eric.ed.gov/?id=EJ1091070

20.   Abolmaali, K., Hashemian, K., & Anari, F. (2012). The Prediction of Academic Engagement Based on the Components of Classroom Environmental Perceptions among Girl High School Students in Tehran, Innovation in Management Education Journal, 3 (27); 19-33. https://jmte.riau.ac.ir/m/article_817_d9478944dfb0b753ca0f9f1ee522aa06.pdf

21.   Sevari, K., & Arabzadeh, S. H. (2013). Construction and measurement of the psychometric properties of academic self-regulation questionnaire. Journal of school psychology, 2(2), 75-92. https://www.sid.ir/en/journal/ViewPaper.aspx?id=326919

22.   Koerner, A. F., & Fitzpatrick, M. A. (2002). Understanding family communication patterns and family functioning: The roles of conversation orientation and conformity orientation. Communication Year Book, 28, 36-68. [DOI: 10.1080/23808985.2002.11679010]

23.   Koroshnia, M. (2006). Investigating the effect of dimensions of family communication patterns on children's psychological adjustment. Master of art thesis in general psychology, Shiraz University.

24.   Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Students' perceptions of classroom activities: Are there grade-level and gender differences? Journal of Educational Psychology, 94(3), 539–544.[DOI:10.1037/0022-0663.94.3.]

25.   Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199–223.

https://link.springer.com/article/10.1023/A:1025007614869

26.   Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (p. 431–441). University of Rochester Press. https://psycnet.apa.org/record/2002-01702-019

27.   Wei, M., Shaffer, P. A., Young, S. K., & Zakalik, R. A. (2005). Adult attachment, shame, depression, and loneliness: The mediation role of basic psychological needs satisfaction. Journal of counseling psychology, 52(4), 591

.[DOI: 10.1037/0022-0167.52.4.591]

28.   Sheikholeslami, R., & Daftarchi, E. (2015). The prediction of students’ subjective vitality by goal orientations and basic psychological needs. Journal of Psychology, 19(2), 147–174. https://www.sid.ir/en/journal/ViewPaper.aspx?id=487122

29.   Salmani , M., Khamesan, A., &  Asadi Younesi, M. R. (2017) Mediating Role of Motivational Beliefs on Relationship between Perception of Classroom Climate and Procrastination in Students. Educational psychology, 13(43), 141-169. [DOI: 10.22054/JEP.2017.7765]

30.   Moos, D. C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International, 2012. [DOI: 10.1155/2012/423284]

31.   Basso, F. P. & Abrahão, M. H. M. B. (2018). Teaching Activities that Develop Learning Self-Regulation. Educação & Realidade, 43(2), 495-512. [DOI: 10.1590/2175-623665212]

32.   Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist, 37(2), 69–78.

[DOI: 10.1207/S15326985EP3702_2]

33.   Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. In Higher education: Handbook of theory and research (pp. 55-128). Springer, Dordrecht. https://link.springer.com/chapter/10.1007/978-94-010-0245-5_2

34.   Koesten, J., & Anderson, K. (2004). Exploring the influence of family communication patterns, cognitive complexity, and interpersonal competence on adolescent risk behaviors. The Journal of Family Communication, 4(2), 99-121. [DOI: 10.1207/s15327698jfc0402_2]

35.   Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. [DOI: 10.1016/j.cedpsych.2011.05.002]

36.   Hejazi, E., Khezri Azar, H., Amani, J. (2012). The student's understanding of the teacher's support for English self-control and self-efficacy: The mediating role of basic psychological needs. Journal of Teaching and Learning Studies, 4 (1), 29-50. [DOI: 10.22099/JSLI.2012.1486]

37.   Elhampour, F., Ganji, H., & Abolmaali, K. (2018). Comparison of the relationship between academic achievement and academic involvement, stubbornness and perception of the classroom environment between male and female students. Journal of New Advances in Behavioral Sciences, 3 (18), 26-40. http://ijndibs.com/browse.php?a_code=A-10-54-2&slc_lang=fa&sid=1