نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

2 عضو هیئت علمی، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.

چکیده

هدف از پژوهش حاظر بررسی رابطه ادراک محیط کلاس درس و سازگاری تحصیلی دانش آموزان دختر با میانجی گری ساختار انگیزشی انطباقی و غیر انطباقی از طریق یک الگوی معادلات ساختاری است. بدین منظور نمونه ­ای به حجم 450 دانش آموزان دختر دوره دوم متوسطه سال 98-99 شهرستان ساری انتخاب شد. انتخاب نمونه با استفاده از روش تصادفی- خوشه ای چند مرحله ­ای، از بین دو منطقه آموزش و پرورش در ساری انجام شد. پرسشنامه ادراک محیط کلاس جنتری و اون و پرسشنامه سازگاری تحصیلی  بیکر و سریاک  توسط شرکت کندگان تکمیل شد. هدف از انجام آن ارائه مدل ساختاری بوده که با استفاده از روش مدل یابی معادلات ساختاری انجام شده است. نتایج نشان داد که مولفه ­های ادراک محیط کلاس درس با میانجی گری ساختار انگیزشی انطباقی و غیر انطباقی، سازگاری تحصیلی را در دانش آموزان پیش بینی می کند. همچنین نتایج ضریب همبستگی پیرسون نشان داد که ادراک محیط کلاس با سازگاری تحصیلی رابطه مثبت و معنادار دارد. با توجه به نتایج به دست آمده توصیه می­ شود برای افزایش سازگاری تحصیلی، معلم مطالب درسی را به صورت چالش انگیز ارائه دهد و نقش انتخاب یادگیرنده را در فرآیند کلاس درس مورد توجه قرار دهد، مطالب را به صورت جذاب ارائه دهد تا یادگیرنده احساس لذت کرده و موضوع درسی علاقه مند شود، به علاوه توجه به گزینش اهداف سازگارانه نیز به افزایش سازگاری یادگیرندگان کمک می­کند

کلیدواژه‌ها

عنوان مقاله [English]

A structural model to explain the relationship between classroom environment perception and academic adjustment in female students based on the mediating role of adaptive and non-adaptive motivation structure

نویسندگان [English]

  • Raufeh Sadat Khaleghi 1
  • Khadijeh Abolmaali Alhosseini 2
  • Malek Mirhashemi 2

1 PhD student, Department of Psychology, Roodehen Branch, Islamic Azad University, Roodehen, Iran.

2 Faculty member, Department of psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran.

چکیده [English]

This study investigated the relationship between perception of the classroom environment and academic adjustment in female students using structural equation modeling (SEM) and based on the mediating role of motivational adaptive and non-adaptive structure. To this aim, 450 female high school students were selected as the sample in Sari, Iran, in the academic year 2019-20. The samples were selected through multi-stage randomized cluster sampling from two districts of the Education Office in Sari.  Gentry and Owen's Student Perceptions of Classroom Environment Scale (SPCES) and Baker and Siryk's Academic Adjustment Questionnaire (AAQ) were completed by the students. The purpose was to present a structural model using structural equation modeling. The results showed that the perception of the classroom environment could predict academic adjustment in students through the mediation of adaptive and non-adaptive motivational structures. Moreover, the results of Pearson's correlation coefficient showed that the perception of classroom environment had a positive and significant relationship with academic adjustment. According to the obtained results, in order to enhance academic adjustment, it is recommended that the teachers offer the course materials in a challenging manner, consider the role of the learner in the classroom, and present the materials in an attractive way to keep the learners motivated and willing to learn. Furthermore, selecting adaptive goals can help to increase the adaptability of learners.

کلیدواژه‌ها [English]

  • Academic adjustment
  • Perception of classroom environment
  • Motivational adaptive and non-adaptive structure
  • Structural equations
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