مجله توسعه آموزش جندی شاپور اهواز

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بررسی نقش حمایت اجتماعی ادراک شده و کیفیت روابط استاد شاگردی در درگیری تحصیلی دانشجویان تربیت‌بدنی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیئت علمی، گروه علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 دانشجوی دکتری مدیریت آموزشی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

حمایت اجتماعی ادراک شده و کیفیت روابط استاد شاگردی از مهم‌ترین عوامل موفقیت در آموزش عالی به حساب می‌آید. پژوهش حاضر با هدف نقش حمایت اجتماعی ادراک شده و کیفیت روابط استاد شاگردی در درگیری تحصیلی دانشجویان تربیت‌بدنی انجام گرفت. روش پژوهش مورد استفاده در این مطالعه از لحاظ هدف، کاربردی و از نظر ماهیت، توصیفی-همبستگی بود جامعه آماری آن متشکل از کلیه دانشجویان تربیت‌بدنی مشغول به تحصیل در دانشگاه محقق اردبیلی در نیمسال اول سال تحصیلی 1399-1398 بودند. تعداد 170 نفر از این افراد به شیوه نمونه‌گیری تصادفی- طبقه­ای انتخاب شده و به صورت انفرادی به پرسش‌نامه‌های درگیری تحصیلی، حمایت اجتماعی ادراک شده و کیفیت روابط استاد شاگردی پاسخ دادند. داده‌ها با استفاده از آزمون­های آماری ضریب همبستگی پیرسون و رگرسیون چندگانه تحلیل شد. نتایج نشان داد که درگیری تحصیلی با؛ نمره کل حمایت اجتماعی ادراک شده (35/0=r؛ 001/0< p)، مؤلفه‌های خانواده (32/0=r؛ 001/0< p)، دوستان (17/0=r؛ 05/0< p) و حمایت دیگران (32/0=r؛ 001/0< p) و کیفیت روابط استاد شاگردی (63/0=r؛ 001/0< p) رابطه مثبت و معنادار دارد. نتایج تحلیل رگرسیون نشان داد که متغیرهای پیش‌بین حدود 43 درصد واریانس درگیری تحصیلی را پیش‌بینی می­کند. بر اساس یافته ­های ما، از لحاظ کاربردی برگزاری کارگاه­ های آموزشی در دانشگاه­ها جهت آموزش چگونگی ایجاد محیط مناسب آموزشی و بروز رفتارهای حمایت گرانه در روابط استاد شاگردی توسط برنامه­ریزان نظام آموزشی و کارگزاران تعلیم و تربیت توصیه می­گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the role of perceived social support and quality of student-teacher relationships in academic involvement of physical education students

نویسندگان [English]

  • Hossein Taqavi 1
  • Morteza javidpour 2
  • Salim Kazemi 2
  • Azim Omidvar 2

1 Faculty member, Department of Educational Sciences, Mohaghegh Ardabili University, Ardabil, Iran.

2 PhD student in Educational Management, Mohaghegh Ardabili University, Ardabil, Iran.

چکیده [English]

Perceived social support and the quality of student-teacher relationships are among the most important factors of success in higher education. The present study investigated the role of perceived social support and the quality of student-teacher relationships in academic involvement of physical education students. This study was a descriptive study, and its statistical population included all physical education students studying at Mohaghegh Ardabili University in the first semester of the academic year 2020. A total of 170 of these students were randomly selected by stratified sampling and were requested to answer the questionnaires of academic engagement, perceived social support, and the quality of student-teacher relationships. Data were analyzed using Pearson correlation coefficient and multiple regression tests. The results showed that academic engagement has a positive significant relationship with: total score of perceived social support (r = 0.35; p <0.001), family components (r = 0.32; p <0.001), friends (r = 0.17; p <0.05), support of others (r = 0.32; p <0.001), and the quality of student-teacher relations (r = 0.63; p <0.001). The results of regression analysis showed that predictive variables predict about 43 percent of the variance of academic engagement. Based on our findings, educational system planners and education practitioners are recommended to hold hands-on educational workshops in universities to teach ways of creating a suitable educational environment and promoting supportive behaviors in student-teacher relationships.

کلیدواژه‌ها [English]

  • Academic engagement
  • Perceived social support
  • Quality of student-teacher relationships
  • Students
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مجله توسعه آموزش جندی شاپور اهواز
دوره 12، شماره 3
فصلنامه پاییز 1400
آذر 1400
صفحه 715-725
فایل ها
هم رسانی
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