نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیات علمی، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه پیام نور تهران، تهران، ایران

2 دانشجوی دکتری روان شناسی تربیتی، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.

چکیده

در تحقیق حاضر، مدل اثرات علیّ مدیریت آموزشی و رفتاری کلاسی استادان دانشگاه بر کاهش رفتارهای مخرب کلاسی دانشجویان بواسطه خودکارآمدی طراحی و آزمون شد. کلیه استادان دانشگاه پیام نور اهواز، جامعه آماری تحقیق را تشکیل داده اند که از بین آنها 156 نفر به صورت داوطلبانه انتخاب شدند. برای جمع آوری داده ها، از پرسش نامه مدیریت آموزشی، رفتاری و رفتارهای مخرب کلاسی محقق ساخته (2017) و مقیاس خودکارآمدی نظامی، شوارتزر و جروسلم(1996) استفاده گردید. تحلیل داده ها از طریق نرم افزار Spss و Amos صورت گرفت. تحلیل داده ها از برازندگی مدل پیشنهادی خبر می دهد. نتایج تحلیل همچنین نشان داد مدیریت آموزش و مدیریت رفتار کلاسی استادان دانشگاه، در کاهش رفتارهای مخرب کلاسی دانشجویان اثر علیّ منفی و همین متغیرها(مدیریت آموزش و مدیریت رفتار کلاسی) در افزایش خودکارآمدی استادان دانشگاه اثر علیّ مثبت و خودکارآمدی استادان دانشگاه، در کاهش رفتارهای مخرب کلاسی دانشجویان اثر علیّ منفی دارد. تحقیق حاضر، پیشنهاد می دهد برای کاهش رفتارهای مخرب کلاسی دانشجویان، به ارتقاء و تقویت مدیریت آموزش، مدیریت رفتار و خودکارآمدی استادان دانشگاه اهتمام نمود.

کلیدواژه‌ها

عنوان مقاله [English]

The Causal Effects of Professors’ Educational and Behavioral Management on reducing the students' Malicious Behaviors through Self-efficacy

نویسندگان [English]

  • Karim Sevari 1
  • Fatemeh Farzadi 2

1 Faculty member, Department of educational Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran.

2 Ph.D student in Educational Psychology, Department of educational Psychology, Faculty of Psychology and educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran

چکیده [English]

In the present study, the causal-effects model of teaching and behavioral management of university professors on the reduction of students' destructive behaviors through self-efficacy were designed and tested. All professors at Payame Noor University of Ahwaz were included in statistical society that 156 members were voluntarily selected. To collect data, a researcher-made teaching, behavioral and destructive behavior questionnaire (2017) and self-efficacy scale of Nezami, Schwarzer & Jeroaslem (1996) were used. Then, data analysis was performed by using SPSS and Amos software and it indicated the appropriateness of the proposed model. In addition, the results of the analysis showed that teaching and behavioral management of university professors in reducing students' classroom malicious behaviors had a negative casual effect, although the same variables (teaching management and classroom behavior management) had positive casual effect on increasing the self-efficacy of university professors whereas self-efficacy of university professors in reducing destructive behaviors of students' had a negative effect. According to the present study, the more improvement of teaching, behavior management and self-efficacy of university professors, the less students' classroom behaviors.

کلیدواژه‌ها [English]

  • Teaching and behavioral management
  • university Professors
  • Self-efficacy
  • Classroom destructive behaviors
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