رابطه ساختاری پیوند با مدرسه و والدین با رضایت تحصیلی و کنترل تحصیلی: نقش میانجی‌گری خودکارآمدی تحصیلی

نوع مقاله: مقاله علمی - پژوهشی

نویسندگان

1 استاد گروه روانشناسی، دانشگاه تبریز

2 دانشیار گروه علوم تربیتی، دانشگاه تبریز

3 دانشجوی دکتری روانشناسی تربیتی، دانشگاه تبریز

چکیده

هدف: هدف پژوهش حاضر آزمون الگویی از پیشایندها و پیامدهای خودکارآمدی تحصیلی بود.
روش: شرکت‌کنندگان پژوهش 256 دانش‌آموز دختر دبیرستانی بود که به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار اندازه‌گیری پژوهش شامل پرسشنامه پیوند با مدرسه، ابزار پیوند والدینی، مقیاس خودکارآمدی دانش‌آموز مورگان-جینکس، پرسشنامه رضایت تحصیلی و خرده مقیاس کنترل تحصیلی بود. آزمون مسیرهای مستقیم و غیرمستقیم الگوی پیشنهادی پژوهش، به ترتیب، با استفاده از روش‌های مدل معادلات ساختاری و بوت استرپ انجام گرفت.
یافته‌ها: یافته‌ها نشان داد که پیوند با مدرسه و پیوند والدینی، پیشایندهای مثبت و منفی خودکارآمدی تحصیلی دانش‌آموزان هستند. همچنین، یافته‌ها نشان داد که رضایت تحصیلی و کنترل تحصیلی پیامدهای مثبت خودکارآمدی تحصیلی هستند. به علاوه، مسیرهای غیرمستقیم پیوند با مدرسه و پیوند والدینی با رضایت تحصیلی و کنترل تحصیلی، با میانجی‌گری خودکارآمدی تحصیلی معنی‌دار بودند.
نتیجه‌گیری: نتایج پژوهش از نقش میانجی‌گری خودکارآمدی تحصیلی در رابطه ساختاری بین پیوندهای والدینی و مدرسه باکیفیت رضایت و کنترل تحصیلی دانش‌آموزان حمایت می‌کند.

کلیدواژه‌ها


عنوان مقاله [English]

The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy

نویسندگان [English]

  • toraj hashemi 1
  • shahram vahedi 2
  • mina mohebbi 3
چکیده [English]

Objective: The aim of the current study was to examine a model of antecedents and consequences of academic self-efficacy.
Method: The participants of this study were 256 female high school students who were selected by cluster multiple-stage random sampling method. The instruments of this study consisted of school bonding questionnaire, parental bonding instrument, Morgan-Jinks student efficacy scale, academic satisfaction questionnaire and academic control subscale. Structure equation modeling and bootstrapping were used to examine the direct and indirect paths of proposed model.
Results: The findings indicated that school bonding and parental bonding were positive and negative antecedents of academic self-efficacy in students. Also, the findings indicated that academic satisfaction and academic control were consequences of academic self-efficacy. In addition, the indirect paths of school bonding and parental bonding, with academic satisfaction and academic control, with mediating role of academic self-efficacy, were significant.
Conclusion: The results of research indicate that academic self-efficacy has a mediating role on the structural relationship between parental and school bonding quality with academic satisfaction and control in students.

کلیدواژه‌ها [English]

  • school bonding
  • parental bonding
  • Academic self-efficacy
  • academic satisfaction
  • academic control

بختیاری، مریم؛ یزدان­دوست، رخساره؛ بیرشک، بهروز و قاضی­طباطبایی، محمود (1386)؛ ارتباط میان باورهای مربوط به کنترل با آسیب‌شناسی روانی برون‌ریز و درون‌ریز در کودکان. مجله روانپزشکی و روانشناسی بالینی ایران، 13(2): 147-140.

رضائی‌شریف، علی (1391)؛ بررسی عوامل مؤثر بر پیوند با مدرسه در بین دانش آموزان از مقطع ابتدایی تا متوسطه، یک مطالعه آمیخته. پایان‌نامه دکتری روانشناسی تربیتی، دانشگاه تهران.

شهنی‌ییلاق، منیجه؛ بساک‌نژاد، سودابه و محبی، مینا (1390)؛ رابطه علّی پیوند والدینی با خودناتوان‌سازی و اعتماد به خود با میانجی‌گری پدیده وانمودگرایی در دانشجویان. دو فصلنامه مشاوره کاربردی، 1(2): 118-97.

کریم‌زاده، منصوره (1385)؛ بررسی رابطه خودکارآمدی تحصیلی با پیشرفت تحصیلی در دانش‌آموزان دختر سال دوم دبیرستان (شهر تهران) گرایش علوم ریاضی و علوم انسانی. مطالعات زنان، 3(2): 29-49.

محمدی، مسعود (1384). بررسی عوامل مؤثر بر تاب‌آوری در افراد سوء مصرف کننده مواد مخدر. رساله دکتری دانشگاه علوم بهزیستی و توانبخشی، تهران.

مهبد، مینا و فولادچنگ، محبوبه (1391)؛ نقش دلبستگی به والدین در پیشرفت تحصیلی با واسطه‌گری خودکارآمدی. فصلنامه روانشناسی کاربردی، 1(21): 102-88.

Altunsoy, S.; Çimen, O.; Ekici, G.; Atik, A. D. & Gökmen, A. (2010); An assessment of the factors that influence biology teacher candidates’ levels of academic self-efficacy. Social and Behavioral Sciences, 2: 2377-2382.

Bandura, A. (1994); Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (4,71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Bandura, A. (1997); Self-Efficacy: The exercise of control. New York: Freeman.

Bandura, A.; Barbaranelli, C.; Caprara, G. V. & Pastorelli, C. (1996); Multifaceted impact of self-efficacy beliefs on academic functioning. Child Dev, 67: 1206-1222.

Bowlby, J. (1977). The making and breaking of affectional bonds. British Journal of Psychiatry, 130: 201-210.

Cave, G. A. (2010); Maternal and paternal differential attachment associations and inpatient adolescent psychological well-being. The doctoral dissertation, University of Fielding Graduate.

Coleman, P. (2003); Perceptions of parent-child attachment, social self-efficacy and peer relationships in middle childhood. Infant and Child Development, 12: 351-368.

Collie, R. J.; Martin, A. J.; Malmberg, L-E.; Hall, J. & Ginns, P. (2015); Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85(1): 113-130.

Dorman, J. P. (2001); Associations between classroom environment and academic efficacy. Learning Environments Research, 4: 243-257.

Furlong, M. J.; Whipple, A. D.; Jean, G. S.; Simental, J.; Soliz,A. & Punthuna, S. (2003); Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8: 99-113.

Hirao, K. (2011); Validation of a new conceptual model of school connectedness. The doctoral dissertation of social work, University of Connecticut.

Jinks, J. & Morgan, V. (1999). Children’s perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4): 224-230.

Keshavarz, S. & Baharudina, R. (2012); The moderating role of gender on the relationships between perceived paternal parenting style, locus of control and self-efficacy. Social and Behavioral Sciences, 32: 63-68.

Kia-Keating, M. & Ellis, B. H. (2007); Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1): 29-43.

Kim, J. & Park, M. (2015); E-learning satisfaction by self-efficacy in higher education. International Journal of Software Engineering and Its Application, 9(10): 109-116.

Kuo, Y. CH.; Walker, A. E.; Schroder, K. E. E. & Belland, B. R. (2014); Interaction, internet self-efficacy and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20: 35-50.

Lavender, R.; Nguyen-Rodriguez, S. T. & Spruijt-Metz, D. (2010); Teaching the whole student: Perceived academic control in college art instruction. Studies in Art Education: A Journal of Issues and Research, 51(3): 198-218.

Lent, R. W.; Singley, D.; Sheu, H.; Gainor, K.; Brenner, B. R.; Treistman, D. & et al. (2005); Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52: 429-442.

 Lent, R. W.; Singley, D.; Sheu, H-B.; Schmidt, J. A. & Schmidt, L. C. (2007); Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15(1): 87-97.

Libbey, H. P. (2004); Measuring student relationships to school: Attachment, bonding, connectedness and engagement. Journal of School Health, 74(7): 274-283.

Oelsner, J.; Lippold, M. A. & Greenberg, M. T. (2011); Factors influencing the development of school bonding among middle school students. Journal of Early Adolescence, 31(3): 463-487.

Parker, G.; Tupling, H. & Brown, L. B. (1979); A Parental Bonding Instrument. British Journal of Medical Psychology, 52: 1-10.

Perry, R. P. (2003); Perceived (academic) control and causal thinking in achievement settings. Canadian Psychology, 44: 312-331.

Ryan, A. M. & Patrick, H. (2001); The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38: 437-460.

Sahaghi, H.; Alipour Birgani, S.; Mohammadi, A. & Jelodari, A. (2015); The relationship between sense of belonging to school and educational joy with academic self-efficacy in male high school students of ahvaz. International Journal of Language and Applied Linguistics World, 8(2): 64-72.

Salami, S. O. (2010); Emotional intelligence, self-efficacy, psychological well-being, and students' attitudes: Implications for quality education. European Journal of Educational Studies, 2(3): 247-257.

Shams, F.; Mooghali, A. L.; Tabebordbar, F. & Soleimanpour, N. (2011); The mediating role of academic self-efficacy in the relationship between personality traits and mathematics performance. Social and Behavioral Sciences, 29: 1689-1692.

Shen, D.; Cho, M-H.; Tsai, CH-L. & Marra, R. (2013); Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19: 10-17.

Simões, C.; Matos, M. G.; Tomé, G.; Ferreira, M. & Chaínho, H. (2010); School satisfaction and academic achievement: The effect of school and internal assets as moderators of this relation in adolescents with special needs. Social and Behavioral Sciences, 9: 1177-1181.

Sivandani, A.; Ebrahimi Koohbanani, SH. & Vahidi, T. (2013); The relation between social support and self-efficacy with academic achievement and school satisfaction among female junior high school students in Birjand. Social and Behavioral Sciences, 84: 668-673.

Torres, J. B. & Solberg, V. S. (2001); Role of self-efficacy, stress, social integration and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59(1): 53-63.

Uji, M.; Tanaka, N.; Shono, M. & Kitamura, T. (2006); Factorial structure of the Parental Bonding Instrument (PBI) in Japan: A study of cultural, developmental, and gender influences. Child Psychiatry and Human Development, 37: 115-132.

Vasile, C.; Marhan, A. M.; Singer, F. M. & Stoicescu, D. (2011); Academic self-efficacy and cognitive load in students. Social and Behavioral Sciences, 12: 478-482.

Vieno, A.; Santinello, M.; Pastore, M. & Perkins, D. D. (2007); Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 39(1-2): 177-90.

Weisz, J. R. (1991). The Perceived Control Scale for Children. Unpublished manuscript, University of California, Los Angeles, Department of Psychology.

Weisz, R.; Weiss, B.; Wasserman, A. A. & Rintoul, B. (1987); Control-related beliefs and depression among clinic-referred children and adolescents. Journal of Abnormal Psychology, 96(1): 58-63.

Zajacova, A.; Lynch, S. M. & Espenshade, T. J. (2005); Self-efficacy, stress and academic success in college. Research in Higher Education, 46(6): 677-706.