Mediating Role of Academic Engagemen the Peredicting Academic Wellbeing Based Classroom Socio-Mental Climate in Student

Document Type : Research Article

Authors

1 department of psychology, lurestan university

2 depatment of psychology. lorestan university

3 University of Lorestan

4 department Psychology, lorestan university

Abstract

Objective: The purpose of this study was to determine the mediating role of academic eagerness in the relationship between classroom psychosocial atmosphere and academic well-being among a high school’s first-grade students in Khorramabad, in the academic year 2015-2016.
Method: The research method was correlation and the type of structural equation model. The statistical population of the study consisted of all students of the first grade at the high school educating in the academic year of 2015-2016, 8700 students, in Khorramabad city. Among the students, 385 were selected as a research sample by stratified sampling method and based on the Cochran formula. The data collection tools included the questionnaires of the Academic Engagement of Schaufeli et al. (2002), Classroom Psychosocial Environment of Fraser et al. (1995), and Educational Well-being of Tuominen-Soini et al. (2012). For data analysis, Cronbach's alpha, structural equation model, confirmatory factor analyses were used. The data were analyzed using Amos software. The research model was evaluated using structural equation model fitting indexes.
Results: The results showed that the psychosocial environment of the classrooms has a positive and significant effect on academic engagement and well-being. Further, the academic eagerness has a positive and meaningful impact on educational well-being, but the academic engagement does not mediate between the classroom psychosocial environment and academic well-being. Therefore, the hypothesis was not confirmed:(P<0/05, GFI>0/9، NFI>0/9, RMSEA<0/08)
Conclusion: Therefore, the psychosocial environment of the classroom plays a vital role in predicting academic engagement and well-being, and academic engagement cannot play a mediator role in the classroom psychosocial atmosphere.
.

Keywords


ابوالمعالی، خدیجه؛ هاشمیان،‌کیانوش و اناری، فهیمه. (1391). «تعیین سهم مؤلفه‌های ادراک محیط کلاس درس در پیش‌بینی درگیری تحصیلی دانش‌آموزان دختر مقطع متوسطه شهر تهران». فصلنامه علمی-پژوهشی نوآوری مدیریت آموزشی، 7(3)، 19-34.
پیریایی، صالحه و نعامی، عبدالزهرا. (1391). «رابطه ابعاد انگیزش تحصیلی با اشتیاق تحصیلی دانش‌آموزان سال سوم دبیرستان­های شهر اهواز». پژوهش در نظام آموزشی، 6(16)، 42-29.
حسینچاری، مسعود؛ خیر، محمد. (1381). «بررسی جو روانی- اجتماعی کلاس به‌عنوان یکی از ابعاد فرهنگ مدرسه». مجله علوم تربیتی و روانشناسی دانشگاه شهید چمران اهواز، 9(4)، 25-42.
خانی، حامد؛ فاضلی، حسن؛ کریمی، یوسف؛ بندک،‌ موی و پرگاری، نسیبه. (1392). «ارزیابی جو روانی- اجتماعی کلاس درس در شناسایی ساختار درونی مدرسه و ارتباط آن با خلاقیت دانش‌آموزان»، مجله ابتکار و خلاقیت در علوم انسانی، 3(2)، 19-38.
خلیلی گشنیگانی، زهرا. (1394). بررسی تاثیر آموزش راهبردهای یادگیری خودتنظیمی بر هیجان یادگیری، اشتیاق تحصیلی و پیشرفت تحصیلی دانش­آموزان دختر پایه دوم دوره اول متوسطه شهر خرم‌آباد. پایان‌نامه کارشناسی‌ارشد روان‌شناسی تربیتی، دانشگاه لرستان.
زاهدبابلان، عادل؛ کریمیان پور، غفار و دشتی، ادریس. (1396). «نقش کیفیت زندگی در مدرسه و خودپنداره‌ی تحصیلی در اشتیاق تحصیلی در دانش‌آموزان پایه‌ی پنجم و ششم ابتدایی»، رویکردهای نوین آموزشی، 12(1)، 79-91.
شیخ­الاسلامی، علی؛ کریمیان­پور، غفار. (1397). «پیش­بینی اشتیاق تحصیلی دانش­آموزان بر اساس حمایت تحصیلی و جو روانی اجتماعی کلاس درس». دوفصلنامه راهبردهای شناختی در یادگیری، 6(10)، 95-111.
عباسی، مسلم؛ اعیادی، نادر؛ شفیعی، هادی و پیرانی، ذبیح. (1394). «نقش بهزیستی اجتماعی و سرزندگی تحصیلی در پیش‌بینی اشتیاق تحصیلی دانشجویان پرستاری». دوماهنامه علمی- پژوهشی راهبردهای آموزش در علوم پزشکی، 8(6)، 49-54.
قدم‌پور، عزت­اله؛ قاسمی پیربلوطی، محمد؛ حسنوند، باقر و خلیلی گشنیگانی، زهرا. (1398). «بررسی ویژگی‌های روان­سنجی اشتیاق تحصیلی»، مجله اندازه­گیری تربیتی، 8(29)، 167-184.
مرادی، مرتضی. (1396). «ارائه مدل علی- تجربی از بررسی نقش واسطه­گری درآمیزی تحصیلی در رابطه بین باورهای خودکارآمدی تحصیلی و حرمت خود تحصیلی با بهزیستی تحصیلی در نوجوانان دبیرستانی»، مجله مطالعات آموزش و یادگیری، 2(72)، 68-90.
مرادی، مرتضی؛ سلیمانی خشاب، عباسعلی؛ شهاب­زاده، صدیقه؛ صباغیان، حمید و دهقانی­زاده، حسین. (1395). «آزمون ساختار عاملی و سنجش همسانی درونی نسخه ایرانی پرسشنامه بهزیستی تحصیلی». فصلنامه اندازه­گیری تربیتی، 6(24)، 251-276.
مـومنی، خدامراد؛ عباسی، مسلـم؛ پیرانی، ذبیـح؛ ویگیان کوله مرز، محمدجـواد. (1396). «نقش هیجان­پذیری و جو عاطفی خانواده در پیش­بینی اشتیاق تحصیلی دانش­آموزان». دوفصلنامه راهبردهای شناختی در یادگیری، 5(8)، 182-159.
مهنا، سعید و طالع پسند، سیاوش. (1395). «رابطه حمایت­های محیطی و خودآگاهی هیجانی با درگیری تحصیلی: نقش میانجی بهزیستی تحصیلی». مجله ایرانی آموزش در علوم پزشکی، 16، 31-42.
میکائیلی، نیلوفر؛ افروز، غلامعلی و قلیزاده، لیلا. (1391). «ارتباط خودپنداره و فرسودگی تحصیلی با عملکرد تحصیلی دانش­آموزان دختر»، روان‌شناسی مدرسه، 1(4)، 90-103.
Ahola, K., Hakanen, J. (2007). “Job strain, burnout and depressive symptoms: a prospective study among dentists”, Journal of affective disorders.104, 103-110.
Baykal, U., Sokmen, S., Korkmaz, S., Akgun, E. (2005). “Determining student satisfaction in a nursing college”. Nurse Education Today, 25, 255-262.
Belfi, B., Goos, M., Fraine, B.D., Damme, J.V. (2012). “The effect of class composition by gender and ability on secondary school students’ school well-being and academic self-concept: A literature review”. Educational Research Review, 7(1), 62-74.
Bloom, B.S. (1964). Stability and change in human characteristics. New York: Johan Wiley and Sons, Inc.
Brown, S. P. (1996). “A meta-Analysist and review of organizational research on job involvement”. Psychologyical Bulletin, 2, 235-255.
Cohen, J., McCabe, L., Michelli, N. M., Pickeral, T. (2009). “School climate: Research, policy, practice, and teacher education”. Teachers College Record, 111(1), 180-213.
Degarmo, D., Martinez, J. C. (2006). “A Culturally Informed Model of Academic Well-Being for LatinoYouth: The Importance of Discriminatory Experiences and Social Support”, Published in final edited form as: Fam Relat, 55(3), 267-278.
Dorman, J. P., Fisher, D. L., Waldrip, B. G. (2006). Classroom envronment, students’ perceptions of assessment, academic efficacy and attitude to science: a lisrel analysis. University of Southern Queensland Australia.
Eccles, J.S., Roeser, R.W. (2009). Schools, academic motivation and stageenvironment fit. In: Lerner, R.M., Steinberg, L. (Eds.), Handbook of Adolescent Psychology, third ed. John Wiley & Sons, Hoboken, NJ, 404-434.
Fraser, B. J., Walberg, H. J. (1991). Educational environments: Evaluation, antecedents and consequences. Oxford: Pergamon Press
Fraser, B. J., Gidinge, G. J., Mcrobbie, C. R. (1995). “Evolution and validation classroom environment”. Journal Of reaserch in Science Teaching, 32, 399-422.
Fredricks, J. A., Blumenfeld, P. C., Paris, A. H. (2004). “School engagement: Potential of the concept, state of the evidence”. Review of Educational Research, 74, 59-109.
Greenwood, C. R., Beecher, C., Atwater, J., Petersen, S., Schiefelbusch, J., Irvin, D. (2017). An Ecobehavioral Analysis of Child Academic Engagement: Implications for Preschool Children Not Responding to Instructional Intervention. Topics in Early Childhood Special Education, 0271121417741968.
Haapasalo, I., Valimaa, R., Kannas, L. (2010). “How comprehensive school students perceive their psychosocial school environment”. Scandinavian Journal ofEducational Research, 54: 133-150. http://dx.doi.org/10.1080/ 00313831003637915.
Holopainen, L., Lappalainen, K., Junttila, N., Savolainen, H. (2012). “The role of social competence in the psychological well-being of adolescents in secondary education.” Scandinavian Journal of Educational Research, 56(2), 199-212.
Kinnunen, J. M., Lindford, P., Rimpela, A., Salmela-aro, K., Rathmen, K., Perelman, J. Federico, B., Richter, M., Kunst, A. E., lorant, V. (2016). “Academic well-being and smoking among 14- to 17-year-old schoolchildren in six European cities”. Journal of Adolescence, 50, 56-64.
Li, Y., Lerner, R. M. (2011). “Trajectories of school engagement during adolescence: implications for grades, depression, delinquency, and substance use”. Developmental Psychology, 47, 233-247. http://dx.doi.org/10.1037/a0013153.
Mainhard, B., Bork, W. (2010). “The development of the classroom social climate during the first months of the school”. Contemporary educational psychology, 34, 185-194.
Mainhard, M.T., Brekelmans, M., Wubbels, T. (2010). “Coercive and supportive teacher behaviour: Within- and across-lesson associations with the classroom social climate”. Social and Behavioural Sciences, Utrecht University, 1-10.
Maslach, C., Schaufeli, W.B., Leiter, M. P. (2001). “Job Burnout”. Annual Review ofPsychology, 52, 39-422.
Mistry, Rashmita S., Benner, A., Tan. C., Kim. S. (2009). “Family Economic Stress and Academic Well-Being AmongChinese-American Youth: The Influence of Adolescents’ Perceptions of Economic Strain”. Published in final edited form as: Journal of Marriage and Family, 72(3), 685-704.
Niemivirta, M. (2004). Stability and change in middle school students' school value: An application of latent growth curve modeling. In A. Efklides, G. Kiosseoglou, & Y. Theodorakis (Eds.), Qualitative and quantitative research in psychology (Vol. 2, pp. 301-314). Athens, Greece: Ellinika Grammata.
OECD. (2013). PISA 2012 results in focus: What 15-year-olds know and what they cando with what they know. Paris: Author.
Salanova, M., Schafeli, W. B., Martinnez, I., Berso, E. (2009). “How obstacles and facilitators predict academic performance: the mediating role of study burnout and engagement”. Anxiety, Stress & Coping, 1, 1-18.
Salmela-Aro, K., Kiuru, N., Leskinen, E., Nurmi, E. J. (2009). “School-Burnout Inventory (SBI): Reliability and validity”. European Psychologist, 25, 48-57.
Salmela- Aro, K., Tolvanen, A., Nurmi, J. V. E. (2009). “Achievment sterategies during university studies predict early career burnout and engagement”. Journal of vocational Behavior, 75, 162-172.
Salmela-Aro, K., Upadyaya, K. (2014). “School burnout and engagement in the context of demands–resources model”. British Journal of Educational Psychology, 84(1), 137-151.
Salmela-Aro, K., Tynkkynen, L. (2012). “Gendered pathways in school burnout among adolescents”. Journal of Adolescents, 35, 929-939. http://dx.doi.org/ 10.1016/j.adolescence.2012.01.001.
Samdal, O., Wold, B., Bronis, M. )1999). “Relationship between student’s perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study”. School Effectiveness and School Improvement, 10(3), 296-320.
Schafeli, W. B., Salanova, M., Gonzalez-Roma, V., Baker, A. B. (2002). “The measurement of engagement and burnout”. Journal of Happiness studies, 3, 71-92.
Schenke, K., Ruzek, E., Lam, A. C., Karabenick, S. A., Eccles, J. S. (2017). “Heterogeneity of student perceptions of the classroom climate: a latent profile approach”. Learning Environments Research, 20(3), 289-306.
Seligman, M. E. P., Csikszentmihalyi, M. (2000). “Positive Psychology: An Introduction”. American Psychology. 55, 5-14.
Skinner, E. A., Pitzer, J. R. (2012). Developmental dynamics of student engagement, copying, and everyday resilience. In: Christenson, S.L., Reschly, A.L., Wylie, C. (Eds.), Handbook of Research on Student Engagement. Springer, New York, 21-44.
Suldo, S. M., Riley, K. N., Shaffer, E. J. (2006). “Academic correlates of children and adolescent’s life satisfaction”. School Psychology International. 27(5), 567-582.
Trautwein, U., Ludtke, O. (2009). “Predicting homework motivation and homework effort in six school”, Learning and Instruction, 19, 243-258.
Thuy-vy, T. N., Deci, E. L. (2016). “Can it be good to set the bar high? The role of motivational regulation in moderating the link from high standards to academic well-being”. Learning and Individual Differences, 45, 245-251.
Tuominen-Soini, H., Salmela-Aro, K., Niemivirta, M. (2012). “Achievement goal orientations and academic well-being across the transition to upper secondary education”. Learning and Individual Differences, 22, 290-305.
Upadaya, K., Salmela-Aro, K. (2013). “Development of school engagement in association with academic success and well-being in varying social contexts. A review of empirical research”. European Psychologist, 18(2), 136-147.
Yazzie-Mintz, E., McCormick, K. (2012). Finding the humanity in the data: understanding, measuring, and strengthening student engagement. In: Christenson, S.L., Reschly, A.L., Wylie, C. (Eds.), Handbook of Research on Student Engagement. Springer, New York, pp. 743-762.
Walburg, V. (2014). “Burnout among high school students: a literature review”. Children and Youth Services Review, 42, 28-33.
Wigfield, A., Eccles, J. S. (2000). “Expectancy–value theory of achievement motivation”. Contemporary Educational Psychology, 25, 68-81, doi:10.1006/ceps.1999.1015.