بررسی رابطه ادراک از محیط یادگیری سازنده‌گرا و تعلق به مدرسه با نقش میانجی‌گری ثبات‌قدم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش‌آموخته دکتری روان‌شناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران

2 استادیار گروه روان‌شناسی و علوم تربیتی، دانشگاه پیام‌نور، تهران، ایران

چکیده

هدف: در عصر حاضر یکی از دغدغه‌های اصلی جوامع، آموزش اثربخش است که مستلزم ایجاد روابط سازنده بین یادگیرندگان و محیط آموزشی می‌باشد. این رابطه می‌تواند طیفی از متغیرهای شخصیتی و محیطی را در برگیرد. در همین راستا این پژوهش با هدفسی رابطه بین ادراک از محیط یادگیری سازنده‌گرا و تعلق به مدرسه با نقش میانجی‌گری ثبات قدم در دانش آموزان انجام گرفت.
روش: پژوهش حاضر توصیفی از نوع همبستگی و با استفاده از رویکرد معادلات ساختاری بود. جامعه آماری شامل کلیه دانش‌آموزان مدارس متوسطه (دوره اول) شهرستان میبد در سال تحصیلی 1401-1400 بود که به‌صورت تصادفی خوشه­ای تعداد 220 نفر به‌عنوان نمونه انتخاب شد. داده‌های پژوهش با استفاده از پرسشنامه‌های ادراک از محیط یادگیری سازنده‌گرا تیلور و همکاران (1997)، ثبات قدم داکورث و همکاران (2007) و مقیاس تعلق به مدرسه بتی و بری (2005) گردآوری شد. داده‌ها با استفاده از رویکرد مدل معادلات ساختاری مورد تحلیل قرار گرفتند.
یافته‌ها: نتایج نشان داد مدل مطرح‌شده از برازش خوبی برخوردار است(0.078=RMSEA) نتایج مدل‌یابی نشان داد که ادراک از محیط یادگیری سازنده‌گرا نقش مستقیم معناداری بر احساس تعلق به مدرسه دانش‌آموزان دارد (0.01>p). همچنین ادراک از محیط یادگیری سازنده‌گرا به‌طور غیرمستقیم و از طریق ثبات‌قدم اثر معناداری بر تعلق به مدرسه دارد (0.041).
نتیجه‌گیری: یافته‌ها نشان می‌دهد با غنی‌سازی در یادگیری سازنده‌گرا از طریق تجهیز محیط فیزیکی آموزش و تقویت مهارت‌های معلمان و آموزش متغیرهای مؤثر در ثبات‌قدم تحصیلی به دانش‌آموزان می‌توان افزایش احساس تعلق به مدرسه را در آنها انتظار داشت.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Relationship between Perception of Constructivist Learning Environment and Belonging to School with the Role of Mediation of Stability

نویسندگان [English]

  • Mahdi Barzegarbafrooei 1
  • Alireza Merati 2
1 Doctoral student in Educational Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran
2 Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University. Tehran, Iran
چکیده [English]

Objective: In today's era, one of the main concerns of societies is effective education, which requires the creation of constructive relationships between learners and the educational environment. This relationship can include a range of personality and environmental variables. In this regard, this research was conducted with the aim of investigating the relationship between the perceptions of the constructivist learning environment and belonging to the school with the mediating role of step stability in students.
Methods: The method of this study was descriptive-correlation of structural equations modeling type. The statistical population included all High school students of Mybod city in the academic year 2021-2022 in the number of 12,000, of which 220 people were randomly selected as a sample. Research data using questionnaires constructivist learning environmen of Taylor & et al. (1997) of constructivist learning environmen of Taylor & et al. (1997), grit questionnaire of Duckworth (2007) and sense of connectedness with school of Brew & Beatty (2005) Was collected.After collecting the data, structural equation modelling was used to test the proposed model and hypothesis as well.
Results: The results showed that the proposed model has a good fit (RMSEA = 0.078). The modeling results showed that the perception of the constructivist learning environment has a significant direct role on the students' sense of belonging to the school (p<0.01). Also, the perception of the constructivist learning environment has a significant effect on belonging to the school indirectly and through stability (0.041).
Conclusions: The findings show that by enriching constructivist learning through equipping the physical environment of education and strengthening the skills of teachers and teaching the variables that are effective in the stability of academic progress to students, we can expect an increase in the sense of belonging to the school in them.

کلیدواژه‌ها [English]

  • Belonging to school
  • stability
  • students
  • Constructivist
  • learning environment

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راهبردهای شناختی در یادگیری
دوره 11، شماره 21 - شماره پیاپی 21
پاییز و زمستان 1402
دی 1402
صفحه 197-211

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