طراحی و آزمون برازش مدل کمک‌طلبی تحصیلی بر اساس احساس تعلق به مدرسه، شایستگی اجتماعی-هیجانی و سبک‌های ارتباطی معلم با میانجی‌گری اهمال‌کاری تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

2 استادیار گروه روانشناسی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

3 استادیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه سلمان فارسی کازرون، کازرون، ایران

چکیده

هدف: هدف پژوهش حاضر طراحی و آزمون برازش مدل کمک‌طلبی تحصیلی بر اساس احساس تعلق به مدرسه، شایستگی اجتماعی-هیجانی و سبک‌های ارتباطی معلم با میانجی‌گری اهمال‌کاری تحصیلی بود.
روش: روش پژوهش همبستگی و از نوع تحلیل معادلات ساختاری بود. جامعه آماری شامل دانش‌آموزان پنجم و ششم ابتدایی شهر اراک به تعداد 14842 نفر در سال تحصیلی 1400-1399 بود که نمونه‌ای به حجم 501 نفر با استفاده از روش تصادفی خوشه‌ای انتخاب شد. ابزار پژوهش شامل پرسشنامه‌های رفتار کمک‌طلبی ریان و پینتریچ (۱۹۹۷)، احساس تعلق به مدرسه بری و همکاران (2004)، شایستگی اجتماعی_هیجانی زو و ای (2012)، جو تعاملی معلم_دانش‌آموز بلمونت و همکاران (1991) و پرسشنامه اهمال‌کاری تاکمن (1991) بود. برای تجزیه‌وتحلیل داده‌ها از روش‌ تحلیل معادلات ساختاری با استفاده از نرم‌افزارهای SPSS22 و LISREL8.8 استفاده شد.
یافته‌­ها: نتایج نشان داد الگوی پیشنهادی پژوهش با داده‌ها برازش مناسبی داشت. در بررسی نتایج مشخص شد اثر مستقیم احساس تعلق به مدرسه، شایستگی اجتماعی-هیجانی و سبک‌های ارتباطی معلم بر بعد پذیرش کمک‌طلبی مثبت و معنادار و بر بعد اجتناب کمک‌طلبی و اهمال‌کاری تحصیلی منفی و معنادار بود (01/0p<). اثر اهمال‌کاری تحصیلی بر بعد پذیرش کمک‌طلبی منفی و بر بعد اجتناب کمک‌طلبی مثبت و معنادار بود. همچنین نتایج نشان داد اهمال‌کاری تحصیلی در مدل مورد بررسی نقش واسطه‌ای معناداری داشت.
نتیجه­‌گیری: بر اساس نتایج می‌توان گفت اثرات مثبت احساس تعلق به مدرسه و شایستگی اجتماعی_هیجانی و سبک‌های ارتباطی معلم نقش مؤثری در کاهش اهمال‌کاری تحصیلی داشته و کاهش اهمال‌کاری در افزایش رفتارهای کمک‌طلبی دانش‌آموزان مؤثر است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Designing and Testing the Fit of the Academic Help-Seeking Model Based on the Sense of Connectedness to the School, Social-Emotional Competence and Teacher's Communication Styles with the Mediation of Academic Procrastination

نویسندگان [English]

  • Rahele Moshaveri Izadi 1
  • Zabih Pirani 2
  • Firoozeh Zangeneh 2
  • Moslem Abbasi 3
1 PhD student in Educational Psychology, Arak Branch, Islamic Azad University, Arak, Iran
2 Assistant Professor, Department of Psychology, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran
3 Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Salman Farsi University of Kazerun, Kazerun, Iran
چکیده [English]

Objective: The purpose of the present study was to design and test the fit the academic help-seeking model based on the sense of belonging to the school, social-emotional competence, and the teacher's communication styles with the mediation of academic procrastination.
Methods: The method of the research was correlational and structural equation analysis. The statistical population consisted of 14,842 fifth and sixth grade students of Arak city in the academic year 2019-2020, and a sample of 501 was selected using cluster random method. The research tools included help-seeking behavior by Ryan and Pintrich (1997), sense of belonging to school by Berw et al. (2004), social-emotional competence by Zhou and Ee (2012), teacher-student interaction atmosphere by Belmont et al. (1992) and Tuckman's procrastination questionnaire (1991). Structural equation analysis method was used for data analysis using SPSS 22 and LISREL8.8 software.
Results: The results showed that the proposed model had a good fit with the data. Based on results, the direct effect of feeling of belonging to the school, social-emotional competence and communication styles was positive and significant on the help-seeking acceptance and negative and significant on the help-seeking avoidance and academic procrastination (p<0.01). The effect of academic procrastination on the help-seeking acceptance and avoidance dimension was significant. Also, academic procrastination had a significant mediating role in the model.
Conclusions: The positive effects of the sense of belonging to the school, social-emotional competence and communication styles have an effective role in reducing academic procrastination and lower procrastination is effective in increasing the help-seeking behavior of students.

کلیدواژه‌ها [English]

  • Academic Help Seeking
  • Sense of Belonging to School
  • Social-Emotional Competence
  • Teacher's Communication Styles
  • Academic Procrastination

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راهبردهای شناختی در یادگیری
دوره 11، شماره 21 - شماره پیاپی 21
پاییز و زمستان 1402
دی 1402
صفحه 157-175

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