مدل ساختاری میزان سواد والدین با اشتیاق تحصیلی و ملال تحصیلی دانش‌آموزان دارای ناتوانی یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

2 استادیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

3 کارشناس ارشد برنامه‌ریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

چکیده

هدف: مدل ساختاری میزان سواد والدین با اشتیاق تحصیلی و ملال تحصیلی دانش آموزان دارای ناتوانی یادگیری است.
روش: تحقیق حاضر از لحاظ هدف (کاربردی) و از نظر ماهیت و روش (توصیفی - پیمایشی) است. جامعه آماری شامل کلیه دانش‌آموزان مقطع متوسطه (هفتم تا نهم) 260 نفر (92 دختر و 63 پسر) بودند که در سال تحصیلی 1400 تا 1401 در مدارس استثنایی شهر سنندج مشغول به تحصیل بودند. جهت تعیین حجم نمونه از جدول فرمول کوکران نمونه‌ای با تعداد 155 نفر را به‌عنوان مشارکت‌کننده در پژوهش انتخاب نموده‌اند. جهت گردآوری داد‌ها با استفاده از پرسشنامه محقق ساخته سواد والدین (PLQ)، اشتیاق تحصیلی فردریکز و بلوندفیل (QAE)، ملال تحصیلی پکران همکاران (QAB) استفاده شد. تجزیه‌وتحلیل داده‌ها با استفاده از نرم‌افزارهای SPSS 26 و جهت برازش مدل اندازه‌گیری از مدل معادلات ساختاری SmartPLS3 استفاده گردید.
یافته‌ها: نتایج پژوهش نشان داد که در میان مؤلفه‌های میزان سواد والدین سواد اجتماعی با ضریب t-value (396/60) قوی‌ترین رابطه را در میان مؤلفه‌های متغیر مستقل نشان می‌دهد. همچنین نتایج حاصل از ضریب بتا نشان داد که بیشترین تأثیر مشاهده شده در میان متغیر مستقل مربوط به سواد اجتماعی "789/0" و بیشترین تأثیرپذیری در میان متغیر وابسته مربوط به ملال تحصیلی در مؤلفه ملال تحصیلی یادگیری با ضریب بتای (0/877) است.
نتیجه‌گیری: با توجه به نتایج به‌دست‌آمده میزان سواد والدین هم بر اشتیاق تحصیلی و هم بر ملال تحصیلی تأثیر دارد وانگهی این تأثیر در اشتیاق رو به فزونی و در ملال تحصیلی رو به کاهش است. بدین معنا که هر چه میزان سواد والدین بالا باشد ملال تحصیلی رفتاری، عاطفی و کلاسی کاهش می‌یابد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Structural Model of Parents' Literacy Level with Academic Enthusiasm and Academic Boredom of Students with Learning Disabilities

نویسندگان [English]

  • Jamal Salimi 1
  • Seyed Jamal barkhoda 2
  • Abdullah Azizi 3
1 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.Iran
2 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
3 Master of Curriculum Planning, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.Iran
چکیده [English]

Objective: The aim of this research is to explore how parental literacy is related to academic enthusiasm and academic boredom among secondary school students with learning disabilities.
Methods: The study is classified as "applied" due to its purpose and "descriptive-survey" due to its method. The population consisted of all 250(92 girls and 63 boys) secondary school students (7th to 9th graders) who have learning disabilities and attend special education schools in the Kurdistan Province during 2022 and 2023.To determine the sample size, the Krejcie & Morgan table was used to select 155 students. Data was collected using a parent literacy questionnaire developed by the researchers (PLQ), an academic enthusiasm questionnaire by Fredricks, Blumenfeld & Paris (QAE), and an academic boredom questionnaire by Pekrun, Götz, Titz, and Perry (QAB). Data analysis was performed using SPSS26, and the structural equation model fit was performed using the Smart PLS3 package.
Results: The findings indicated a significant association between parental literacy and academic enthusiasm and academic boredom in secondary school students with learning disabilities, where parental literacy is capable of explaining 89% of the variance in academic enthusiasm and academic boredom.
Conclusions: These results suggest that parental literacy can enhance students' enthusiasm and lessen academic boredom.

کلیدواژه‌ها [English]

  • Academic Enthusiasm
  • Boredom
  • Learning Disabilities
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