تحليل چند سطحي ارتباط دانش آموزان با مدرسه از مقطع ابتدايي تا متوسطه
محورهای موضوعی : روانشناسی
علي رضايي شريف
1
(دانشگاه محقق اردبيلي)
محمود قاضي طباطبايي
2
(دانشگاه تهران)
الهه حجازی
3
(دانشگاه تهران)
جواد اژه ای
4
(دانشگاه تهران)
کلید واژه: تحليل چند سطحي ارتباط با مدرسه دانش آموزان,
چکیده مقاله :
پژوهش حاضر با هدف شناسايي عوامل مؤثر بر ارتباط دانش آموزان با مدرسه در دانش آموزان دختر و پسر صورت پذيرفت. به اين منظور 1701 دانش آموز (574 پسر و 695 دختر) شاغل به تحصيل از 91 مدرسه به صورت نمونه گيري خوشه اي طبقه اي انتخاب شدند و به پرسشنامه ارتباط با مدرسه (QBS)، پرسشنامه دلبستگي به کلاس، پرسشنامه باورهاي خودکارآمدي (01-ESG)، مقياس افراد در زندگي من (LMIP) و پرسشنامه خودمهارگري پاسخ دادند؛ همچنين 17 نفر از کارکنان مدرسه به پرسشنامه جوّ و وضعيت مدرسه پاسخ دادند. جامعه آماري اين مطالعه، دانش آموزان پايه آخر مقاطع ابتدايي، راهنمايي و متوسطه شهرستان اردبيل در سال تحصيل 09-9831 بودند. در اين تحقيق براي تحليل داده ها از روش آماري مدلسازي خطي سلسله مراتبي و يک مدل دو سطحي استفاده شد؛ مدل مذکور شامل دو زير مدل در سطح دانش آموز و مدرسه بود. در بررسي نتايج حاصل از تحليل داده ها در سطح اول متغيرهاي جنس، سن، دلبستگي به والدين، دلبستگي به همتايان، دلبستگي به کلاس، باورهاي خودکارآمدي و خودمهارگري توانايي پيشبيني ارتباط دانش آموزان با مدرسه را دارند. در سطح دوم نيز متغيرهاي امکانات مدارس، جوّ مدارس، موقعيت مدارس و تراکم کلاسي توانايي پيشبيني ارتباط دانش آموزان با مدرسه را دارند. ولي تعداد دانش آموزان مدارس، عامل پيشبين معناداري براي ارتباط با مدرسه نبود. ساير يافته ها بيانگر اين هستند که ارتباط با مدرسه از مقطع ابتدايي تا متوسطه در بين دانش آموزان کاهش مييابد.
This study examined school bonding and the factors that affect it in male and female students. Data were collected from 1071 students in 19 schools were chosen through cluster sampling (Levels proportional to size) from different regions of Ardabil and students completed the of School Bonding Questionnaire (SBQ), Self Control Questionnaire, Self Efficacy Questionnaire, People in My Life Scale (PIML). Also, indivuduals of school employers completed the questionnaires of school climate and school status. Using hierarchical linear modeling showed that significant variation among schools in students school bonding, At the school-level, school climate, class size and school status was significantly related to variation among schools in school bonding and , At the student-level, age, gender, self control, self efficacy and transitional stage was significantly related to variation among schools in school bonding. This study examines school bonding and the factors that affect it among school students. Data collected from 1071 students in 19 schools were chosen through multiple steps random sampling (Levels proportional to size) from different regions of Ardabil and students completed the of School Bonding Questionnaire (SBQ), Self Control Questionnaire, Self Efficacy Guestionnaire, People in my Life Scale (PIML). Also school employer's completed the questionnaires of school climate and school status. using hierarchical linear modeling show that significant variation among schools in students school bonding, At the school-level, school climate, class size and school status was significantly related to variation among schools in school bonding and , At the student-level, age, gender, self control, self efficacy and transitional stage was significantly related to variation among schools in school bonding.
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