تحليل چند سطحي ارتباط دانش آموزان با مدرسه از مقطع ابتدايي تا متوسطه
محورهای موضوعی : روانشناسیعلي رضايي شريف 1 * , محمود قاضي طباطبايي 2 , الهه حجازی 3 , جواد اژه ای 4
1 - دانشگاه محقق اردبيلي
2 - دانشگاه تهران
3 - دانشگاه تهران
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.
جلايي پور، حميدرضا؛ حسيني نثار، مجيد (1387). عوامل اجتماعي مؤثر بر بزه کاري نوجوانان در رشت. پژوهشنامه علوم انساني و اجتماعي. 77-102.
رنجبر، غفار (1390). دلبستگي به والدين و همسالان، ارتباط با مدرسه و پيشرفت تحصيلي در دانشآموزان. پايان نامه کارشناسي ارشد. دانشگاه تهران.
قاضي طباطبائي، محمود؛ حجازي، الهه و رضائي شريف، علي (1389). آزمون تئوريهاي مسئله اجتماعي ارتباط با مدرسه در بين دانشآموزان مقطع ابتدائي. فصلنامه بررسي مسائل اجتماعي ايران، دوره 1، شماره 2.
Barber, B. K., & Olsen, J. A.(1997). Socialization in context: Connection, regulation, and autonomy in the family, school and neighborhood, and with peers. Journal of Adolescent Research, 12 (2), 287–315.
Barrera, M. R. (2006). Factors that influence school bonding. A dissertation submitted in partial fulfillment of the requirements for the degree of doctor of education, University of Texas.
Battistich, B., & Hom, A. Z. (1997). The relationship between students’ sense of their school as a community and their involvement in problem behaviors. American Journal of Health, 87, 1997-2001.
Blum, R. W., & Libbey, H. P. (2004). Executive summary. Journal of School Health, 74, 231-232.
Blum, R. W., McNeely, C., & Rinehart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens. Minneapolis: Center for Adolescent Health and Development, University of Minnesota.
Brown, L. M. , & Gilligan, C. (1993). Meeting at the crossroads: Women’s psychology and girls’ development. Feminisn1 and Psychology, 3 (1), 11-35.
Catalano, R. F., Haggerty, K. P., Oesterle, S., Fleming, C. B., & Hawkins, J.D.(2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252–261.
Catalano, R., & Hawkins, D. (1996). The social development model: A theory of antisocial behavior. In D. Hawkins (Ed.), Delinquency and crime: Current theories (pp. 149-197). Cambridge, UK: Cambridge University Press.
Centers for Disease Control and Prevention. (2008). Fact sheet: Health risk behaviors and academic achievement; Atlanta: U.S. Department of Health and Human Services.
Crosnoe, R., Johnson, M. K., & Elder, M.(2004). Inter generational bonding in school: The behavioral and contextual student- teacher relationship. Sociology of Education, 77(1), 60-81.
Dance, L. J. (2002). Tough fronts: The impact of street culture on schooling. New York: Routledge.
Finn, J. D (1989). Withdrawing from school. Review of Educational Research. 59(2),117-142.
Goodenow, C. (1992). Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27, 177-196.
Gottfredson, M. , & Hirschi, T. (1990). A general theory of crime. Stanford, CA: Stanford University Press.
Havkins, J.D., & Weis, J.G. (1985). The social developmental model: An integrated approach to delinquency prevention. Journal of Primary Prevention, 6(2), 73-97.
Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.
Joyce , H D., & Early T, J (2014). The impact of school connectedness and teacher support on depressive. Symptoms in adolescents: A multilevel analysis. Children and Youth Services Review(39).101–107
Lonczak, H. S., Abbott, R. D., Hawkins, J. D., Kosterman, R., & Catalano, R. F. (2002). Effects of the Seattle Social Development Project on sexual behavior, pregnancy, births, and sexually transmitted disease outcomes by age 21 years. Archives of Pediatrics and Adolescent Medicine, 156, 438-447.
Loukas A. Suzuki, R., & Horton, K .D. (2006). Examining school connectedness as a mediator of school climate effects, Journal of Research on Adolescence,16 (3). 491-502.
Luthar, S. S., & Zigler, E. (1991). Vulnerability and competence: A review of research on resilience in childhood. American Journal of Orthopsychiatry, 61(1), 6-22.
McMahon, S.D., Parnes A.L.,Keys., & Viola , J.(2008). School belonging among low-income urban youth with disabilities: Testing a theoretical model. Psychology in the Schools, 45 (5), 387-401.
McNeely, C. A., & Falci, C.(2004). School connectedness and the transition into and out of health risk behaviors among adolescents: A comparison of social belonging teacher support. Journal of School Health, 74(7), 284-292.
Pollack, W. S. (1996). Boys’ voices: Can we listen, can we respond? Toward an Empathic Empirical Agenda. Paper presented at the International Coalition / Boys’ Schools Symposium.
Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (1998). Low social support among at risk adolescents. Social Work in Education, 20, 245-260.
Sampasa-Kanyinga, H, & Hamilton, H .A. (2016) Does socioeconomic status moderate the relationships between school connectedness with psychological distress, suicidal ideation and attempts in adolescents? Preventive Medicine. (87)11-17.
Thompson, D. R., Iachan, R., Overpeck, M., Ross, J. G., & Gross, L. A.(2006). School connectedness in the health behavior in school- aged children study: The role of student, school, and school neighbourhood characteristics. Journal of School Health, 76 (7), 397- 386.
Yun, M., Kusum, S.(2008). Parents relationships and involvement: Effects on students school engagement and performance. Research in Middle Level Education,31(10), 1-11.