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مدل پیامدهای تحصیلی دانش‌آموزان دوره متوسطه با توجه به اثرات روابط معلم- شاگرد و معلم-والدین با نقش میانجی آگاهی فراشناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران

2 استادیار گروه روان‌شناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران

3 استادیار گروه روانشناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران

4 دانشیار گروه روانشناسی، واحد بیرجند، دانشگاه آزاد اسلامی، بیرجند، ایران

5 استادیار گروه، دانشگاه علوم پزشکی، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی بیرجن، ایران

چکیده

پژوهش حاضر با هدف بررسی اثرات روابط معلم- شاگرد و معلم-والدین بر پیامدهای تحصیلی (سرزندگی تحصیلی، یادگیری ادراک شده، رفتار در کلاس، شادی در کلاس، آمادگی برای ورود به دانشگاه و طرح‌ریزی برای فارغ‌التحصیلی) با نقش میانجی آگاهی فراشناختی انجام شد. جامعه آماری، کلیه دانش‌آموزان مشغول به تحصیل دوره متوسطه دوم شهرستان بیرجند در سال تحصیلی 99 -1398 بودند. تعداد 392 نفر به همراه یکی از والدین‌شان به عنوان مشارکت‌کنندگان، پرسشنامه‌های ارتباط معلم- شاگرد (Murray & Zvoch, 2010)، ارتباط معلم- والدین (Vickers & Minke, 1995)، آگاهی فراشناختی (Schraw & Dennison, 1994)، سرزندگی تحصیلی (Dehghanizadeh & Chari, 2013)، خرده‌مقیاس یادگیری ادراک‌شده (Alavi, 1994 و Marks, 2000)، خرده‌مقیاس طرح‌ریزی برای فارغ‌التحصیل شدن پرسشنامه ملی درگیری دانش‌آموزی (NSSE)، آمادگی برای ورود به دانشگاه خرده‌مقیاس دانش‌آموز (Sokol, 2000) و خرده‌مقیاس شادی و رفتار در کلاس پرسشنامه ارزیابی ملی پیشرفت‌تحصیلی (Blazar & Kraft, 2015) را تکمیل نمودند. تحلیل داده‌ها با روش‌های آمار توصیفی و روش مدل‌یابی معادلات ساختاری با استفاده از نرم‌افزارهایSPSS22  و LISREL8.8 نشان داد که مدل پیشنهادی با داده‌های پژوهش برازش مناسب دارد. نتایج بیانگر آن بود که روابط معلم- شاگرد و معلم-والدین تأثیر مستقیم و غیرمستقیم بر پیامدهای تحصیلی دانش‌آموزان دارد و آگاهی فراشناختی نقش واسطه‌ای بین روابط معلم- شاگرد و معلم- والدین و پیامدهای تحصیلی دانش‌آموزان را ایفا می‌کند. یافته‌های حاضر، علاوه بر تولید دانش نظری، کاربردهای عملی ویژه‌ای را جهت ارتقاء پیامدهای تحصیلی دانش‌آموزان در بردارد.

کلیدواژه‌ها

عنوان مقاله [English]

Educational Consequences Model of Secondary High School Students According to the Effects of Teacher-student and Teacher-parent Relationships by Mediating Role of Metacognitive Awareness

نویسندگان [English]

  • Marzeh Arghavani 1
  • Ghasem Ahi 2
  • Mohamad hasan Qanifar 3
  • Fatemeh Shahabizadeh 4
  • Reza Dastgerdi 5

1 Phd in Educational Psychology, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran

2 Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.

3 Assistant Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran

4 Associate Professor, Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran

5 Assistant Professor of Psychology, School of Allied Medical Sciences, Cardiovascular Diseases Research Center, Birjand University of Medical Sciences

چکیده [English]

Introduction
The present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an important role in increasing the quality of the educational environment and improving learning and performance of learners. Another factor is the significant effect of teacher-parent relationships and parental involvement on students' learning and developmental and academic processes. Utilizing cognitive and metacognitive strategies is one of the individual characteristics that are strongly affected by the learning and classroom environment and affects a person's performance and academic success, and according to Martin's model of motivation and involvement, it can act as a mediator between teacher-student and teacher-parent relationship along with educational consequences.
 
Method
The current research was a descriptive-correlation type. The statistical population included all the students of the second secondary level of Birjand city and one of their parents in the academic year in 1398-99. The studied sample included 392 students (254 girls, 138 boys) and one of their parents, who were selected by random multi-stage cluster sampling. Data using tools, teacher-student relationship Murray & Zvoch, teacher-parent relationship Vickers & Minke, metacognitive awareness Schraw & Dennison, academic vitality Dehghanizadeh & Chari, perceived learning subscale Alavi, and Marks, planning for graduation subscale of the National Questionnaire of Student Engagement (NSSE), readiness to enter university student subscale Sokol, and happiness subscale and behavior in the classroom of the National Educational Progress Assessment Questionnaire Blazar & Kraft. For collected and analyzed the data using structural equation modeling and path analysis.
 
Results
The findings showed that the direct effect of the teacher-student and teacher-parent relationship on metacognitive awareness is positive and significant and on academic consequences is positive and non-significant. Metacognitive awareness directly, positively, and significantly affects on academic consequences. Also, the indirect effect of teacher-student and teacher-parent relationships on academic consequences through metacognitive awareness is positive and significant. The overall effects of the teacher-student and teacher-parent relationship on academic consequences through metacognitive awareness are positive and significant
 
Conclusion
The findings of this study, influenced by the ecological theory and the teacher's interpersonal behavior model along with a metacognitive orientation based on the social constructivist perspective showed that students' academic consequences are affected by both mesosystem and exosystem level variables, also the important role of teacher-student, teacher-parents, and metacognitive awareness as a mediator in these relationships in improving the educational consequences. Based on these findings, teachers and parents are recommended to pay attention to the elements of metacognitive awareness in the development of student's academic skills to help them become metacognitive experts who are aware of their thinking processes and self-regulated learning skills.

کلیدواژه‌ها [English]

  • Educational consequences
  • Metacognitive awareness
  • Teacher-student relationship
  • Teacher-parent relationship
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دست‌آوردهای روان‌شناختی
دوره 30، شماره 1 - شماره پیاپی 29
فروردین 1402
صفحه 79-104
فایل ها
سابقه مقاله
  • تاریخ دریافت: 15 شهریور 1399
  • تاریخ بازنگری: 12 اسفند 1399
  • تاریخ پذیرش: 23 بهمن 1400
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