رابطه برنامه درسی پنهان با خودانضباطی دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسنده

دانش آموخته کارشناسی ارشد برنامه ریزی درسی، آموزگار

چکیده

هدف از این پژوهش بررسی رابطه‌ی ابعاد برنامه‌درسی‌پنهان با خود‌انضباطی دانش‌آموزان دختر مقطع متوسطه‌ی دوم شهرستان اسلام‌آبادغرب بود. این پژوهش از لحاظ هدف کاربردی و ازلحاظ شیوه اجرا توصیفی از نوع همبستگی است. جامعه آماری این تحقیق دانش‌آموزان دخترمتوسطه دوم شهرستان اسلام آباد غرب بود که با استفاده از جدول مورگان و به روش نمونه‌گیری تصادفی خوشه‌ای تعداد 200 نفر به عنوان نمونه آماری انتخاب شدند. جهت سنجش متغیرها از پرسشنامه برنامه درسی پنهان فتحی واجارگاه (1385) و پرسشنامه خود انضباطی زند کریمی(1390) استفاده گردید. تجزیه و تحلیل یافته‌های پژوهش با استفاده از تحلیل واریانس و رگرسیون با نرم‌افزار 20SPSS در سطح معنی‌داری (05/0>p) انجام شد. نتایج پژوهش نشان داد4% واریانس مربوط به خودانضباطی توسط مولفه‌های برنامه درسی پنهان(جو اجتماعی مدرسه، ساختار سازمانی مدرسه و تعامل بین معلم و دانش‌آموز) تبیین می‌شود (036/0 = R2) و مؤلفه تعامل بین معلم و دانش‌آموز متغیر برنامه درسی پنهان می‌تواند واریانس متغیر خودانضباطی را به صورت معنی‌دار(238/0- = β) تبیین کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Relationship of hidden curriculum with student' self-discipline

نویسنده [English]

  • Soraya Rostami
Graduate of Master of Curriculum Planning, Teacher
چکیده [English]

The purpose of this study was to investigate the relationship between the dimensions of the hidden curriculum and self-disciplinary self-discipline of female high school students in the western city of Islamabad. This research is descriptive-correlational in terms of applied purpose and descriptive in terms of implementation method. The statistical population of this study was the second grade female students of Islamabad Gharb city who were selected as the statistical sample using Morgan table and cluster random sampling of 200 people. To measure the variables, the Fathi Vajargah Hidden Curriculum Questionnaire (2006) and the Zand Karimi Self-Disciplinary Questionnaire (2011) were used. Analysis of research findings was performed using analysis of variance and regression with SPSS 20 software at a significant level (p <0.05). The results showed that 4% of the variance related to self-discipline is explained by the components of the hidden curriculum (school social atmosphere, school organizational structure and interaction between teacher and student) (R2 = 0.036) and the component of interaction between teacher and knowledge. The hidden curriculum variable learner can explain the variance of the self-disciplinary variable significantly (β = -0.238).

کلیدواژه‌ها [English]

  • Students
  • Hidden curriculum
  • self-discipline

مراجع

[1] Jackson PW.. Life in classrooms. New York: Holt, Rinehart and Winston Inc.Akt: Başar, M., Akan, M. 1968
[2] Vallance E. Hidden curriculum. In A.Lewy (Ed.), International encyclopedia of curriculum, Pergamon Press. 1991.
[3] Fallah V, Barimani A, Niaz Azari K, Motameni H, Hilda M. Investigating the role of hidden curriculum components on the learning of high school students.  Management Quarterly, Year 9, Special Issue of Spring 91, 2012; 45-51.
[4] Margolis E, Romero M. The Department İs Very Male, Very White Very Old And Very Conservative: The Functioning Of The Hidden Curriculum İn Graduate Sociology Departments. Harvard Educational Rewiew, 1998; 68 (1): 1-33.
[5] Yousefzadeh MR, Ansari M. The Relationship between the Social Atmosphere of Schools and the Development of Social Relationships of Female Middle School Students in Hamadan.Master Thesis of Hamadan University. 2011.
[6] Fathi, Ajargah K. Principles of Curriculum Planning. Tehran. Iran Zamin Publications. 2009.
[7] Qaderi H. Investigating the relationship between hidden curriculum and disciplinary behavior of third year middle school students in Sanandaj. Master Thesis of Tehran Teacher Training University, Faculty of Educational Sciences and Psychology. 2011.
[8]  Organ SW, Ryan K. A Meta-Analytic Review of Attitudinal and Dispositional Predictors of Organizational Citizenship Behavior. Article firstpublished online: Personnel Psychology, 2006; 48(4): 775–802.
[9] Hopman M, Winter M, KopsW. The hidden curriculum of youth care intervention. A case study. Children and youth services review, 2012; 237-243.
[10] Tyler TR. Legitimating Ideologies., Social Justice Research, 2005; 18(3).
[11] Zhengdong G. The method to make hidden curriculum of physical education explicitly, school of physical and health education, Mianyang normal university, Mianyong, 621000, china 273529824 @qq.com. 2013
[12] Zand Karimi Gh. Investigating the relationship between self-discipline and anger expression and anger control With the productivity of the production staff in the automotive industry of Tehran. Master Thesis of Al-Zahra University, University of Educational Sciences. 2011.
[13] Ercan İ, Yüksel S, Özkya G, Ocakoğlu G, Yüksel A,  Uncu Y. Tıp Fakültesi Örtük Program Ölçeğinin Geliştirilmesi, Cerrahpaşa Tıp Dergisi, 2009; 40(3): 81.87,  ISSN 1300, 5227
[14] Jackson P. Handbook of research on curriculum. New York: Macmillan. 1992

فایل ها

سابقه مقاله

  • تاریخ دریافت: 22 دی 1399
  • تاریخ بازنگری: 29 دی 1399
  • تاریخ پذیرش: 02 بهمن 1399

هم رسانی

ارجاع به این مقاله

آمار