پیش‌بینی احساس تعلق به مدرسه بر اساس خودکارآمدی ادراک‌شده، جو عاطفی مدرسه و احساس شایستگی اجتماعی - عاطفی دانش‌آموزان مقطع متوسطه دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیارگروه علوم تربیتی-دانشگاه پیام نور-تهران -ایران

2 کارشناسی ارشد روانشناسی تربیتی -دانشگاه پیام نور- جوانرود- ایران

10.22034/naes.2024.441563.1370

چکیده

زمینه و هدف: هدف پژوهش حاضر، با هدف پیش‌بینی احساس تعلق به مدرسه بر اساس خودکارآمدی ادراک‌شده، جو عاطفی مدرسه و احساس شایستگی اجتماعی - عاطفی دانش‌آموزان مقطع متوسطه دوم انجام شد.
روش‎شناسی: پژوهش حاضر با توجه به موضوع و هدف تحقیق، توصیفی از نوع پژوهش‌های همبستگی است، و به لحاظ روش گردآوری داده‌ها روش پیمایشی و به لحاظ نوع داده‌ها کمی است و ابزار مورد استفاده پرسشنامه است. جامعه این پژوهش، کلیه دانش‌آموزان متوسطه دوم شهرستان پلدختر که در سال تحصیلی 1403-1402 مشغول به تحصیل بودند؛ برای انتخاب نمونه از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای استفاده شد، بر اساس فرمول کوکران نمونه ای با حجم 322 نفر مورد تحلیل قرار گرفت.برای انجام پژوهش از ابزارهای پرسشنامه احساس تعلق به مدرسه بتی و بری (2005)، پرسشنامه شایستگی هیجانی- اجتماعی دانش‌آموزان زو و ﺟﻲ (٢٠١٢)، پرسشنامه جو عاطفی- اجتماعی مدرسه و مقیاس خودکارآمدی عمومی(GSES) استفاده شد به منظور تجزیه‌وتحلیل داده‌ها از شاخص‌های آمار توصیفی (اندازه‌های گرایش مرکزی، شاخص‌های پراکندگی و سایر شاخص‌های توصیفی) و نیز آمار استنباطی (تحلیل رگرسیون) از نرم‌افزار SPSS استفاده شد.
یافته‎ها: نتایج آزمون نشان داد که مدل رگرسیون از برازش مناسبی برخوردار می‌باشد. مقدار F به‌دست‌آمده برابر 376/48 است که این مقدار در سطح 001/0 معنی‌دار می‌باشد. بنابراین فرض اصلی این پژوهش مبنی بر اینکه خودکارآمدی ادراک‌شده، جو عاطفی مدرسه و احساس شایستگی اجتماعی- عاطفی می‌توانند احساس تعلق به مدرسه را پیش‌بینی کنند تأیید می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Predicting the sense of belonging to school based on perceived self-efficacy, emotional atmosphere of school and feeling of social-emotional competence of second secondary students

نویسندگان [English]

  • Amir Sabzipour 1
  • Somayeh Daneshpayeh 2
1 Assistant Professor, Department of Educational Sciences, Payam Noor University, Tehran, Iran
2 Master's degree in educational psychology - Payam Noor University - Javanroud - Iran
چکیده [English]

Background and purpose:on perceived self-efficacy, emotional atmosphere of school and feeling of social-emotional competence of secondary school students.
Methodology: According to the subject and purpose of the research, the current research is descriptive of the type of correlational research, and in terms of the data collection method, it is a survey method, and in terms of the type of data, it is quantitative, and the tool used is a questionnaire. The population of this research is all the second high school students of Poldakhtar city who were studying in the academic year of 1402-1403; To select the sample, a multi-stage cluster sampling method was used, based on Cochran's formula, a sample with a volume of 322 people was analyzed. To conduct the research, the instruments of the sense of belonging to the school of Betty and Barry (2005), the social-emotional competence questionnaire of Zu students were used. and G. (2012), the school emotional-social atmosphere questionnaire and the general self-efficacy scale (GSES) were used to analyze the data from descriptive statistics indicators (measures of central tendency, dispersion indicators and other descriptive indicators) as well as inferential statistics (regression analysis) from SPSS software was used.The test results showed that the regression model has a good fit. The F value obtained is equal to 48.376, which is significant at the 0.001 level. Therefore, the main assumption of this research that perceived self-efficacy, emotional atmosphere of the school and feeling of social-emotional competence can predict the sense of belonging to the school is confirmed.

کلیدواژه‌ها [English]

  • perceived self-efficacy
  • feeling of belonging to school
  • feeling of social-emotional competence and emotional atmosphere of school
[1] Maxwell S, Reynolds KJ, Lee E, Subasic E, Bromhead D. The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in psychology, 2017; 8: 2069.
[2] Rudasill KM, Snyder KE, Levinson H, & L, Adelson J. Systems view of school climate: A theoretical framework for research. Educational psychology review, 2018; 30: 35-60.
[3] Kalkan F, Dagli E. The Relationships between School Climate, School Belonging and School Burnout in Secondary School Students. International Journal of Contemporary Educational Research, 2021; 8(4): 59-79.
[4] Patrick H, Kaplan A, Ryan AM. Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of educational psychology, 2011;103(2): 367.
[5] Patrick H, Knee CR, Canevello A, Lonsbary C. The role of need fulfillment in relationship functioning and well-being: a self-determination theory perspective. Journal of personality and social psychology, 2007; 92(3): 434.
[6] Liu G, Cheng G, Hu J, Pan Y, Zhao S. Academic self-efficacy and postgraduate procrastination: A moderated mediation model. Frontiers in psychology, 2020; 11: 1752.
[7] Booth MZ, Roberts AC, Gerard JM, Gilfillan BH. Young adolescent perceptions of school climate and self-efficacy: the intersectionality of race and gender. RMLE Online, 2022; 45 (10): 1-16.
[8] Mohdzadeh B, Rahmatmand M. Investigating the relationship between the perception of competence and academic achievement, taking into account the moderating role of perceived self-efficacy in high school female students of district 2 of Shiraz. New Advances in Behavioral Sciences, 2017; 3(23): 1-21. [Persian]
[9] Seon Y, Smith Adcock S. School belonging, self-efficacy, and meaning in life as mediators of bullying victimization and subjective well-being in adolescents. Psychology in the Schools, 2021 ;58(9): 1753-1767.
[10] Korpershoek H, Canrinus ET, Fokkens-Bruinsma M, de Boer H. The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research papers in education, 2020; 35(6): 641-680.
[11] Kersavi SS, Sadoughi M. The relationship of social behavior, social competence and social preference with students' bullying behavior: the moderating role of gender. Social Psychology Research, 2019; 10(38): 1-20. [Persian]
[12] Nabavi SS, Sohrabi F, Afrooz G, Delavar A, Hosseinian S. The relationship between self-efficacy and mental health in teachers: the mediating role of perceived social support. Research in psychological health, 2016; 11(2): 50-69. [Persian]
[13] Guzman Ingram L. A classroom full of risk takers. Edutopia. https://www.edutopia.org/article/classroom-full-risk-takers. 2017.
[14] Raeder F, Karbach L, Struwe H, Margraf J, Zlomuzica A. Low perceived self-efficacy impedes discriminative fear learning. Frontiers in Psychology, 2019;  10: 1191.
[15] Cherry K. Self-efficacy and why believing in yourself matters. Very well mind. 2020.
[16] Moeller RW, Seehuus M, Peisch V. Emotional intelligence, belongingness, and mental health in college students. Frontiers in psychology, 2020; 11: 93.
[17] Jalilzadeh M, Zinali A. The model of academic civic behavior based on the emotional atmosphere of the school and positive experiences at school with the mediation of academic flourishing in high school students. Scientific Journal of education and evaluation. 2023; 16(61): 33-53. [Persian]
[18] Goh TL, Egan CA, Merica CB. WSCC: Social and Emotional Climate and Physical Environment. Journal of Physical Education, Recreation & Dance, 2022; 93(2): 28-34.
[19] Grazia V, Molinari L. School climate multidimensionality and measurement: A systematic literature review. Research Papers in Education, 2021; 36(5): 561-587.
[20] Allen KA, Slaten CD, Arslan G, Roffey S, Craig H, Vella-Brodrick DA. School belonging: The importance of student and teacher relationships. In the Palgrave handbook of positive education Cham: Springer International Publishing. 2021; 525-550.
[21] Damghanian H, Sheikhzadeh M, Yazdani Ziarat M. Interpretive structural model of social emotional competencies in organizational communication. Management of Government Organizations, 2016; 5(4): 49-66. [Persian]
[22] Zysberg L, Schwabsky N. School climate, academic self-efficacy and student achievement. Educational Psychology, 2021; 41(4): 467-482.
[23] Morgan MA, Asare J, Asare ES, Doku BC. Effect of Home Economics students’ self-efficacy and perception of teachers social learning environment management practices. 2023.
[24] Morales-Rodríguez FM, Pérez-Mármol JM. The role of anxiety, coping strategies, and emotional intelligence on general perceived self-efficacy in university students. Frontiers in psychology, 2019; 10: 1689.
[25] Saberi Mehr M. The effectiveness of problem solving skills training on the perceived self-efficacy of high school students. National Conference of Social Sciences and Psychology of Iran. 2019. [Persian]
[26] Al-Abyadh MHA, Abdel Azeem HAH. Academic achievement: influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 2022; 10 (3): 55.
[27] Dorfman BS, Fortus D. Students' self-efficacy for science in different school systems. Journal of research in science teaching, 2019 ;56(8): 1037-1059.
[28] Xu M, MacDonnell M, Wang A, Elias MJ. Exploring social‐emotional learning, school climate, and social network analysis. Journal of Community Psychology, 2023; 51(1), 84-102.
[29] Saidi MA, Shabiri SM, Ardeshirpi J. Investigating the relationship between the emotional atmosphere of the school and the emotional atmosphere of the family in predicting the bullying of female middle school students in Shiraz city, the third international conference on educational sciences, psychology, counseling, education and research, Tehran. 2021.  [Persian]
[30] Fatou N, Kubiszewski V. Are perceived school climate dimensions predictive of students’ engagement?. Social Psychology of Education, 2018; 21, 427-446.
[31] Petrucci F, Marcionetti J, Castelli L. Sense of School Belonging: The Illusion of a School-Size Effect. Youth, 2022; 2(4): 457-468.
[32] Pellerone M, Martinez Torvisco J, Razza SG, Lo Piccolo A, Guarnera M, La Rosa VL, Commodari E. Relational Competence, School Adjustment and Emotional Skills: A Cross-Sectional Study in a Group of Junior and High School Students of the Sicilian Hinterland. International Journal of Environmental Research and Public Health, 2023; 20(3): 2182.
[33] Collie RJ. The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 2020; 44(1): 76-87.
[34] Chen Y, He H, Yang Y. Effects of Social Support on Professional Identity of Secondary Vocational Students Major in Preschool Nursery Teacher Program: A Chain Mediating Model of Psychological Adjustment and School Belonging. Sustainability, 2023; 15(6): 5134.
[35] Sarampote NC. The sibling relationship and its contribution to social and emotional competence in middle childhood. A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy at George Mason University. 2007.
[36] Smithfield S. Emotional and social competency inventory. Hay group accreditation programs. Hay Acquisition Company I, Inc. 2008
[37] Sancassiani F, Pintus E, Holte A, Paulus P, Moro, MF, Cossu G, et al. Enhancing the emotional and social skills of the youth to promote their wellbeing and positive development: a systematic review of universal school-based randomized controlled trials. Clinical practice and epidemiology in mental health: CP & EMH, 2015; 11(1): 21.