پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 951 |
| تعداد مقالات | 7,808 |
| تعداد مشاهده مقاله | 12,971,235 |
| تعداد دریافت فایل اصل مقاله | 9,204,791 |
تعیین اثربخشی آموزش کفایت اجتماعی براساس مدل فلنر بر خودکارآمدی تحصیلی و سازگاری تحصیلی در دانش آموزان با پیشرفت تحصیلی پایین | ||
| اندیشه های نوین تربیتی | ||
| مقاله 5، دوره 17، شماره 4 - شماره پیاپی 62، دی 1400، صفحه 125-148 اصل مقاله (666.01 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.36146.3347 | ||
| نویسنده | ||
| باقر سرداری* | ||
| استادیار گروه علوم تربیتی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران | ||
| چکیده | ||
| این پژوهش با هدف تعیین اثربخشی آموزش کفایت اجتماعی براساس مدل فلنر بر خودکارآمدی تحصیلی و سازگاری تحصیلی در دانش آموزان با پیشرفت تحصیلی پایین انجام شد. پژوهش حاضر از نوع مطالعات شبه تجربی با طرح پیش آزمون-پس آزمون و گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش آموزان پسر مدارس متوسطه اول شهر چایپاره در سال تحصیلی 99-1398 به تعداد 4000 نفر بود. از این جامعه،30 نفر به روش نمونه گیری در دسترس و با توجه به ملاک های ورود و خروج انتخاب شدند. ابزار جمع آوری اطلاعات شامل مقیاس سازگاری تحصیلی (AISS) و پرسشنامه خودکارآمدی تحصیلی (MJSES) بود. تجزیه و تحلیل داده ها با استفاده از تحلیل کوواریانس چندمتغیری با رعایت پیش فرض های لازم در برنامه SPSS انجام شد. با توجه به نتایج می توان مطرح نمود که آموزش کفایت اجتماعی تاثیر معنی داری بر افزایش خودکارآمدی تحصیلی (استعداد، کوشش و بافت) و کاهش میانگین سازگاری تحصیلی (عاطفی، آموزشی و اجتماعی) در شرکت کنندگان گروه آزمایش دارد و موجب بهبود خودکارآمدی تحصیلی و سازگاری تحصیلی در دانش آموزان می گردد. | ||
| کلیدواژه‌ها | ||
| کفایت اجتماعی؛ خودکارآمدی تحصیلی؛ سازگاری تحصیلی؛ پیشرفت تحصیلی پایین | ||
| عنوان مقاله [English] | ||
| The effectiveness of Social competence training based on Felner’smodel on Academic self-efficacy and Academic adjustment in Students with poor academic achievement | ||
| نویسندگان [English] | ||
| Bagher Sardari | ||
| Assistant Professor, Azad University, khoy, Iran | ||
| چکیده [English] | ||
| Abstract The present study was conducted to determine the effectiveness of social competence training based on Felner’s model on academic self-efficacy and adjustment in students with poor academic achievement. The study has a quasi-experimental, pretest-posttest design with a control group. The statistical population consisted of all the 4000 male high school students in the city of Chaypareh, Iran, in academic year 2019-20. A total of 30 students were selected by convenience sampling according to the inclusion and exclusion criteria. Data were collected using the Adjustment Inventory for School Students (AISS) and the Morgan-Jinks Student Efficacy Scale (MJSES). According to the results, it can be argued that social competence training has had a significant effect on increasing academic self-efficacy and reducing the mean academic adjustment in the trial group and led to improvement in the students’ academic self-efficacy and adjustment. Introduction Poor academic achievement depends on many factors, one of which is academic self-efficacy. Academic self-efficacy refers to the individual’s confidence in his ability to perform certain academic tasks (Zhen et al., 2017). The framework for understanding how students' academic self-efficacy affects their academic achievement is rooted in Bandura's Social Cognitive Theory (SCT) (1997, as quoted by Doménech et al., 2017). Experts have also pointed out that academic self-efficacy is an important factor in improving academic adjustment (Bassi, Steca and Delle Fave, 2018).Various studies have been conducted with powerful findings targeting the improved performance of students with poor academic achievement, and one of the latest approaches in this field is social competence training. Studies on this subject have proposed that social competence can predict the level of self-efficacy very effectively (Rodgers, Markland, Selzler, Murray, & Wilson, 2014; Slavkovská, et al., 2014). Studies conducted by Laktarash et al. (2019) and Falahati (2018) have also shown that social competence training improves the mean scores of communication skills and social self-efficacy and adjustment significantly. Given all the above, the present study was conducted to find an answer to the question of whether social competence training based on Felner’s model affects academic self-efficacy and adjustment in students with poor academic achievement. The study hypotheses included: (1) Social competence training based on Felner’s model influences academic self-efficacy in students with poor academic achievement; (2) Social competence training based on Felner’s model influences academic adjustment in students with poor academic achievement. Methods This quasi-experimental, pretest-posttest, controlled study was conducted on a statistical population consisting of all the 4000 male high school students of Chaypareh, Iran, in academic year 2019-20. One out of the eight high schools in this town was randomly selected, and 30 students from that school who were willing to participate in the study and met the inclusion and exclusion criteria were selected and randomly assigned to the trial and control groups. The Adjustment Inventory for School Students (AISS) developed by Sinha & Singh in 1993 was used to measure the students’ academic adjustment (Esmaeelpour & Farzaneh, 2018). In another study, Hamid, Veisi and Sajadi (2013) confirmed the construct validity of the scale and reported its reliability coefficient as 0.81. The Morgan-Jinks Student Efficacy Scale (MJSES) designed by Jinks and Morgan in 1999 and standardized in Iran by Mazaheri & Sadeghi (2015) was used to assess the students’ academic self-efficacy. Morgan and Jinks confirmed the construct validity of the scale and reported its reliability coefficient as 0.82 (Mashayekhi-Dowlatabadi and Mohammadi, 2014). The social competence training package designed by Beyrami, Hashemi Nosratabad, Badri Gergeri & Dabiri (2016) based on the model by Felner et al. was used for the training intervention. After the selection and random assignment of the participants, both groups completed AISS and MJSES as the pretest under similar temporal and spatial conditions. The trial group then received the social competence training program based on Felner’s model, given by the researcher over twelve 75-minute sessions. Finally, the participants in both groups completed AISS and MJSES as the posttest. The results were analyzed in SPSS using multivariate covariance analysis (MANCOVA) after ensuring that the assumptions hold for the data. Results The MANCOVA was used to assess the first hypothesis of the study. Before this test, the assumptions of covariance analysis were assessed. First, the normal distribution of the data was investigated using the Shapiro-Wilk test, and the results revealed the normal distribution of the data on academic self-efficacy and its dimensions. Then, the assumptions of homogeneity of variances were assessed using Levene’s test and the homogeneity of the variance-covariance matrix using Box’s M test. The results confirmed that the assumptions of homogeneity of the variances and homogeneity of the variance-covariance matrix hold for academic self-efficacy and its dimensions. Given the significance of Wilks’ Lambda test, the results of the multivariate tests in the two groups with regard to academic adjustment showed that social competence training based on Felner’s model is effective on academic self-efficacy in students with poor academic achievement. Table (1) shows the results of examining the homogeneity assumptions of the regression line slope and the linear relationship between the covariate and the dependent variable, which suggest that these assumptions hold for the dimensions of academic self-efficacy. Table (1) also shows that social competence training based on Felner’s model has caused a significant difference between the groups in the dimensions of talent (F=11.04, h2=0.306), effort (F=14.47, h2=0.367), and context (F=8.23, h2=0.248). The MANCOVA was used to find an answer to the second hypothesis of the study. Just as in the first assumption, the assumptions of this test were assessed before performing the ANCOVA. First, the normal distribution of the data was investigated using the Shapiro-Wilk test, and the results showed that the assumption of normal distribution of the data holds for academic adjustment. Then, the assumptions of homogeneity of variances were assessed using Levene’s test and the homogeneity of the variance-covariance matrix using Box’s M test. The results of these two tests showed that the assumptions of homogeneity of variances and homogeneity of the variance-covariance matrix hold for academic adjustment and its dimensions. Given the significance of Wilks’ Lambda test, the results of the multivariate tests in the two groups with regard to academic adjustment showed that social competence training based on Felner’s model is effective on academic adjustment in students with poor academic achievement. Table (2) shows the results of examining the homogeneity assumptions of the regression line slope and the linear relationship between the covariates and the dependent variable, which suggest that these assumptions hold for the dimensions of academic adjustment. Table (2) also shows that social competence training based on Felner’s model has caused a significant difference between the groups in the emotional (F=5.68, h2=0.185), training (F=10.16, h2=0.289), and social (F=7.06, h2=0.220) dimensions. Discussion and Conclusion The results on the first hypothesis of the study confirmed the effect of social competence training based on Felner’s model on academic self-efficacy in students with poor academic achievement. To explain this result, it can be argued that academic self-efficacy is one of the most important factors with a prominent role in students’ academic achievement. The results on the second hypothesis confirmed that using social competence training based on Felner’s model has an effect on academic adjustment in students with poor academic achievement. To explain this finding, it can be argued that, after the social competence training intervention, the changes in social adjustment in different directions showed a significant difference between the trial and control groups. The limitations of this study included the lack of access to the students due to schools closing, which rendered the follow-up of the results impossible.Teachers are recommended to consider social competence training as a way for improving academic self-efficacy and adjustment in students with poor academic achievement. | ||
| کلیدواژه‌ها [English] | ||
| Social Competence, Academic Self-Efficacy, Academic Adjustment | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Adib, Yousef., Rezaei, Akbar., Sobhi Laleh, Sedigheh. (2013). Investigating the relationship between cognitive styles (context-dependent, context-independent) with learning and study methods among third grade female students of theoretical high schools in Tabriz in the academic year of 2009-2010. Journal of Education and Evaluation, 5 (20), 92-77. (Text in Persian). Allameh, emotion. (2017). The effect of teaching desirable social skills on aggression, self-efficacy in interaction with peers and social competence of elementary school male students with aggressive behaviors in Ahvaz. Master Thesis, Shahid Chamran University of Ahvaz. (Text in Persian). Ansong, D., Eisensmith, S. R., Okumu, M., & Chowa, G. A. (2019). The importance of self-efficacy and educational aspirations for academic achievement in resource-limited countries: Evidence from Ghana. Journal of Adolescence, 70, 13-23. Artino, A. R. (2012). Academic self-efficacy: from educational theory to instructional practice. Perspectives on Medical Education, 1(2), 76-85. Bassi, M., Steca, P., Delle Fave, A. (2018). Academic Self-Efficacy. In: Levesque R.J.R. (eds) Encyclopedia of Adolescence. Springer, Cham. Beyrami, Mansour., Moradi, Alireza. (2007). The effect of social skills training on students' social adequacy (Flanner model). New Psychological Research, 1 (4), 67-47. (Text in Persian). Beyrami, Mansour., Hashemi Nosratabad, Touraj., Badri Gargari, Rahim., Dabiri, Solmaz. (2017). The effectiveness of Flenner's social adequacy training on social adjustment of bullying students according to the type of orientation of social goals. Journal of Clinical Psychology Studies, 6 (23), 24-1. (Text in Persian). Credé, M., & Niehorster, S. (2012). Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences. Educational Psychology Review, 24(1), 133-165. Dabiri, Solmaz., Beyrami, Mansour., Hashemi Nosratabad, Touraj., Badri Gargari, Rahim. (2017). The effectiveness of Flenner's social adequacy training on resilience and victimization of bullying students. Consulting Research, 15 (59), 141-119. (Text in Persian). Daniel, Bridget and Wessel, Sally. (2014). Measuring and strengthening the resilience of vulnerable children. Translated by Bahram Joo Kar, Maryam Razmjoui, Marjan Haghneghdar. Tehran: Danjeh Publishing. (Text in Persian). Delaware, Ali. (2020). Probabilities and Applied Statistics in Psychology and Educational Sciences (with revisions and additions). Tehran: Roshd Publications. (Text in Persian). Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs. Frontiers in psychology, 8, 1193. doi:10.3389/fpsyg.2017.01193 Domitrovich, C. E., Durlak, J. A., Staley, K. C. and Weissberg, R. P. (2017). Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Dev, 88, 408-416. Elijah, D. W., and Madeira, J. M. (2013). Efeitos da intervenção social cognitiva para a melhoria da competência social e do sucesso escolar em alunos de escola primária inglesa: estudo de caso?. Saber Educar, 18, 94–105. Falahati, Zahra. (1397). Evaluation of the effectiveness of social competency training on adjustment, academic help-seeking behavior and academic vitality of students with learning disabilities. Master Thesis, Persian Gulf University. (Text in Persian). Franco, M. d. G., Beja, M. J., Candeias, A., & Santos, N. (2017). Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Frontiers in Psychology, 8, 1376. Jamali, Makieh., Nowruzi, Azita., Tahmasebi, Rahim. (2014). Factors Affecting Academic Self-Efficacy and Its Relationship with Academic Success in Students of Bushehr University of Medical Sciences in 2013-2014. Iranian Journal of Medical Education, 13 (1), 641-629. (Text in Persian). Gol Mohammadnejad Bahrami, Gholamreza, Asgharzadeh, Vajiheh (2021). The effectiveness of teaching critical thinking in academic self-efficacy and learning styles of female high school students. Journal of New Educational Thoughts, 16 (57), 89-115. (Text in Persian). Hazan Liran, B., Miller, P. (2019). The Role of Psychological Capital in Academic Adjustment Among University Students. J Happiness Stud, 20, 51–65. Hamid, Najmeh., Veisi, Shobo., Sajjadi, Fatemeh. (2014). The effectiveness of family therapy with religion-based cognitive-behavioral model on family performance on adjustment and academic performance of high school male students in Ahvaz. Journal of Religious Psychology, 6 (3), 52-39. (Text in Persian). Ismailpour, Khalil., Farzaneh, Akram. (2019). Predicting students' emotional and academic adjustment based on the functional dimensions of the family. Journal of Education and Evaluation, 11 (34), 118-103. (Text in Persian). Khoynejad, Gholamreza, Rajaei, Alireza, Nazemi, Seyed Mohammad Reza. (2021). The effectiveness of academic self-efficacy training on injuries and academic success of high school students. Journal of New Educational Thoughts, 16 (57), 191-212. (Text in Persian). Kim, H. Y. (2014). The effects of Korean early adolescent’s perceived parental empathy on school adjustment: The mediation effects of self-regulation and self-efficacy. Doctoral dissertation, Texas Tech University. Lak Tarash, Musa., Klorozi, Fatemeh., Prophecy, Seyed Amir Hossein. (2020). Investigating the effect of social adequacy training based on Flenner model on skills. Communication and social adjustment of psychiatric ward nurses in selected AJA hospitals. Military Care Sciences, 6 (2), 126-116. (Text in Persian). Leduc, C., & Bouffard, T. (2017). The impact of biased self-evaluations of school and social competence on academic and social functioning. Learning and Individual Differences, 55, 193-201. Magdalenaa, S. M. (2013). Social and emotional competence - predictors of school adjustment. Procedia - Social and Behavioral Sciences, 76, 29–33. Mashayekhi Dolatabadi, Mohammad Reza., Mohammadi, Massoud. (2015). Resilience and spiritual intelligence as predictors of academic self-efficacy in urban and rural students. School Psychology, 3 (2), 225-205. (Text in Persian). Mazaheri, Zeinab., Sadeghi, Ahmad. (2014). Construction and evaluation of validity and reliability of students' academic self-efficacy questionnaire. New Educational Approaches, 10 (2), 80-61. (Text in Persian). Montgomery, S., Gregg, D. H., Somers, C. L., Pernice-Duca, F., Hoffman, A., & Beeghly, M. (2019). Intrapersonal Variables Associated with Academic Adjustment in United States College Students. Current Psychology, 38(1), 40-49. Mohammadi Baghmalai, Haidar., Yousefi, Farideh. (2019). Structural relationship between teacher-student interaction, academic conflict and students' adaptation to school. Journal of Teaching and Learning Studies, 10 (2), 99-75. (Text in Persian). Ofosua Adane, L. (2013). Factors affecting low academic achievement of pupils in kemp methodist junior high school in aburi, eastern region. M.A Thesis, University Of Ghana, Legon. Retrieved from https://pdfs.semanticscholar.org Orpinas, P. (2010). Social Competence. In The Corsini Encyclopedia of Psychology (eds I.B. Weiner and W.E. Craighead). doi:10.1002/9780470479216.corpsy0887 Polakoff B., Clark E. (2017) Social Competence. In: Kreutzer J., DeLuca J., Caplan B. (eds) Encyclopedia of Clinical Neuropsychology. Springer, Cham. Rantanen, K., Eriksson, K., Nieminen, P. (2012). Social competence in children with epilepsy—a review. Epilepsy Behav, 24(3), 295-303. Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: the role of ethnicity, academic and social integration. Higher Education, 63(6), 685-700. Riggio, H. F. (2012). The psychology of self-efficacy. S.L. Britner (Ed.), Self-efficacy in school and community settings, Nova Science, Hauppauge, New York, 1-18. Rodgers, W. M., Markland, D., Selzler, A.-M., Murray, T. C., & Wilson, P. M. (2014). Distinguishing Perceived Competence and Self-Efficacy: An Example From Exercise. Research Quarterly for Exercise and Sport, 85(4), 527-539. Ryan, A. and Shim, S. S. (2008). An exploration of young adolescents' social Slavkovská, M., Mesarosova, M., & Bavolar, J. (2014). Social competencies and self-efficacy in university students. International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM, 1, 373-380. Steinmayr, R. Dinger, F. C. & Spinath, B. (2010). Parents' education and children'sachievement: The role of personality. European Journal of Personality, 24(6), 535- 550. doi: 10.1002/per.755 315. Tavakolizadeh, Jahanshir., Zanganehfar, Ebrahim., Safarzadeh, Somayeh. (2019). The effectiveness of social competency training on increasing self-esteem and reducing shyness of students with multiple disabilities in Ghaen city. Journal of Pediatric Nursing, 4 (4), 8-1. (Text in Persian). Um, M., & Kim, D. H. (2015). The infuence of adolescent physical abuse on school adjustment in South Korea: the mediating effects of perceived parenting types. Children and Youth Services Review, 59: 89-96. White, G. W. (2013). Social-emotional context and academic competence: The mediating effect of self-efficacy (Order No. 1535933). Available from ProQuest Dissertations & Theses Global. Retrieved from https://proxy.library.mcgill.ca Wei, Y., Wang, J., Yang, H., Wang, X., & Cheng, J. (2019). An Investigation of Academic Self-Efficacy, Intrinsic Motivation and Connected Classroom Climate on College Students' Engagement in Blended Learning. Paper presented at the 2019 International Symposium on Educational Technology (ISET). Yar Ali Doosti, Nasser Montazer., Hassanzadeh, Ramadan., Abbasi, Ghodratullah. (2019). Comparison of educational effectiveness of emotional competence and problem solving on perceived self-efficacy of Farhangian University students. Journal of Teaching and Learning Studies, 10 (2), 164-142. (Text in Persian). Zhen, R., Liu, R.-D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, 210-216. | ||
|
آمار تعداد مشاهده مقاله: 616 تعداد دریافت فایل اصل مقاله: 438 |
||
