پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,734 |
| تعداد مشاهده مقاله | 12,750,375 |
| تعداد دریافت فایل اصل مقاله | 9,073,714 |
تدوین مدل رفتار سکوت کلاسی مبتنی بر سبک های فرزندپروری و مهارت های اجتماعی با واسطه گری ترس از ارزیابی منفی در دانش آموزان | ||
| اندیشه های نوین تربیتی | ||
| مقاله 6، دوره 19، شماره 4 - شماره پیاپی 70، دی 1402، صفحه 143-161 اصل مقاله (670.88 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.38631.3475 | ||
| نویسندگان | ||
| زهرا خلیلی گشنیگانی1؛ عزت اله قدم پور* 2؛ سیمین غلامرضایی3 | ||
| 1دانشجوی دکتری روان شناسی تربیتی، گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. | ||
| 2استاد گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. | ||
| 3استادیار گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. | ||
| چکیده | ||
| هدف این پژوهش، تدوین مدل رفتار سکوت کلاسی مبتنی بر سبک‌های فرزندپروری و مهارت‌های اجتماعی با واسطه‌گری ترس از ارزیابی منفی در دانش-آموزان بود. روش پژوهش حاضر، همبستگی و از نوع مدل معادلات ساختاری بود. جامعۀ آماری پژوهش شامل تمامی دانش آموزان دختر پایۀ ششم شهرستان شهرکرد به تعداد 4800 نفر بود که به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای 340 نفر به‌عنوان نمونه پژوهش انتخاب شدند. ابزار گرداوری داده ها شامل رفتار سکوت کلاسی بهنام فر و همکاران (1394)، مهارت‌های اجتماعی گرشام و الیوت و ترس از ارزیابی منفی لیری و همکاران بود. برای تجزیه‌وتحلیل داده‌های پژوهش از آزمون های همبستگی و شاخص های برازش با استفاده از نرم‌افزار SPSS و AMOS استفاده شد. نتایج پژوهش نشان داد که مدل‌های اندازه‌گیری به سطح مطلوبی از برازش دست یافته است. مهارت‌های اجتماعی و سبک فرزند پروری مقتدر اثر علّی و مستقیم بر رفتار سکوت کلاسی دارند. همچنین ترس از ارزیابی منفی توانسته است بین مهارت های اجتماعی و سبک فرزندپروری سهل گیرانه میانجیگری کند. پس با توجه به نتایج مهارت های اجتماعی و سبک های فرزندپروری نقش عمده‌ای در شکل‌گیری رفتار سکوت کلاسی دارند؛ پس توجه به این دو سازه از اهمیت بالایی برخوردار است. | ||
| کلیدواژه‌ها | ||
| رفتار سکوت کلاسی؛ مهارت-های اجتماعی؛ ترس از ارزیابی منفی؛ دانش آموزان | ||
| عنوان مقاله [English] | ||
| The relationship of psychological entitlement and religious orientation with life satisfaction in students with symptoms of academic procrastination: The mediating role of psychological well-being | ||
| نویسندگان [English] | ||
| Zahra Khalili Geshnigani1؛ Ezatollah Ghadampour2؛ Simin Gholamrezaei3 | ||
| 1PhD Student in Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| 2Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| 3Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| چکیده [English] | ||
| The aim of this research was to develop a class silence behavior model based on parenting styles and social skills with the mediation of students' fear of negative evaluation. We used correlational and structural equation model methods. The statistical population of the study included all 4800 sixth grade female students of Shahrekord city, 340 of whom were selected as the research sample using a multi-stage cluster random sampling method. Data were collected using Behnamfar et al.'s Class Silence Behavior Questionnaire, Gresham and Elliott's Social Skills Rating System, Bori et al.'s Perceived Parenting Styles Questionnaire and Leary et al.'s Fear of Negative Evaluation Scale. The data were analyzed using correlation tests and fit indices in SPSS and AMOS software. The results showed that the model achieved an optimal level of fit. Also, social skills and authoritative parenting style had a causal and direct effect on class silence behavior. Also, the fear of negative evaluation mediated between social skills and permissive parenting style. Therefore, according to the results, social skills and parenting styles played a major role in the formation of class silence behavior; therefore, they need special attention at schools. Introduction A significant part of life's challenges pertain to studying, a period which deeply affects one’s whole life. Among these challenges are poor grades, high stress levels, threats to self-confidence, academic pessimism, reduced participation in class activities, decreased or increased motivation and interaction with classmates, teachers, and self-efficacy (Chon and Shin, 2019). Class silence can be defined as a lack of inclusive participation in the education process, failure to participate in class discussions and reduced class questions and answers (Mangual, 2017). Jia et al. (2022) claimed that learners’ silence indicate their emotional and behavioral states and their indifference to the educational content. Class silence can be a practice of non-participation, which is considered a destructive behavior by nature and often causes negative feelings among students. One of the antecedents of class silence behavior is perceived parenting styles. Parenting styles play an important role in increasing self-esteem, self-efficacy and competence of a person in academic achievements, which increase a person's class activities and decrease their silent behavior in the classroom (Wyrick & Rudasil, 2007; Araban, et al., 2018). Another antecedent related to class silence behavior is social skills (Shernoff et al., 2014). Social skills are a set of behaviors that allow students to initiate and maintain satisfactory and interpersonal relationships, participate in accepting and communicating with peers, and effectively deal with problems (Rutherford et al., 2004). Fear of negative evaluation can cause class silence behavior among students (Tomlinson, 2014). Man is a social being and needs interaction and social connection with others in all aspects of life, but sometimes this social connection is disturbed, and the factors affecting it should be identified (Halper and Rios, 2019). Abbasi et al. (2019) concluded that teaching social skills reduces class silence, fear of negative evaluation, and shyness. Hudson and Rapee (2001) found authoritarian parenting style to directly predict fear of negative evaluation and social anxiety, and indirectly predict fear of negative evaluation. Research in the field of class silence in Iran is nascent, and its underlying cause has not been determined in our educational system, and it does not create meaningful learning among students (Behnamfar, 2014). Therefore, the current research aimed to develop a model of class silence behavior based on parenting styles and social skills with the mediation of students' fear of negative evaluation to identify such factors. Methodology This practical research used a structural equation model correlation. The statistical population of this research included all 4800 female students of the sixth grade of Shahrekord city in the academic year of 2021-2022. Samples were selected through multi-stage cluster random sampling method. Students with one standard deviation higher than the average in the class silence behavior questionnaire were identified and 320 students were selected for data analysis as the research sample. The instruments used are Behnamfar et al.'s Class Silence Behavior Questionnaire (2014) with a reliability of 0.87, Bori's Perceived Parenting Styles Questionnaire with Cronbach's alpha coefficient for authoritative, permissive and authoritarian, respectively 0.86, 0.76 and 0.84. , Fear of Negative Evaluation Scale by Leary et al. (1983) with a reliability of 0.94 and Social Skills Rating System by Gresham and Elliott with Cronbach's alpha coefficient of 0.86, 0.86, and 76. 0 and 0.80 for self-control, empathy, self-expression and cooperation, respectively. Results To check the normality of the data, the skewness and kurtosis tests were used, and the results showed that all the research variables were normally distributed (P<0.01). Also, a significant relationship was observed between all the research variables, and after the normality and significant relationship of the research variables, the direct and indirect standard coefficients between the research variables were examined. Among the parenting styles, only the authoritarian style had a negative and significant effect (14%) on the class silence behavior (t-value=2.15, Sig<0.05). This is while authoritarian and permissive styles had no significant effect on class silence behavior. Also, social skills negatively and fear of negative evaluation positively affected class silence behavior with coefficients of 0.35 and 0.44, respectively (Sig<0.05). The results show that fear of negative evaluation cannot affect authoritative parenting styles to mediate class silence behavior (Sig>0.05), but they could indirectly and negatively affect class silence behavior through fear of negative evaluation between the permissive and authoritarian styles with a coefficient of 0.18 and 0.21, (Sig<0.05). The output of Amos software for the hypothesis test is presented in Figure 1. As seen in Figure 1, all the fitness indices are at favorable levels, so the operational model of the research has a suitable meaningful structure. Discussion and conclusion Our results showed that social skills had a causal and direct effect on class silence behavior, and social skills had a causal and indirect effect on class silence behavior through fear of negative evaluation, which agrees with the findings of Abbasi et al. (2019) and Rotsaert et al. (2017). Social skills help teenagers not be afraid of negative evaluation, contribute more, not remain silent and isolated, and be an active member in the classroom. Those with higher social skills express themselves in any field and job, and express sympathy and cooperation with people in new environments, so they are less prone to social isolation and are always present in the crowd. They are less silent (Jia et al., 2022). Another result of the research is the causal and direct effect of authoritative parenting style on class silence behavior, which is consistent with Araban et al.'s research results (2018). Parenting style is one of the important factors in developing social skills and sense of participation among students. Researches have shown that the inevitable effect of lack of intimacy, affection and trust towards parents is a major barrier to other social and academic functions of students. In those interventions that improve parent-child relationship, the effectiveness of the interventions that improve these relationships clarifies students’ increasing self-confidence and higher tendency to participate in class discussions. Students are one of the great capitals of any country that require adoption of appropriate programs for their growth and education. Holding parenting workshops for parents and informing them about parenting styles rearing can help a lot in this regard. Also, the student's social skills are formed in relation to their friends and family. Holding seminars, school plays, reading stories and poetry, especially in elementary schools, can be beneficial. It is also suggested that future studies investigate gender roles. The most important limitation of the present study was the COVID pandemic, which made it difficult to access the samples in person, however, after the necessary checks, the schools were referred to when students were present part-time at school. | ||
| کلیدواژه‌ها [English] | ||
| Class silence behavior, Social skills, Fear of negative evaluation, Students | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abbasi M, Maleki M, Romanian S, Aalipour K. (2020) Investigate the effect of social skills training on reducing classroom silence, fear of negative evaluation and shyness of female students. Educ Strategy Med Sci; 13 (4) :306-315 (Text in Persian) Amraei, M., Khodaei, A., Shokri, O., Garavand, F., Tolabi, S., (2011). Standardization, Validity and Reliability of the Brief Fear of Negative Evaluation Scale for 12-18 Years Old Adolescents in Tehran. Journal of Psychological Studies, 7(1), 65-96. https://doi.org/10.22051/psy.2011.1557 (Text in Persian) Amir, N., & Beard, C., (2010). Negative Interpretation Bias Mediates the Effect of Social Anxiety on State Anxiety. Cognitive Therapy & Research, 34, 3, 292-296. Araban, S., Romain, S., & Sepahvand, E. (2018). Identifying Classroom Silence in Primary School Students in Khorramabad: A Phenomenological Approach. The Journal of Theory and Practice in Teachers Education, 4(6), 44-61. https://dorl.net/dor/20.1001.1.26457156.1397.4.6.3.8 (Text in Persian) Behnam far R. (2014). Modern Reticence. Iranian Journal of Medical Education 14 (9) :829-830 (Text in Persian) Behnamfar, Reza. (2014). Poverty of extracurricular study, cognitive construction and classroom silence. Iranian Journal of Education in Medical Sciences. 15: 56-54. (Text in Persian) Behnamfar R, Zameni F, Enayati T. (2015). Effect of Dissatisfaction with Academic Field on Class Silence Behavior. Educ Strategy Med Sci. 8 (3) :145-149 (Text in Persian) Buri, J. P. (1991). An instrument for the measurement of parental authority prototypes. Paper presented at the Annual Meeting of the Midwestern Psychological Association. Available: http//eric.ed.gov/ED 306 471 Buri, J. P. (1991). An instrument for the measurement of parental authority prototypes. Paper presented at the Annual Meeting of the Midwestern Psychological Association. Available: http//eric.ed.gov/ED 306 471 Button, Katherine S., Kounali, Daphne. (2015). Fear of Negative Evaluation Biases Social Evaluation Inference: Evidence from a Probabilistic Learning Task. PLoS One. 2015; 10(4): PMC4390305. https://doi.org/10.1371/journal.pone.0119456 Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62-75. https://psycnet.apa.org/doi/10.1016/j.lindif.2019.01.007 Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113, 487-496. https://psycnet.apa.org/doi/10.1037/0033-2909.113.3.487 Darling-Churchill, K. E., & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1-7. https://psycnet.apa.org/doi/10.1016/j.appdev.2016.02.002 Erbay, f., Arslan, E., & Çagdas, A. (2011). An analysis of the effects of communication skills training provided to the mothers of Six-Year-Old Children on the social skills of Children. US-China Education Review, 8, Grusec, J.E., & Davidov, M. (2007). Socialization in the family: The roles of parents. Halper, L. R., & Rios, K. (2019). Feeling powerful but incompetent: Fear of negative evaluation predicts men’s sexual harassment of subordinates. Sex Roles, 80(5-6), 247-261. https://psycnet.apa.org/doi/10.1007/s11199-018-0938-0 Hamedani, M.G., & Darling-Hammond, L. (2015). Social emotional learning in high school: How three urban high Schools engage, educate, and empower youth. Retrieved October 30, 2016, From http://edpolicy. stanford. edu/publications/pubs/1310. Hanh, N. T. (2020). Silence Is Gold?: A Study on Students' Silence in EFL Classrooms. International Journal of Higher Education, 9(4), 153-160. Hillstrom, K. A. (2009). Are acculturation and parenting style related toacademic achievement among Latino students? A Dissertation Presented for theDegree Doctor of education, University of Southern California Hosseini, M. (2017). Sazvari, the theory of constructionism in the curriculum with an approach based on educational silence. Master's thesis of Alzahra University. (Text in Persian) Hossein Nejad, Mohammad; Abdullahzadeh, Hikmatullah. (2014). The role of parenting in the socialization of middle school students (socio-cultural approach). Education, 122. (Text in Persian) Hyland, l. (2014). National University of Ireland – Maynooth . Jia, Y., Yue, Y., Wang, X., Luo, Z., & Li, Y. (2022). Negative silence in the classroom: A cross-sectional study of undergraduate nursing students. Nurse education today, 109, 105-221. https://doi.org/10.1016/j.nedt.2021.105221 Lin, H., Zeng, X., Zhu, J., Hu, Z., Ying, Y., Huang, Y., & Wang, H. (2021). Application of the Inverted Classroom Model for Teaching Pathophysiology to Chinese Undergraduate Medical Students: Usability Study. JMIR Medical Education, 7(2), 243-58. https://doi.org/10.2196%2F24358 Lu, X., & Zhang, X. (2020). Psychological factors and coping strategies of negative silence in college students’ classrooms [J]. High. Educ, 05, 59–63. Mangual Figueroa, A. (2017). Speech or silence: Undocumented students’ decisions to disclose or disguise their citizenship status in school. American Educational Research Journal, 54(3), 485-523. https://doi.org/10.3102/0002831217693937 McEvoy, P. M., Saulsman, L. M., & Rapee, R. M. (2018). Imagery-enhanced CBT for social anxiety Meshkibaf Moghadam, Z., Cherabin, M., Akbari, A., & Davoodi, A. (2020). The Semiotic Analysis of Silence in Class Management. Foundations of Education, 9(2), 67-84 https://doi.org/10.22067/fedu.v9i2.79854 (Text in Persian) Owens, J., Erika, K., Holdaway, M. L., Himawan, M., Mixon, M., Theresa, E., et al. (2018). Consultation for Classroom Management and Targeted Interventions. Journal of Emotional and Behavioral Disorders, 1-14 https://doi.org/10.1177/1063426618795440 Pakdaman, S., & Mortazavi Nasiri, F. S. (2014). perceived parenting styles and fear of negative evaluation: a comparison of gifted and normal adolescent girls., 10(39), 249-262. (Text in Persian) Primi, R., Santos, D., John, O. P., & De Fruyt, F. (2016). Development of an inventory assessing social and emotional skills in Brazilian youth. European Journal of Psychological Assessment. https://psycnet.apa.org/doi/10.1027/1015-5759/a000343 Raudino, A., Fergusson, D. M., & Horwood, L. J. (2013). The quality of parent/child relationships in adolescence is associated with poor adult psychosocial adjustment. Journal of Adolescence, 36 (2), 331-340. https://doi.org/10.1016/j.adolescence.2012.12.002 Raufelder, F & Ringeisen, S. (2016). Associations of student- temperament and educational competence with academic achievement. The role of teacher and student gender. Teacher and Education Journal, 27 (5), 242- 251. Renero-Hannan, B. (2018). In the Wake of Insurgency: Testimony and Politics of Memory and Silence in Oaxaca. In The University os Michigan Rotsaert, T., Panadero, E., Estrada, E., & Schellens, T. (2017). How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders. Studies in Educational Evaluation, 53, 29-40. http://dx.doi.org/10.1016/j.stueduc.2017.02.003 Scholder, T. (2018). We, The Undersigned Members of The Dissertatation Committee Shernoff, David J., Csikszentmihalyi, M., Shneider B., Shernoff Elisa S. (2014). Student engagement in highschool classrooms from the perspective of flow Simons, L. G, Conger, R. D.(2007) Linking mother-father differences in parenting to a typology of familyparenting styles and adolescent outcomes. Journal Fam Issues; 28(2), 218-22. http://dx.doi.org/10.1177/0192513X06294593 Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of Wibrowski, C. R., Matthews, W. K., & Kitsantas, A. (2017). The role of a skills learning support program on first-generation college students’ self-regulation, motivation, and academic achievement: A longitudinal study. Journal of College Student Retention: Research, Theory & Practice, 19(3), 317-332. https://psycnet.apa.org/doi/10.1177/1521025116629152 Wyrick, A. J. & Rudasill, K. M. (2009). Parent Involvement as a predictor of Zhu, Z., Chen, L., & Jin, Z. (2017). Analysis of factors influencing college students’ classroom silence–based on the perspective of implicit theory [J]. Univ. Educ. Sci, 6, 50–56. Zokaeifar, A., & mousazadeh, T. (2020). The Role of Parental Parenting Styles in Predicting Social Development of Preschool Children 5 and 6. Social Psychology Research, 10(37), 87-100. https://doi.org/10.22034/spr.2020.109698 (Text in Persian) | ||
|
آمار تعداد مشاهده مقاله: 253 تعداد دریافت فایل اصل مقاله: 230 |
||
