نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی،‌ گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تربیت دبیر شهید رجایی،‌ تهران، ایران

2 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تربیت دبیر شهید رجایی،‌ تهران،‌ ایران

3 دانشجوی دکتری برنامه‌ریزی درسی،‌ گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز،‌ تبریز، ایران

چکیده

هدف پژوهش، تعیین تأثیر ادراک از محیط یادگیری و درگیری تحصیلی بر عملکرد تحصیلی دانش‌آموزان پسر دوره متوسطه دوم با بررسی نقش میانجیگری خودکارآمدی تحصیلی بود. این پژوهش از نظر هدف کاربردی و از نوع توصیفی- همبستگی بود. جامعۀ آماری پژوهش، همۀ دانش‌آموزان پسر دورۀ متوسطۀ دوم شهر کرج در سال تحصیلی 97- 1396 به تعداد 21125 نفر بود که از این تعداد 380 نفر نمونۀ آماری به شیوۀ نمونه‌گیری تصادفی- خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار سنجش، پرسشنامۀ خودکار آمدی تحصیلی جینکس (1999)، ادراک از محیط یادگیری سوئینی (1994) و درگیری تحصیلی ریو (2011) بود و برای عملکرد تحصیلی از نمرۀ معدل استفاده شد. برای تجزیه‌وتحلیل داده‌ها از مدل معادلات ساختاری با کمک بستۀ آماری برای علوم اجتماعی و نرم‌افزار تحلیل ساختارهای گشتاوری استفاده شد. یافته‌ها نشان داد ادراک از محیط یادگیری، درگیری تحصیلی و خودکارآمدی تحصیلی بر عملکرد تحصیلی تأثیرگذار است (001/0P<). خودکارآمدی تحصیلی میانجیگری معنادار بین تأثیر ادراک از محیط یادگیری و درگیری تحصیلی بر عملکرد تحصیلی دانش‌آموزان بود (05/0P<).مطابق نتایج پژوهش، شناسایی متغیرهای هم‌بسته با عملکرد تحصیلی می‌تواند به مشارکت دانش‌آموزان در فرایند تدریس و افزایش اطمینان دانش‌آموزان برای رسیدن به اهداف تحصیلی منجر گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The effect of perceptions of learning environment and academic engagement on academic performance of secondary school male students: The mediating role of academic self-efficacy

نویسندگان [English]

  • nasrin ozayi 1
  • gholamali ahmadi 2
  • ehsan azimpoor 3

1 PhD Student in Curriculum, Department of Education Sciences, Faculty of Education and psychology, Shahid Rajaee Teacher Training University, Tehran, Iran.

2 Associate Professor, Department of Educational Sciences, Faculty of Education and Psychology, Shahid Rajaee Teacher Training University, Tehran, Iran

3 PhD Student in Curriculum, Department of Education Sciences, Faculty of Education and psychology, Tabriz University, Tabriz, Iran.

چکیده [English]

The purpose of this study was to determine the effect of perception of learning environment and academic engagement on academic performance of secondary school students by examining the mediating role of academic self-efficacy. The research was applied in terms of applied and descriptive - correlation type. The statistical population of the study all male students of second high school in Karaj city in the academic year 1396-1977 in 21125 students of these, 380 individuals were selected through multistage random-cluster sampling. Data were analyzed Structural Equation Modeling with Statistical Package for Social Sciences and Torque Structure Analysis Software. Research measurement instruments included the Self-efficacy Questionnaire Jinks (1999), the Learning Environment Perception Sweeney (1994), and the Academic Engagement Reeve (2011) and The average score was used for academic performance. Results showed that perceptions of learning environment, academic engagement and self-efficacy had significant effect on academic performance (P <0.001). academic self-efficacy was a significant mediator between the impact of perceptions of learning environment and academic engagement with students' academic performance (P <0.05). According to the results of the study, identifying variables related to academic performance can lead to students 'participation in the teaching process and increase students' confidence in achieving their academic goals.

کلیدواژه‌ها [English]

  • Perceptions of learning environment
  • Academic Engagement
  • Academic Performance
  • academic self-efficacy
Anderman, E. M. & Midgley, C. (1997). Changes in achievement goal orientations, perceived         academic competence, and grades across the transition to middle- level         schools. Contemporary Educational Psychology22(3), 269-298.
Abd-Elmotaleb, M. & Saha, S. K. (2013). The Role of Academic Self-Efficacy as a Mediator Variable between Perceived Academic Climate and Academic Performance. Journal of Education and Learning2(3), 117-129.
Asgharnejad, I. Khodapnahi, M. & Heidari, M. (2004). Investigating the Relationship       between Self-Efficacy Beliefs, Control Position and Academic Success, Journal of Psychology, 8 (2), 218-226. [Persian]
Abolmaali, K. Hashemian, K. Anari, F. (2012). The Prediction of Academic Engagement Based on the Components of Classroom Environmental Perceptions among Girl High School Students in Tehran. The Journal of Modern Thoughts in        Education, 7(3), 19-34. [Persian]
Ashoori, J. (2014). Relationship between academic achievement and self-efficacy, critical                thinking, thinking styles and emotional intelligence in nursing students. Avicenna J Nurs Midwifery Care. 22 (3),15-23. [Persian]
Abedini, Y. (2011). Predicting the academic achievement of high school students based on self-efficacy beliefs, socioeconomic status and field of study. Contemporary              Psychology. 6 (2), 57-70. [Persian]
Amini, SH. (2003). Investigating the role of self-efficacy, self-regulation and self-esteem  in the academic achievement of third year high school students majoring in               experimental sciences in Shahrekord. Master Thesis, Tehran Teacher Training University. [Persian]
Akbarpour, Z, M. Ekrami, M. Maleki, H. (2016). Predicting emotional academic engagement and academic self-concept based on social structure - education and perception of educational environments: Investigating the moderating role of education (distance and face-to-face education). Journal of Education and Learning Studies, 8 (1), 69-101. [Persian]
Appleton, J. J. Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology           in the      Schools45(5), 369-386.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, PrenticeHall.
Byars-Winston, A. M. & Fouad, N. A. (2008). Math and science social cognitive variables in
 
college students: Contributions of contextual factors in predicting     goals. Journal of  Career Assessment16(4), 425-440.
Caprara, G. V. Fida, R. Vecchione, M. Del Bove, G. Vecchio, G. M. Barbaranelli, C. & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy             for self-  regulated learning in academic continuance and achievement. Journal of educational psychology100(3), 525.
Chang, D. & cheng Chien, W. (2015, April). Determining the relationship between            academic self-efficacy and student engagement by meta-analysis. In 2015 International Conference on Education Reform and Modern Management. Atlantis Press.
Chaudhary, R. Rangnekar, S. & Barua, M. K. (2012). Relationships between       occupational self- efficacy, human resource development climate, and work engagement. Journal of Team           Performance Management, 18(7), 370 – 383.
Den Brok, P. Fisher, D. Rickards, T. & Bull, E. (2006). Californian science students' perceptions of their classroom learning environments. Educational Research and Evaluation12(1), 3-25.
Dehghanizadeh, M. (2012). Investigating the mediation of self-efficacy in the relationship between family communication patterns and class structure with academic vitality. Master Thesis, Shiraz University. [Persian]
Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist20(3), 553-561.
Esmkhani A, e, Etemadi, A. Nasirnejad, F. (2010). Self-efficacy and its relationship with mental health and academic achievement of female students. Journal of Women and Family Studies, 2 (8), 25-35. [Persian]
Flowers, L. A. Moore, J. L. Flowers, L. O. & Clarke, M. J. (2011). Chapter 4 The Relationship Between Academic Self-Concept and Career Self-Efficacy Among African-American Males in STEM Disciplines at Two Historically Black Colleges and Universities: An Exploratory Study. In Beyond stock stories and folktales: African Americans' paths to STEM fields (pp. 73-83). Emerald Group Publishing Limited.
Fraser, B. J. (2000, January). Improving research on learning environments through international cooperation. In second international conference on science, mathematics and technology            education, Taiwan, ROC.
Fraser, B. (2015). Classroom learning environments. In: Gunstone, R. (Ed.), Encyclopedia of          science education, Springer Netherlands. 154- 157.
Fredricks, J. A. Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research74(1), 59-           109.
Galyon, C. E. Blondin, C. A. Yaw, J. S. Nalls, M. L. & Williams, R. L. (2012). The relationship of academic self-efficacy to class participation and exam performance. Social Psychology of Education15(2), 233-249.
Ghadiri, P. Asadzadeh, H. & Dortaj, F. (2010). Investigating the Relationship between Perception of the Classroom Environment and Goal Orientation with Mathematical Academic Achievement in Third Grade Female High School Students, Educational Psychology (Psychology and Educational Sciences), 6 (19), 115-137. [Persian]
Gholamali, L. M. Ejei, J. & Afshari, M. (2009). The relationship between academic self-efficacy and academic engagement with academic achievement. Psychology, 13 (3), 289-305. [Persian]
Ghaneirad, M. A. (2006). Student Interactions, Motivation and Disciplinary Activism. Quarterlyjournal of Research and Planning in Higher Education12(2), 1-21.
Hannah, R. (2013). The effect of classroom environment on student learning. Honors Theses, Western Michigan University.
Jimerson, S. R. Campos, E. & Greif, J. L. (2003). Toward an understanding of    definitions and measures of school engagement and related terms. The California     School Psychologist8(1), 7-27.
Jinks, J. & Morgan, V. (1999). Children's perceived academic self-efficacy: An  inventory scale. The Clearing House72(4), 224-230.
Karahoca, D. Karahoca, A. Karaoglu, A. Gulluoglu, B. & Arifoglu, E. (2010). Evaluation of web based learning on student achievement in primary school computer courses. Procedia-Social and Behavioral Sciences2(2), 5813-5819.
Karimi, S. (2016). The role of personality traits in academic wellbeing of agricultural students of Bu-Ali Sina University. Journal of Agricultural Education Administration Research, 8(37), 97-109. [Persian]
Karimzadeh, M. & Mohseni, N. (2006) A Study of Academic Self-Efficacy with Academic Achievement in Second Year Female High School Students in Tehran (Mathematics and Humanities). Women's Studies, 4 (2), 29-45. [Persian]
Kareshki, H. Ghalbash, S. & Tatari, Y. (2016). Role of Perception of the Constructivist     Learning Environments on Students' Achievement Goals. New Educational     Approaches  , 11(1), 1-20. [Persian]
Linnenbrink, E. A. & Pintrich, P. R. (2003). The role of self-efficacy beliefs instudent engagement and learning intheclassroom. Reading &Writing Quarterly19(2), 119-137.
Lam, S. F. Jimerson, S. Kikas, E. Cefai, C. Veiga, F. H. Nelson, B. ... & Farrell, P. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an          international study from 12 countries. Journal of school          psychology50(1), 77-94.
Lent, R. W. Brown, S. D. Brenner, B. Chopra, S. B. Davis, T. Talleyrand, R. & Suthakaran, V. (2001). The role of contextual supports and barriers in the choice             of math/science   educational options: A test of social cognitive               hypotheses. Journal of Counseling     Psychology48(4), 474.
Lester, J. Brown Leonard, J. & Mathias, D. (2013). Transfer student engagement: Blurring of          social and academic engagement. Community College Review41(3), 202-222.
Oriol-Granado, X. Mendoza-Lira, M. Covarrubias-Apablaza, C. G. & Molina-López, V. M. (2017). Positive emotions, autonomy support and academic performance of      university              students: the mediating role of academic engagement and self-          efficacy. Revista de             Psicodidáctica (English ed.)22(1), 45-53.
Meyers, L.S. Gamst, G. & Guarrino, A.J. (2006). Applied multivariate research: design   and         interpretation. Thausand Oaks, London: SAGE publications.
Mesurado, B. Richaud, M. C. & Mateo. N. J. (2016). Engagement, flow, self-efficacy, and              eustress of university students: a cross-national comparison between the    Philippines and    Argentina. Journal of Psychology, 150 (3), 281-299.
Moradi, M. (2017). Presenting a causal-experimental model of the role of mediation in      academic interaction in relation to academic self-efficacy beliefs and academic          self-esteem with academic well-being in high school adolescents. Journal of          Teaching and Learning Studies, 9 (1), 68-90. [Persian]
Mohsenpour, M. Hejazi, A. & Kiamanesh, A. (2007). The role of self-efficacy, achievement goals, learning strategies and sustainability in academic achievement   in the mathematics course of third year high school students (mathematics) in          Tehran. Journal of Educational Innovations, 5 (11), 9-35. [Persian]
Moradi, N. Hajiyakhchali, A. Morovati, Z. (2015). Investigating the Causal Relationship  of Time Management and Perceived Social Support with Psychological Well-              Being and Academic Performance. Journal of Psychological Achievements, 22(1), 209-226. [Persian]
Moradi, M. Dehghanizadeh, M. & Soleimani Khashab, A. (2015). Perceived social            support and academic vitality; The mediating role of academic self-efficacy beliefs. Journal of Education and Learning Studies, 7 (1), 1-24. [Persian]
Middleton, M. J. Kaplan, A. & Midgley, C. (2004). The change in middle school students’ achievement goals in mathematics over time. Social Psychology of          Education7(3), 289-311.
Morovati, Z. & Cheraghi, A. (2015). Identifying the components of Effective learning       environments based on health students' perception. Education Strategies in          Medical Sciences, 8(4), 261-268.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the              elementary, middle, and high school years. American educational research     journal37(1), 153-184.
Morovati, Z. & Cheraghi, A. (2015). Identifying the components of Effective learning environments based on health students' perception. Education Strategies in          Medical Sciences, 8(4), 261-268.
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in   learning and achievement. Journal of educational psychology92(3), 544- 555.
Papa, L. P. (2015). The impact of academic and teaching selfefficacy on student engagement and academic outcomes. A thesis submitted in partial fulfillment   of the requirements for the degree of Educational Specialist in Psychology. Utah State University.
Robbins, S. B. Lauver, K. Le, H. Davis, D. Langley, R. & Carlstrom, A. (2004). Do           psychosocial and study skill factors predict college outcomes? A meta-         analysis. Psychological bulletin130(2), 261- 288.
Radovan, M. & Makovec, D. (2015). Relations between students’ motivation, and             perceptions           of the learning environment. Center for Educational Policy Studies            Journal5(2), 115-              138.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on Student engagement. New York: Springer.
Rabbani, Z. Talepasand, S. Rahimianboogar, E. Mohammadifar, M. (2017). Relationship Between Classroom Social Context and Academic Engagement: The       Mediation Roles of Self-System Processes, Academic Motivation and Emotions. , 14(53), 37-51. [Persian]
Rahmani, S. (2013). Causal Relationships between Orientation of Academic Achievement and Performance Goals with Mediation of Self-Efficacy, Learning and        Metacognition Styles in Undergraduate Students of Shahid Chamran University of             Ahvaz, PhD Thesis, Faculty of Educational Sciences, Shahid Chamran University      of Ahvaz. [Persian]
Reeve, J. & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement        during learning activities. Contemporary Educational Psychology36(4), 257-267.
Rumberger, R. W. (2001). Why students drop out of school and what can be done.
Salanova, M. Schaufeli, W. Martínez, I. & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, stress & coping23(1), 53-70.
Saeki, E. & Quirk, M. (2015). Getting students engaged might not be enough: The importance of psychological needs satisfaction on social-emotional and behavioral functioning           among early adolescents. SocialPsychologyofEducation18(2), 355-371.
Savari, K. (2013). study investigates the prevalence of academic procrastination among    boys & girls students of ahwaz payam-e-noor university. Social Cognition             Quarterly, 1(2). 63-64.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational          psychologist26(3-4), 207-231.
safaie, M. mohamad rezaie, A. khosravi, M. mahdavi gharavi, M. bahramiyan, T. (2012). The Standardization of Learning Environment Perceptions Survey (PES-HS). Journal of Educational Psychology Studies, 9(16), 112-130. [Persian]
Safari, S. Shirbagi, N. Rezaei, K. (2013). The role of academic self-efficacy in    relationship with students’ achievement and teachers’ self-efficacy in teaching             natural science as inquiry. Research in Teaching, 1(1), 81-93. [Persian]
Sadoughi M. (2018). The Relationship between Academic Self-Efficacy, Academic           Resilience, Academic Adjustment, and Academic Performance among Medical   Students. Educ Strategy Med Sci,11 (2),7-14. [Persian]
ShariatPanah, S. Mashhadi, A. (2015). The Role of Implicit Intelligence Theories in           Educational Improvement of High School Students. Research in School and              Virtual Learning, 2(6), 81-90. [Persian]
Seif, D, Marzooqi, R. (2008). The relationship between the dimensions of            epistemological beliefs and self-efficacy with the academic performance of middle               school students in the course of experimental sciences. Behavior Scholar, 15 (33), 1-14. [Persian]
Seif, A. (2014). Modern Educational Psychology: Psychology of Learning and Teaching. Tehran: Doran Publishing. [Persian]
samavi, S. ebrahimi, K. javdan, M. (2017). Relationship between Academic         Engagements, Self-efficacy and Academic Motivation with Academic         Achievement among High School Students in Bandar Abbas. Biquarterly Journal              of Cognitive Strategies in Learning, 4(7), 71-92. [Persian]
Sweeney, J. Sorensen, C. & Kemis, M. (1994). Partnersin education studentsurvey: Middle/ highschool.
Tomaszek, K. (2017). Wielowymiarowość zaangażowania uczniów w aktywności             szkolne. Psychologia Rozwojowa22(1), 29-45.
Ugwu, F. O. Onyishi, I. E. & Tyoyima, W. A. (2013). Exploring the relationships               between academic burnout, self-efficacy and academic engagement among Nigerian college students. An online Journal of the African EducationalResearch Network, 13(2), 37-45.
Wang, M. T. & Eccles, J. S. (2013). School context, achievement motivation, and              academic engagement: A longitudinal study of school engagement using a multidimensional perspective.  Learning and Instruction28, 2-23.
Wang, M. T. & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth     problem behaviors, and school dropout during adolescence. Child            development85(2), 722-737.
Wang, M. T. & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American educational      research journal47(3), 633-662.
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 Differences54, 210-216.
zenalipur, H. zarei, A. zandiniya, Z. (2009). General and academic self-efficacy of             students and its relationship with academic performance. Journal of Educational Psychology Studies, 6(9), 13-28. [Persian]