دوفصلنامه روانشناسی خانواده

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رابطه‌ انسجام خانواده، حمایت تحصیلی و تاب‌آوری تحصیلی با پیوند با مدرسه و مؤلفه‌های آن

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دانشگاه شهید چمران اهواز

چکیده

: پیوند با مدرسه به ارتباطات دانش‌آموز با مدرسه و دیگر جنبه‌های زندگی اشاره دارد. این سازه، بازنمایی از حس دلبستگی و تعهد دانش‏آموز نسبت به مدرسه است و در برگیرنده تجربه‌های دانش‏آموز از مورد توجه قرار گرفتن در مدرسه و داشتن حس نزدیکی به کارکنان و محیط مدرسه است. هدف پژوهش حاضر بررسی رابطه انسجام خانواده، حمایت تحصیلی و تاب‌آوری تحصیلی با پیوند با مدرسه و مؤلفه‌های آن (تعهد، توان، تعلق و باور به قواعد) بود. جامعه آماری این پژوهش کلیه دانش‌آموزان پایه یازدهم متوسطه شهرستان دزفول در سال تحصیلی 1395-1394 بود. از این جامعه، تعداد 350 نفر به‌عنوان نمونه آماری انتخاب شدند. برای سنجش متغیرهای پژوهش از مقیاس‌ انسجام خانواده (SFC) مقیاس حمایت تحصیلی(SES) ، پرسشنامه تاب‌آوری تحصیلی) (ARL و مقیاس پیوند با مدرسه (SCS) استفاده شد. نتایج نشان داد که بین ترکیب خطی انسجام خانواده، مؤلفه‌های حمایت تحصیلی (حمایت از سوی همسالان، پدر، مادر و معلم) و مؤلفه‌های تاب‌آوری تحصیلی (جهت‌گیری‌ آینده، مهارت‌های ارتباطی و مسئله‌محوری/مثبت‌نگری) با مؤلفه‌های پیوند با مدرسه (تعهد، توان، تعلق و باور به قواعد) رابطه مثبت معنا‌داری وجود دارد و مجموعه متغیرهای پیش‌بین قابلیت پیش‌بینی متغیرهای ملاک در این پژوهش را دارند. همچنین، نتایج حاصل از تحلیل رگرسیون گام به گام نشان داد که از میان متغیرهای پیش‌بین به ترتیب، حمایت تحصیلی، تاب‌آوری تحصیلی و انسجام خانواده، پیش‌بین‌های قوی برای پیوند با مدرسه هستند.

کلیدواژه‌ها

عنوان مقاله [English]

The relationship between family coherence, educational support and academic resilience and school- bonding and its components

نویسندگان [English]

  • Zahra Ghasemi
  • Gholam Hossein Maktabi
  • Alireza Hajiyakhchali

چکیده [English]

: School bonding (school connectedness) refers to a communication between the student and other aspects of his life. This construct represents a student's sense of attachment and commitment to school, his experience of being attended at school and having a sense of closeness to staff and school setting. The purpose of the present study was to investigate the relation of family coherence, educational support and academic resilience to school-bonding and its components (commitment, empowerment, attachment and believing in rules). The statistical population was all 11th grade students studying in Dezful in the academic year 2015-2016 of which350 were selected as a sample. To measure the variables, the Scale of Family Coherence (SFC), Sanders and Planck's Scale of Educational Support (SES), Samuels's Academic Resilience Inventory (ARI) and Brown & Evans's Scale of Bonding to School (SCS) were used. Results showed a significantly positive relation  between family coherence, the components of academic support (support by peers, parents and teachers) and those of educational resilience (orientation toward future, communication skills and problem-oriented/ positive thinking) and components of bonding to school (commitment, empowerment, attachment and believing in rules). A set of predicator variables are able to predict the criterion variables for this study. Also, the results of the stepwise regression correlation indicated that educational support, academic resilience and family coherence are respectively significant predicators for a bonding to school.

کلیدواژه‌ها [English]

  • family coherence
  • educational support
  • academic resilience
  • bonding to school
مراجع
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دوفصلنامه روانشناسی خانواده
دوره 4، شماره 2 - شماره پیاپی 8
8
اسفند 1396
صفحه 89-102
فایل ها
هم رسانی
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