رابطه ادراک از فرهنگ مدرسه و نشاط ذهنی با میانجی‌گری جهت‌گیری هدف و ارزش تکلیف

نوع مقاله : پژوهشی

نویسندگان

استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

چکیده

هدف این پژوهش بررسی رابطه ادراک از فرهنگ مدرسه با نشاط ذهنی دانش‌آموزان دوره متوسطه با نقش واسطه‌ای جهت‌گیری هدف و ارزش تکلیف بود. طرح پژوهش توصیفی- همبستگی از نوع مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل کلیه دانش‌آموزان پایه سوم مقطع متوسطه دوم مدارس دولتی شهرستان خوی در سالتحصیلی 1403-1402 بودند. نمونه مورد مطالعه 300 دانش‌آموز دختر و پسر بودند که از جامعه‌ای به حجم 1280 نفر بر اساس جدول کرجسی و مورگان و با روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزارهای گردآوری داده‌ها مقیاس‌های فرهنگ مدرسه (هگینز و ساد، 1997)، جهت‌گیری هدف (میدلتن و میگلی، 1997)، ارزش تکلیف (پینتریچ و همکاران،۱۹۹۱) و نشاط ذهنی (رایان و فردریک، 1997) بودند. برای تحلیل داده‌ها از مدل‌یابی معادلات ساختاری با استفاده از نرم‌افزار لیزرل استفاده شد. یافته‌ها نشانگراثرات مستقیم و غیرمستقیم مثبت ادراک از فرهنگ مدرسه بر نشاط ذهنی بود. مسیر جهت‌گیری هدف به نشاط ذهنی دارای بالاترین اثر مستقیم بوده و پس از آن ادراک از فرهنگ مدرسه وارزش تکلیف قرار داشتند. مسیر ادراک از فرهنگ مدرسه به جهت‌گیری هدف و ارزش تکلیف نبز معنادار بود. علاوه براین، ادراک از فرهنگ مدرسه بر روی نشاط ذهنی نیز اثر غیرمستقیم و معناداری را نشان داد. در مجموع ادراک از فرهنگ مدرسه ضمن داشتن اثر مستقیم بر روی نشاط ذهنی با واسطه‌گری جهت‌گیری هدف و ارزش تکلیف، اثر غیرمستقیمی را در این زمینه نشان داد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The relationship between perception of school culture and subjective vitality with the mediating role of goal orientation and task value

نویسندگان [English]

  • Mohammad Bagher Akbarpour Zangalani
  • Akbar Bashokooh
Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran.
چکیده [English]

The purpose of this research was to investigate the relationship between the perception of school culture and the mental vitality of secondary school students with the mediating role of goal orientation and task value. The design of the descriptive-correlation research was structural equation modeling. The statistical population included all the students of the third grade of the second secondary school in the public schools of Khoy city in the academic year of 1402-1403. The study sample was 300 female and male students who were selected from a population of 1,280 people based on the Karjesi and Morgan table using stratified random sampling. The data collection tools were school culture scales (Higgins and Sade, 1997), goal orientation (Middleton and Migli, 1997), task value (Pintrich et al., 1991) and mental vitality (Ryan and Frederick, 1997). For data analysis, structural equation modeling was used using Lisrel software. The findings showed the positive direct and indirect effects of perception of school culture on mental vitality. The path of goal orientation has the highest direct effect on mental vitality; followed by the perception of school culture and task value was located. The path of perception from school culture to goal orientation and task value was significant. In addition, the perception of school culture on mental vitality also showed a positive and significant indirect effect. In general, the perception of school culture, while having a direct effect on mental vitality through the mediation of goal orientation and task value, showed an indirect effect in this field.

کلیدواژه‌ها [English]

  • perception of school culture
  • task value
  • goal orientation
  • subjective vitality
Aalipour, K., Abbasi, M. & Ghadampour, E. (2024). Developing a Causal Model of Quality of Life in School Based on Academic Support and School Atmosphere with the Mediating Role of Academic Attitude, Research in School and Virtual Learning, 12(2): 35-46
Akin, A. & Akin, U. (2015). Do School experiences predict subjective vitality in Turkish college srudents? Education Sciences & Psychology, 34(2), 44-35.
Aldridge, J. M., & Fraser, B. J. (2003). Effectiveness of a technology-rich and outcomes-focused learning environment. In: Khine, M. S., & Fisher, D. Technology-rich learning environments: A future perspective, Singapore: World Scientific,41- 69.
Ames, C. (1992). Achievement classroom: goal, Structures and Student motivation. Journal of Educational Psychology, 84(3), 261–271.
Anvari, F & Mikaeli manee, F. (2021). Developing a Causal Model of Subjective Well being Based on Academic Re-silience and Mediating Roles of Teacher- student Relationship, Emotional Adjustment and School Climate, Research in School and Virtual Learning, 9(1): 9-26.
Artino AR, Jones KD. Exploring The Complex Relations Between Achievement Emotions and Self-Regulated Learning Behaviors in Online Learning. The Internet and Higher Education. 15, (3) 170-175.
Bagherpour, M. (2020). Predicting Achievement Goals Based on Smart School Performance with Mediating Role of Academic Vitality of High School Students in Golestan Province, Research in School and Virtual Learning, 7(3): 51-62.
Bandura, A. (1989). Social cognitive theory.In R.Vasta(Ed).Annals of child development, 6, 1-60
Bandura, A. (2013). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28(1),117-148.
Bayramnejad, H., Yarahmadi, Y., Ahmadian, H. & Akbari, M. (2021). Developing of School Satisfaction Model Based on Perception of Classroom Environment and Perception of Teacher Support Mediated by Academic Buoyancy and Academic Engagement, Research in School and Virtual Learning, 8(3): (Serial Number 31): 71-84.
Caliskan, A., & Zhu, C. (2020). Organizational culture and educational innovations in Turkish higher education: Perceptions and reactions of students. Educational Sciences: Theory and Practice, 20(1), 20–39.
Carless D, Winstone N. (2020). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education. 19(7), 1-4.
Casas, F., B˘alt¸˘atescu, S., Bertran, I., Gonz´alez, M., & Hatos, A. (2013). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111, 665–681.
Currie, C., Zanotti, C. & Morgan, A. (2012). Social determinants of health and wellbeing among young people. Health behavior in school aged children (HBSCstudy). World Health Organization: Regional Office for Europe
Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students’ perceived life satisfaction. Journal of Educational Research, 102, 303-318.
Davis, T. H. (2018). School culture and student achievement: An examination of two high-achieving, high-poverty Arkansas schools.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Premium press.
Deiner, E., Lucas, R. E., & Oishi, S. (2002). Subjective well-being. Journal of Clinical
Družinec, V. (2019). Review of empirical research of school culture. Školski Vjesn. 68, 609–620
Dincer, A., Yesilyurt, S., & Takkac, M. (2012). The effects of autonomy-supportive climates on EFL learner's engagement, achievement and competence in English speaking classrooms. Procedia-Social and Behavioral Sciences,46(1), 3890-3894.
Elçi, M., Yıldız, B. & Erdilek Karabay, M. (2018). How Burnout Affects Turnover Intention? The Conditional Effects of Subjective Vitality and Supervisor Support. International Journal of Organizational Leadership, 7, 47-60.
Elliot, A. J., &Church, M.A. (1997). A hierarchical model of approach and avoidance motivation. Journal of Personality and Social Psychology.72, 218-232.
Galinha, I. C., & Pais-Ribeiro, J. L. (2012). Cognitive, affective and contextual predictors of subjective well-being. International Journal of Wellbeing, 2(1), 34-53.
Grey, I., Arora, T., Thomas, J., Saneh, A., Tohme, P., & Abi-Habib, R. (2020). The role of perceived social support on depression and sleep during the COVID-19 pandemic. Psychiatry Research, 293, Article 113452. https://doi.org/10..1026/j. psychres.2020.113452.
Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514–555.
Gunuc, S., & Kuzu, K., (2015). Confirmation of campus-class-technology model in student engagement: A path analysis. Computers in Human Behavior, 5(4), 114-125.
Hardre, P. L., Crowson, H. M., Debacker, T. K. & White, D. (2007). Predicting the academic motivation of rural high school students. The Journal of Experimental Education, 75,247-269.
Higgins, A., & Sadh, D. (1997). The dimensions and measurement of school culture: Understanding school culture as the basis for school reform. International Journal of Educational Research, 27, 553–569
Higgins, B., & Wigford, A. (2018). Wellbeing in international schools: The 2018 report. International Educational Psychology Services (IEPS). Cardiff University School of Psychology, and ISC Research. http://www.iscresearch.com.
Hinze, J., & Morton, D. (2017). Wellbeing education foe educators. Teach Journal of Cristian Education, 11(2), 50-57.
Holderness, Jr. D. & Hunton, J. E. (2015). Examining the Antecedents and Consequences of Regular Exercise in the Audit Profession: How CPA Firms Can Promote Auditors' Psychological and Physical Healthiness. Advances in Accounting Behavioral Research, 13, 143-168.
Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination: A mediational analysis. Learning and Individual Differences, 19,151-154.
Huebner, E., Hills, K., Jiang, X., Long, R., Kelly, R., & Lyons, M. (2014). Schooling and in adolescence. Social In Dicators Research, 55, 156-183.
Jones, R. (1996). The school culture inventory: A tool for identifying values, setting goals and bringing about school improvement. Educ. Canada 36, 6–10.
Kalkan, Ü, Altınay Aksal, F., Altınay Gazi, Z., Atasoy, R., and Da˘glı, G. (2020). The relationship between school administrators’ leadership styles, school culture, and organizational image. Sage Open
Kacker, P. (2015). Hypnotherapy as an Effective Modulation for Enhancing Subjective Vitality of People Living with Hiv/Aids and Dermatitis. International Journal of Advanced Research, 3(4), 928-935.
Kaplan, A. & Middleton, M. J. (2002). Should childhood be a journey or a race? Journal of Educational Psychology, 94,646-648.
Karal, E., & Biçer, B. G. (2020). Examining the effect of perceived social support on the psychological well-being of individuals during the epidemic period. Journal of Individual & Society, 10(1), 129–156.
Karashki, H., Khazari, S. A. & Ghazi Tabatabayi, S. M. (2008). Surveying the relationship of perceiving school’s environment and achievement goals; whether school’s type, major and area of living place makes difference? Psychological and Educational Studies, 9(2), 65-78.
Kasikci, F., & Peker, A. (2022). The Mediator Role of Resilience in the Relationship between Sensation-Seeking, Happiness and Subjective Vitality. International Journal of Contemporary Educational Research, 9(1),115-129.
Khodaei, A.,Seyed Ahmadi, S. M. Gharibi, B. (2022). Model of Causal Relationship between Goal Orientations and Academic Cheating in Male and Female University Students, Research in School and Virtual Learning, 9(4): 47-60.
Killgore, W. D. S., Taylor, E. C., Cloonan, S. A., & Dailey, N. S. (2020). Psychological resilience during the COVID-19 lockdown. Psychiatry Res, 291, Article 113216. https://doi.org/10..1016/j.psychres.2020.113216.
Konu, A. I., Rimpela, M. K., & Lintonen, T. P. (2002.( Factors associated with school children’s general subjective well-being. Health Education Research,17, 155-165.
Kutsar, D., & Kasearu, K. (2017). Do children like school – crowding in or out? International comparison of children’s perspectives. Children and Youth Services Review, 80, 140-148.
Lawler, M., Newland, L., Giger, J., Roh, S., & Brockevelt, B. (2017). Ecological, relationship-based model of children’s subjective well-being: Perspectives of 10- year-old children in the United States and 10 other countries. Child Indicators Research, 10(1), 1–18.
Lee, B., & Yoo, M. (2015). Family, school, and community correlates of children’s subjective well-being: An international comparative study. Child Indicators Research, 8(1), 151–175.
Lee, M., & Louis, K. S. (2019). Mapping a strong school culture and linking it to sustainable school improvement. Teaching and Teacher Education, 81, 84–96.
Lent, R. W., Taveira, M. D. C. & Lobo, C. (2012). Two tests of the social cognitive model of well-being in Portuguese college students. Journal of Vocational Behavior, 80, 362-371.
Liu, W., Mei, J., Tian, L., & Huebner, E. (2016). Age and gender differences in the relation between school-related social support and subjective well-being in school among students. Social Indicator Research, 125, 1065–1083.
Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.
Manning, M. L. (2000). Child-centered middle schools: a position paper association for childhood education international. Childhood Education, 76(3), 154-159.
Maslowski, R. (2001). School culture and school performance. An explorative study into the organizational culture of secondary schools and their effects. Twente University Press [Doctoral dissertation, University of Twente]
Meier, L. T. (2012). The effect of school culture on science education at an ideologically innovative elementary magnet school: An ethnographic case study. J. Sci. Teach. Educ. 23, 805–822. doi: 10.1007/s10972-011-9252-1
Moore Johnson. S., Kraft. M. A., & Papay. J. P. (2011). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Project on the Next Generation of Teachers Harvard Graduate School of Education, 51-1.
Middleton, M.J., Midgley, C. (1997). Avoiding the demonstration of lack ability: An underexplored aspect of goal theory. Journal of Educational Psychology. 89, PP. 710-718.
Nien, Ch.-L., & Duda J. L (2008). Antecedents and consequences of approach and avoidance achievement goals: A test of gender invariance. Psychology of Sport and Exercise 9, 352–372.
Nix, G. A., Ryan, R. M., Manly, J. B., & Deci, E. L. (1999). Revitalization through selfregulation: The effects of autonomous and controlled motivation on happiness an vitality. Journal of Experimental Social Psychology, 35, 266–284.
Ommund sen, Y., Lemyre, P. N., Abrahamsen, F. E., & Roberts, G. C. (2013). The role of motivational climate for sense of vitality in organized youth grassroots football players: Do harmonious and obsessive types of Passion play a mediating role? International Journal of Applied Sports Sciences, 25(2), 102-117.
Park, N. (2004). The role of subjective well-being in positive youth development. The ANNALS of the American Academy of Political and Social Science, 591(1), 25–39.
Park, N., & Huebner, E. (2005). A cross-cultural study of the levels and correlates of life satisfaction among adolescents. Journal of Cross-Cultural Psychology, 36(4), 444–456.
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1)83-98.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98,583-597.
Pentrich,P. & Shank,D. (2011). Motivation in education: theories, researches and applications (translated by Mehrnaz Shahrarai). Tehran: Science Publications. (Publication date in the original language, 2002)
Pintrich, P.R., Smith, D.A., Garcia, T., McKeachie, W. (1991), A manual for the use of the motivated strategies for learning questionnaire (MSLQ). University of Michigan, National center for research to improve postsecondary teaching and learning. Ann Arbor, MI.
Pinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience and adolescent coping. Child & Family Social Work, 12(3), 219–228.
Pretorius, S. & Villiers, E. D. (2009). Educators’ perceptions of school climate and health in selected primary schools. South African Journal of Education, 29, 33-52.
Rahpaima, Samira. (2019). Explanatory model of academic moral resilience based on self-determination theory, Doctorate thesis in educational psychology. Faculty of Educational Sciences and Psychology, Shiraz University.
Rees, G., Bradshaw, J., Goswami, H., & Keung, A. (2010). Understanding children’s wellbeing: A national survey of young people’s well-being. The Children’s Society
Reeve, J.M. (2009). Understanding motivation and emotion (5ed). New York: Wiely.
Ripski, M. B., and Gregory, A. (2009). Unfair, unsafe, and unwelcome: Do high school students’ perceptions of unfairness, hostility, and victimization in school predict engagement and achievement? J. Sch. Violence 8, 355–375. doi: 10.1080/15388220903132755
Ryan, R. M., & Deci, E. L. (2001). To be happy or to be self-fulfilled: A review of research on hedonic and eudemonic weel-being.In S.Fiske (ED.),Annual Review of psychological Palo Annual Reviews, Ice.52,166.
Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529–565.
Ryan, R. M., and Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York, NY: Guilford Press.
Ryan, R. M., Deci, E. (2008). From ego-depletion to vitality: Theory and findings concerning the facilitation of energy available to the self. Social and Personality Personality of Environmental Development Psychology. 2(2), 702-717.
Selvaraja, K., & Pihie, Z. L. (2015). The relationship between school culture and school innovativeness among national type Tamil Primary Schools, SJK(T)S in Kuala Langat District, Selangor. International Journal of Humanities Social Sciences and Education, 2(1), 126–137.
King, K. M., Molina, B. S., & Chassin, L. (2009). Prospective relations between growth in drinking and familial stressors across adolescence. Journal of Abnormal Psychology, 118(3), 610-618.
Sheldon, K. M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, 531–543.
Skaalvik, E. M., and Skaalvik, S. (2007). Dimensions of teacher self-efficac and relations with strain factors, perceived collective teacher efficacy, and
teacher burnout. J. Educ. Psychol. 99, 611–625. doi: 10.1037/0022-0663.99.3.611
Sheldon, K. M., Ryan, R. M., & Reis, H. T. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 1270–1279.
Sternberg, R. (2008). Cognitive psychology (4th ed) (translated by Seyyed Kamal Kharrazi and Elaha Hejazi). Tehran: Samt Publications (Publication date in the original language, 2006).
Suldo, S., Shaffer, E., & Riley, K. (2008). A social-cognitive-behavioral model of academic predictors of adolescents’ life satisfaction. School Psychology Quarterly, 23(1), 56–69.
Sylvester, B. D. (2011). Well-being in volleyball players: Examining the contributions of independent and balanced psychological need satisfaction. Psychology of Sport and Exercise, 12(5), 533-539.
Teasley, M. L. (2016). Organizational culture and schools: A call for leadership and collaboration. Children and Schools, 39(1), 3-6.
Thien, L. M., & Lee, H. C. (2022). Is ’the more the better’? Investigating linear and nonlinear effects of school culture on teacher well-being and commitment to teaching across school size. Studies In Educational Evaluation.
Tian, L., Wang, D., & Huebner, E. (2015). Development and validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS). Social Indicators Research, 120, 615–634.
Toropova, A., Myrberg, E., & Johansson, S. (2020). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71–97.
Tuominen-Soini, H., Salmela-Aro, K.& Niemivirta, M. (2008). Achievement goal orientations and subjective well-being: A person-centred analysis. Learning and Instruction, 18, 251-260.
Um, B. B., Joo, H. G., & Her, D. Y. (2018). The relationship between elementary school teachers’ work motivation and well-being: The mediating effects of principal leadership and work stress. International Journal of Social Science Studies, 6(12), 67–78.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72, 1161- 1176.
Vansteenkiste, M., Mouratidis, A., & Lense, W. (2010). Detaching reasons from aimes:Fair play and well- being in soccer as a function of perusing performance-approach goals for autonomous or controlling reasons. Journal of Sport & Exercise Psychology, 32,217-242.
Vazquez, C, Hervas, G., Rahona, J. J., & Gomez, D. (2009). Psychological well-being and health. Contributions of positive psychology. Annuary of Clinical and Health Psychology, 5, 15-27.
Wang, C. K. J., Biddle, S. J. H., & Elliot, A. J. (2007). The 2˟2 achievement goal framework in a physical education context. Psychology of Sport and Exercise, 8,147-168.
wang, M.T., & Holocombe, R. (2010). Adolecents perception of classroom environment, school engagement and academic achievement.American Educational Research Journal,47(3),633-662.
Wang, M., Eccle. (2013). “School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective”. Learning and Instruction, 28(3), 12-23.
Wei, Lau Shiao., & Elias, Habibah. (2011). Relationship between Students' perceptions of classroom environment and their Motivation in learning English language. International Journal of Humanities and Social Science, 21(1), 240- 250.
Wigfield, A., & Eccles, J. S. (1994). Children’s Competence Beliefs, Achievement Values, and General Self-Esteem: Change Across Elementary and Middle School. The Journal of Early Adolescence, 14(2), 138-107.
Wilson J, Czik A. (2016). Automated essay evaluation software in English Language Arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94-109
Yang, X., Yang, X., Kumar, P., Cao, B., Ma, X., & Li, T. (2020). Social support and clinical improvement in COVID-19 positive patients in China. Nursing outlook, 68(6), 830–837.
Zhu, C., Devos, G., & Li, Y. (2011). Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school. Asia Pacific Education Review, 12, 319–328.