In collaboration with Payame Noor University and Iran Educational Psychology Association

Document Type : Research

Authors

1 Associate Professor and Faculty Member of Educational Psychology Department of Payame Noor University

2 Associate Professor and Faculty Member of Psychology Department of Payame Noor University

3 Master of Family Counseling

Abstract

In the present research, a simple and multiple relationship between the achievement goals and social support with commitment to the school was studied. The present research is descriptive-correlational. The female students (6719 people) of district 1 of Ahwaz comprised the statistical population of this study, from which, 363 students were selected in a multi-stage random manner. In order to collect the research data, the questionnaires of Sevari's achievement goals) 1392,( social support of Wax et al (1986) and commitment to the school (1394) were used. Data analysis was done through SPSS software and descriptive and inferential statistics. The results of the research showed that there is a meaningful positive correlation between the goal of mastery, functional and social support, and commitment to the school. The results of regression analysis showed that among the predictor variables, only the goal of mastery and social support were able to predict and explain the variable of commitment to the school, and the functional purpose did not play any role in its explaining. The present study suggests that the variables of the goal of mastery and social support of students can be considered in order to predict the commitment to the school.

Keywords

باوی، ساسان (1383). رابطه خود بیمار انگاری با حمایت اجتماعی در زنان و مردان شهر اهواز. پایان‌نامه کارشناسی ارشد روان‌شناسی عمومی، دانشگاه آزاد اسلامی واحد اهواز.
شریعت پناه، شکوفه و مشهدی، علی (1394). نقش جهت‌گیری اهداف در موفقیت تحصیلی دانش‌آموزان. فصلنامه پژوهش در یادگیری آموزشگاهی. سال سوم. شماره یازدهم. 59-66.
عزیزی نژاد،، بهاره (1395). نقش حمایت اجتماعی مدارس بر سازگاری تحصیلی. فصلنامه پژوهش در یادگیری آموزشگاهی. سال چهارم. شماره سیزدهم. 57-68.
عسکری، پرویز، نادری، فرح و شرف الدین، هدا (1388). بررسی رابطه اضطراب اجتماعی و حمات اجتماعی با احساس ذهنی بهزستی در دانشجویان زن. فصلنامه زن و فرهنگ. 48-58.
 
 
Abbey, A. (1993). The effect of social support on emotional well-being. Paper presented at the First International Symposium on Behavioral Health. Nags Head, North Carolina.
Alonsofachado A, Montesmartinez A, Menendezvillalva C, & Pereira., M.C. (2007). Cultural adaptation and validation of the medical outcomes study social support questionnaire (MOS-SSS). Acta Med Port, 20: 525-34.
Ames, C. (1992). Classroom: Goals, structure and motivation. Journal of Educational Psychology, 84, 261-271
Appleton, J. J. (2012). Systems consultation: Developing the assessment- to-intervention link with the Student Engagement Instrument. In S. L. Christenson, A. L. Reschly, C. Wylie, S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 725-741). New York, NY, US: Springer.
Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651–670.
Arslan, C. (2009). Anger, self-esteem, and perceived social support in adolescence. Social Behavior and personality, 37(4), 555-564.
Barrera, M. (1986). Distinctions between social support concepts, measures, and models. 3.Am J Community Psychol,14:413-45.
Berndt, T. (1999). Friends’ influence on students’ adjustment to school. Educational Psychology, 34(1), 15–28.
Blondal, K. S., & Adalbjarnardottir, S. (2012). Student disengagement in relation to expected and unexpected educational pathways. Scandinavian Journal of Educational Research, 56, 85–100.
Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417–427.
Catalano, R. F., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74, 252–261.
Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of research on student engagement. New York, NY, US: Springer Science.
Chu, R.J-Ch. (2010). How family support and Internet self-efficacy influence the effects of e-learn- ing among higher aged adults – Analyses of gender and age differences. Computers & Education, 55, 255–264.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38, 301–314.
Connell, J. P. (1990). Context, self, and action: a motivational analysis of self-system processes across the life-span. In D. Cicchetti (Ed.), The self in transition: From infancy to childhood (pp. 61e97). Chicago: University of Chicago Press.
Deci, E., & Ryan, R. M. (2000). What is the self in self-directed learning? Findings from recent motivational research. In G. Staka (Ed.), Conceptions of self-directed learning: Theoretical and conceptual considerations). Munster: Waxmann.
Diseth , A, & Samdal,. D. (2015). Classroom Achievement Goal Structure, School Engagement, and Substance Use Among 10th Grade Students in Norway. International Journal of School & Educational Psychology, 3, 267–277.
Dubois, D. L., Felner, R. D., Brand, S., Adan, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support, and adaptation in early adolescence. Child Development, 63(3), 542–557.
Dweck , C.S & Leggett, E.(1988). A social- cognitive approach to motivation & personality. psychological Review, 95, 256-273.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist ,41,1040-1048.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and development. Philadelphia: Psychology Press.
Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. In R. M. Lerner, & L. Steinberg (Eds.), Handbook of adolescent psychology (2nd ed.). (pp. 125e153) Hoboken, NJ: Wiley.
Elliot, A.J & McGregor, A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80 (3), 510–519.
Elliott, ES. & Dweck, CS. (1988).Goals: An approach to motivation and achievement. Journal of Personality and social Psychology, 54: 5-12.
Estell, Davib ,.B & Perdue,. Neil,. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools 50:325-339.
Estibaliz Ramos-Díaz, Rodríguez-Fernández ,. Arantzazu, Fernández- Zabala ,. Arantza,. Revuelta , Lorena, and Zuazagoitia ,.Ana. (2016). Adolescent Students’ Perceived Social Support, Self-Concept and School Engagement. Revista de Psicodidلctica, 2016, 21(2), 339-356.
Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787–798.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117e 142.
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221-234.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63(1), 103–115.
Garvik, M., Idsoe, T., & Bru, E. (2014). Depression and school engagement among Norwegian upper secondary vocational school students. Scandinavian Journal of Educational Research, 58, 592–608.
Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students’ achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19, 53–60.
González, A., & Paolini, P. (2015). Implicación y rendimiento en Física: el papel de las estrategias docentes en el aula, y el interés personal y situacional. Revista de Psicodidáctica, 20(1), 25-45.
Harackiewicz JM, Barron KE, Pintrich PR, Elliot AJ, Thrash TM. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology. 2002; 94 (3): 638-45.
Hulleman, C.S., Schrager,S.M., Bodmann, S.M., & Harackiewicz,J.M. (2010). A meta – analytic review of achievement goal measures. Personality & Social Psychology Bulletin, 36(3), 422-49.
Jimmerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8, 7-27.
Kaplan A, Maehr ML. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review. 2007; 19(2): 141-84.
Kenny, M. E., & Bledsoe, M. (2005). Contributions of the relational context to career adaptability among urban adolescents. Journal of Vocational Behavior, 66(2), 257– 272.
Lam, S. F., Jimerson, S., Wong, B. P., Kikas, E., Shin, H., Veiga, F. H., & Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly, 29, 213.
Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47(1), 233-247.
Libbey, H. P. (2004). Measuring students’ relationship to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274-283.
McCaskill, J. W., & Lakey, B. (2000). Perceived support, social undermining and emotion: Idiosyncratic and shared perspectives of adolescents and their families. Personality and social psychology Bulletin, 26(7), 820-832.
Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engagement of immigrant children and adolescents: A risk and resilience developmental perspective. European Psychologist, 18(2), 126-135.
Murayama, K., Elliot, A. J., & Yamagata, S. (2011). Separation of performance – approach & performance – avoidance achievement goals. Journal of Educational Psychology, 103, 238-256.
Nolen,S.B.& Haladyna, T.M.(1990). Personal and environmental influences on students` belief about effective study strategies. Contemporary Educational Psychology ,15, 116-130.
Parker, J., & Benson, M. (2004). Parent- adolescent relations and adolescent functioning self– esteem, substance abuse, and delinquency. Adolescence, 39(158), 519-530.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation: Theory, Research and Application (pp. 451–502). San Diego, CA: Academic Press.
Ramos-Díaz ,. Estibaliz, Rodríguez-Fernández ,. Arantzazu, Arantza, Fernández- Zabala ,.Revuelta,. Lorena, and Zuazagoitia ,. Ana. (2016). Adolescent Students’ Perceived Social Support, Self-Concept and School Engagement. Revista de Psicodidلctica, 21(2), 339-356.
Robu, V. (2013). Perceived Social Support, School Engagement and School Adjustment amongAdolescents: Testing a structural model of relationships, Romanian Journal of School psychology, 6, (11), 7-29.
Robu, Viorel. (2013). Perceived Social support, school engagement and school adjustment among adolescents. Romanian Journal of School Psychology.6,11, 7-29.
Roeser, R., Eccles, J., & Sameroff, A. (2000). School as a context of early adolescents’ academic and social-emotional development: A summary of research findings. Elementary School Journal, 100, 443–471.
Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
Ros, I., Goikoetxea, J., Gairín, J., & Lekue, P. (2012). Implicación del alumnado en la escuela: diferencias interindividuales e intercentros. Revista de Psicodidáctica, 17(2), 291-307.
Sagatun, A., Heyerdahl, S., Wentzel-Larsen, T., & Lien, L. (2014). Mental health problems in the 10th grade and non-completion of upper secondary school: The mediating role of grades in a population-based longitudinal study. BMC Public Health, 14, 16.
Sarason, B.R., Sarason, I.G., & Pierce, G.R. (Eds.). (1990). Social support: An interactional view. New York: John Wiley & Sons.
Simons-Morton, B. (2004). Prospective association of peer influence, school engagement, drinking expectancies, and parent expectations with drinking initiation among sixth graders. Addictive Behaviors, 29, 299–309.
Simons-Morton, B., & Chen, R. (2009). Peer and parent influences on school engagement among early adolescents. Youth & Society, 41, 3–25.
Sujisha, T. G., & Manikandan, K. (2014). Influence of School Climate on School Engagement among Higher Secondary School Students. International Journal of Social Sciences and Interdisciplinary Research, 3(6), 188-198.
Van Rooij, E., Pass, J.,& Van den Broek, A. (2010). Geruisloos uit het onderwijs: Het verschil tussen klassieke en geruisloze risicofactoren van voortijdig schoolverlaten [Silent school drop-out; The difference between classic and silent risk factors of school drop-out]. Retrieved from the Ministry of Education, Culture and Science website:http://www.aanvalopschooluitval.nl/userfiles/file/Geruisloos%20uit%20het%20onder wijs.pdf.
Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well being in school; the role of students’ ethnicity. Journal of Youth and Adolescence, 34(3), 269– 278.
Veiga, F. H., Burden, R., Appleton, J., Taveira, M. D. C., & Galvao, D. (2014). Envolvimiento de los estudiantes en la escuela: conceptualización y relaciones con variables personales y rendimiento académico. Una revisión de la literatura. Revista de Psicología y Educación, 9(1), 29- 47.
Vijayakumari, K. (2015). Perceived Social Support as a Predictor of School Engagement of Secondary School Students. Guru Journal of Behavioral and Social Sciences, 3, 3,450-456.
Vijayakumari, K., & Manikandan, K. (2013). School Engagement of Secondary School Students in Kerala. Guru Journal of Behavioral and Social Sciences, 1 (2), 112-118.
Voelkl, K. E. (1997). Identification with school. American Journal of Education, 105, 294-319.
Wang, M. T., & Eccles, J. S. (2012a). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31-39.
Wang, M. T., & Eccles, J. S. (2012b). Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877-895.
Wang, M. T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662.
Wang, M. T., & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology.
Wentzel, K. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86(2), 173–182.
Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 21, 3-17.