نوع مقاله : مقاله پژوهشی

نویسندگان

دانشگاه اصفهان

چکیده

چکیده
هدف: پژوهش حاضر با هدف بررسی ساختار عاملی پرسشنامه موفقیت تحصیلی (صالحی، 1393) و با استفاده از رویکرد تحلیل عاملی تاییدی انجام شد. روش: روش این پژوهش از نوع توصیفی بود. جامعه آماری پژوهش کلیه دانش آموزان دبیرستانی شهر اصفهان در سال تحصیلی 94-1393 که حدود 158304 نفر بودند. نمونه‌ی تحقیق شامل 400 نفر از دانش آموزان که با روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند. به منظور بررسی ساختار عاملی از نرم افزار 20AMOS استفاده گردید. یافته‌ها: نتایج تحلیل عاملی تاییدی نشان داد که چهار عامل معدل، نظر دانش آموز، والد و معلم در تعریف موفقیت تحصیلی عینی دارای وزن معنادار و سه زیر مقیاس رضایتمندی تحصیلی، احساس موفقیت تحصیلی و پایستگی تحصیلی در مورد تعریف موفقیت تحصیلی ذهنی دارای وزن معنادار هستند. در نهایت مدل ارائه شده نشان داد که دو آیتم پنهان موفقیت تحصیلی ذهنی و موفقیت تحصیلی عینی در تعریف موفقیت تحصیلی دارای وزن معنادار و قدرتمندی هستند. نتیجه گیری: با توجه به یافته‌های این پژوهش می توان گفت در نظر گرفتن تنها یک ملاک واحد یعنی معدل، برای ارزیابی پیشرفت و موفقیت تحصیلی دانش آموزان همراه با خطا بوده و بهتر است برای سنجش میزان موفقیت تحصیلی دانش آموزان در مدارس، از پرسشنامه موفقیت تحصیلی (صالحی، 1393) استفاده شود.

کلیدواژه‌ها

عنوان مقاله [English]

Factor structure of high school students’ academic success questionnaire of the Isfahan

نویسندگان [English]

  • marjan ghavami
  • Mohammadreza Abedi
  • Prisa Nilfrooshan

university esfahan

چکیده [English]

Abstract
Purpose: The purpose of the research is to investigate the factor structure of academic success questionnaire (Salehi, 2014) by confirmatory factor analysis approach. Method: The research method is descriptive. The study population of the research includes all the high school students in Isfahan 2014-15 academic year, that were about 158304 students. The research sample includes 400 male and female students in the academic, who were selected by multi-staged cluster sampling. In order to investigate the factor structure, AMOS 20 software was used. Findings: The results from confirmatory factor analysis show that the four factors of average, students’ views, parents and teachers in defining objective academic success are significant and the three subscales of academic satisfaction, a sense of academic success and academic conservation in defining subjective academic success are significant. Finally, the presented model shows that two hidden items of objective academic success and subjective academic success in defining academic success are significant and powerful. Conclusion: Regarding the findings of the research, it is an error to consider only one criterion, namely the average, to evaluate the progress and academic success of students and it is recommended to use the academic success questionnaire (Salehi, 2014) to evaluate the level of academic success of students at schools.

کلیدواژه‌ها [English]

  • Academic success
  • Confirmatory Factor Analysis
  • High School Students
صالحی، رضوان. (1393). تدوین مدل مشاوره تحصیلی و بررسی تأثیر آن بر موفقیت تحصیلی دانش‌آموزان پایه اول دبیرستان‌های شهرستان شهرکرد. پایان‌نامه دکتری رشته مشاوره مسیر شغلی. دانشگاه اصفهان، دانشکده روان‌شناسی و علوم تربیتی، گروه مشاوره.
Alfaro, E. C., et al. (2009). Latino adolescent academic success: The role of discrimination, academic motivation and gender. Journal of Adolescence, 32, 947- 962.
Artino, A. (2009). Think, feel, act: motivational and emotional influences on military student’s online academic success. Journal compute High Educe, 21, 146- 166.
Astin, A. W. (1999). Student involvement. A developmental theory for higher education. Journal of College Student Development, 40 (5), 518-528.
Ayodele, J, O. (2014). The Relationship between Emotional Intelligence, Test Anxiety, Stress, Academic Success and Attitudes of High School Students towards Electrochemistry. Centre for Psychological Studies/Services, Ile-Ife, Nigeria ISSN: 1117-1421.
Bahar, H. H. (2010). The effects of gender, perceived social support and stoichiometric status on academic success. Procardia social and behavioural sciences, 2, 3801- 3805.
Berger, J. B., & Milam, J. F. (1999). The role of student involvement and perceptions of integration in a causal model of student persistence. Research in Higher Education, 40, 641–664.
Blickle, G. (1996). Personality traits, learning strategies, and performance. European Journal of Personality, 10, 337- 352.
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education, Personality and Individual Differences, 29, 1057-1068.
Chun, H., & Dickson, G. (2011). A Psychological Model of Academic performance Among Hispanic Adolescents. Journal of youth Adolescence, 40, 1581- 1594.
Comerford, J., Batteson, T., Tormey, R. (2015). Academic Buoyancy in Second Level Schools: Insights from Ireland. Procardia - Social and Behavioural Sciences 197, 98 – 103.
Day, J. C., & Newburger, E. C. (2002). The big payoff: Educational attainment and synthetic estimates of work-life earnings (pp. 23–210). Washington, DC: US Department of Commerce, Economics and Statistics Administration, US Census Bureau.
Deaton, M. J. (2008). Academic success of Appalachian adolescents: The Impact of parental authority and families. Dissertation of masters of science, Department of family studies and social work. Miami university oxford, Ohio.
Diseth, A., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335–354.
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234.
French, S. E., Seidman, E., Allen, L., & Aber, J. L. (2000). Racial/ethnic identity, congruence with the social context, and the transition to high school. Journal of Adolescent Research, 15, 587−602.
Freudenberg, N., & Ruglis, J. (2007). Peer reviewed: Reframing school dropout as a public health issue. Preventing chronic disease, 4(4). http://www.cdc.gov/pcd/issues/2007/.htm.
Furnham, A., Chamorro- Premuzic, T., & Mc Dougall, F. (2003). Personality, cognitive ability and belief about intelligence as predictors of academic performance. Learning and Individual Differences, 14, 49- 66.
Gerardi, A. (2005). Self- concept of ability as a predictor of academic success among urban technical college students. The social science Journal, 42, 295-300.
Harris, S. L. (2009). The relationship between self- esteem and academic success. Dissertation of PHD. In The school of Human Re source Education and work force Development.
Henry, K. L., Knight, K. E., & Thornberry, T. P. (2012). School disengagement as a predictor of dropout, delinquency, and problem substance use during adolescence and early adulthood. Journal of Youth and Adolescence, 41(2), 156–166.
Huebner, E. S., Hills, K. J., Siddall, J., & Gilman, R. (2014). Life satisfaction and schooling. In M. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools (2nd Ed.). New York, NY: Routledge.
Jayawickreme, E., Forgeard, M., & Seligman, M. (2012). The engine of well-being. Review of General Psychology, 16(4), 327–342.
khajehpour, M. (2011). Relationship between emotional intelligence, parental involvement and academic success performance of high school students. Procardia social and behavioural sciences 15 1081- 1086.
kobal, D., & Musek, J. (2001). Self- concept and academic achievement: Slovenia and France. Personality and Individual differences, 30, 887- 899.
Kristof-Brown, A. L., Zimmerman, R. D., & Johnson, E. C. (2005). Consequences of individuals fit at work. Personal Psychology, 58, 281-342.
Li, N. (2012). Promoting Student Academic Success: Paying Attention To Learning Environmental Factors, Journal of College Teaching & Learning Fourth Quarter. Volume 9, Number 4. The Clute Institute http:// www. Clute institute. Com/ 64.
Margalit, M. (2004). Second-generation research on resilience: Social–emotional aspects of children with learning disabilities. Learning Disabilities: Research and Practice, 19, 45−48.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience, Journal of School Psychology, 4, 53–83.
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370.
Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time? Br J Educe Psychology, 80(Pt 3), 473-496.
Masten, A. S. (2001). Ordinary Magic- Resilience Processes in Development. AmericanPsychologist, 56 (3), 227-238.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & J. D. Mayer (Eds.), Emotional development and emotional intelligence (pp. 3–31). New York: Basic Books.
Mouw, J., & Kkanna, R. (1993). Prediction of academic success: A review of the literature and some recommendations. College Student Journal, 27, 328-336.
Noddings, N. (2003). Happiness and education. Cambridge, MA: Cambridge University Press http:// dx. doi. Org/ 10.1017/CBO9780511499920.
Overstreet, S., & Braun, S. (1999). A preliminary examination of the relationship between exposure to community violence and academic functioning. School Psychology Quarterly, 14, 380−396.
Poirot, J.L. (1992). Person-environment interaction: Effects of student-facultycongruence on academic satisfaction and achievement of student [Dissertation]. Washington State University.
Ransdell, S. (2001). Predicting college success: the importance of ability and non-cognitive variables. International Journal of Educational Research, 35, 357–364.
Rogaten, J., Moneta, G. B., & Spada, M. M. (2013). Academic performance as a function of approaches to studying and affect in studying. Journal of Happiness Studies, 14(6), 1751–1763.
Ruban, L. M., 7 Mc Coach, D. B. (2005). ‘Gender differences in explaining grades using structural equation modelling’. Review of Higher Education, 28, 475-502.
Schmitt, N., Oswald, F. L., Friede, A., Imus, A., & Merritt, S. (2008). Perceived fit with an academic environment. Journal of vocational behaviour. 72, 317-335.
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293–311.
Serbin, L. A., Stack, D. M., Kingdon, D. (2013). Academic Success across the Transition from Primary to Secondary Schooling among Lower-Income Adolescents: Understanding the Effects of Family Resources and Gender. Journal of Youth Adolescence 42:1331–1347.
Scheuermann, B. (2000). Curricular and instructional recommendations for creating safe, effective, and nurturing school environments for all students. In L.M. Bullock & R.A. Gabel (Ed.), Positive Academic and Behavioural Supports: Creating Safe, Effective, and Nurturing Schools for All Students. Norfolk, VA: Council for Children with Behavioural Disorders. (ERIC Document Reproduction Service No. ED457628).
Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22(2), 251–257.
Steinberg, L., Lamborn, S. D. Darling, N., Mounts, N. S., & Dornbuch, S. M. (1994). Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent and neglectful families. Child Development, 65, 754-770.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press.
Ustunel, E. (2009). The comparison of parental involvement for German language learning and the academic success of the students. Procedia Social and Behavioural Sciences, 1, 271–276.
Werner, E. (2000). Protective factors and individual resilience. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early childhood intervention (pp. 115-132), (2nd Ed.).
Welles, T. L. (2010). An analysis of the academic success inventory for college students. PhD Dissertation, the Florida state university.
yorke, M., & Longden, B. (2004). Retention and student success in Higher Education. Society for Research into Higher Education & Open University press.
Young, J. W., & Barrett, C. A. (1992). Analysing school transcripts to improve prediction of college performance. The Journal of College Administration, 137, 25-29.
Zi Jia, N., Scott, E. H., Kimberly, J. H. (2015). Life satisfaction and academic performance in early Adolescents: Evidence for Reciprocal Association. Journal of School Psychology, 53, 479491.