عوامل فردی و بافتی پیش‌بینی کننده قربانی قلدری: یک مطالعه مدل یابی چند سطحی در آزمون پرلز 2021

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، روانشناسی تربیتی، دانشگاه خوارزمی ، تهران، ایران

2 دانشیار برنامه‌ریزی درسی، دانشگاه خوارزمی، تهران، ایران

3 دانشیار روانشناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

4 استادیار گروه آموزشی روانشناسی،‌ دانشکده روانشناسی و علوم تربیتی، تهران،‌ایران.

چکیده
قلدری و قربانی شدن در مدرسه توجه زیادی را در سال‌های اخیر از سوی رسانه‌ها و مردم و همچنین معلمان، مسئولان مدارس، محققان، درمانگران و قانون‌گذاران جلب کرده است. هدف مطالعه حاضر بررسی عوامل فردی و بافتی پیش‌بینی‌کننده قربانی قلدری بود. جامعه پژوهش شامل تمامی دانش‌آموزان پایه چهارم ایرانی، معلمان و مدیران آن‌ها در سال تحصیلی 1400-1399 شمسی بود که تعداد کل حجم جامعه ایران طبق گزارش مرکز مطالعات بین‌المللی پرلز 2021 برابر با 43697 مدرسه و 1348842 دانش‌آموز پایه چهارم بود که از این تعداد 6262 دانش‌آموز و والدینشان از 218 مدرسه (218 معلم و مدیر) به‌عنوان نمونه انتخاب شدند. از روش نمونه‌گیری خوشه‌ای دومرحله‌ای طبقه‌بندی‌شده در آزمون پرلز استفاده‌شده است. نتایج تحلیل چندسطحی نشان داد در سطح دانش‌آموز متغیرهای خودپنداره خواندن و خودکارآمدی دیجیتال رابطه‌ی منفی معنی‌دار و وضعیت اجتماعی-اقتصادی رابطه مثبت و معنی‌داری با قربانی شدن داشت. دختران بیشتر از پسران مورد قلدری قرار گرفتند. در سطح مدرسه، نظم و امنیت مدرسه، میزان تأکید بر موفقیت تحصیلی و منطقه‌ی مدرسه رابطه‌ی منفی معنی‌دار و تعداد دانش‌آموزان کلاس و کمبود فضای آموزشی رابطه‌ی مثبت و معنی‌داری با قربانی شدن داشت. پیش‌بین‌های سطح دانش‌آموز 13 درصد از واریانس قربانی شدن را در سطح دانش‌آموز و پیش‌بین‌های سطح مدرسه 43 درصد از واریانس قربانی شدن را در سطح مدرسه تبیین نمودند.

کلیدواژه‌ها


عنوان مقاله English

Individual and Contextual Factors Predicting Bullying Victimization: A Multilevel Modeling Study on the PIRLS Test 2021

نویسندگان English

Mohammad koohi 1
Masoud Geramipour 2
Mahdi Arabzadeh 3
Valiollah Ramezani 4
1 Ph.D. Student in Educational Psychology Kharazmi University, Tehran, Iran
2 Associate Professor, Department of Curriculum Planning, Kharazmi University, Tehran, Iran
3 Associate Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran
4 Assistant Professor, Department of Psychology, Kharazmi University, Tehran, Iran
چکیده English

In recent years, bullying and victimization in schools have garnered a lot of attention from the public, media, educators, school administrators, researchers, therapists, and legislators. Investigating the variables that predict student victimization at the school and student levels was the goal of the current study. During the 2020–2021 school year, all Iranian fourth-graders, instructors, and principals were included in the research population. The PIRLS 2021 study states that 1,348,842 pupils and 43,697 schools made up the entire sample size in Iran. 6,262 pupils and their parents from 218 schools—along with 218 instructors and principals—were chosen as the study sample from this population group. A stratified two-stage cluster sampling design is used by PIRLS. Multilevel analysis results indicated that socioeconomic status had a strong positive association with victimization, whereas reading self-concept and digital self-efficacy had a substantial negative link at the student level. Bullying was more common among girls than among boys. At the school level, victimization was significantly correlated negatively with school safety and discipline, emphasis on academic success, and the school's location. On the other hand, victimization was significantly positively correlated with class size and inadequate educational resources. While school-level predictors accounted for 43% of the variance in victimization at the school level, student-level predictors only explained 13% of the variance at the student level.

کلیدواژه‌ها English

bullying victimization
socio-ecological theory
PIRLS test
multilevel analysis
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