بررسی نقش میانجی‌گری خودشفقت ورزی در ارتباط جو خانواده و مدرسه با پیوند با مدرسه- مورد مطالعه: دانش‌آموزان دوره متوسطه اول
الموضوعات :علیرضا مراتی 1 , عزت‌اله قدمپور 2 , حسنعلی ویسکرمی 3
1 - استادیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران.
2 - استاد گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران.
3 - استادیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران.
الکلمات المفتاحية: پیوند با مدرسه, جومدرسه, دانش‌آموزان, جوخانواده,
ملخص المقالة :
در دنیای مبتنی بر دانش و اطلاعات امروز، رابطه دانش‌آموز و مدرسه به عنوان مهم‌ترین نهاد دخیل در آموزش، بسیار مورد توجه می‌باشد. متغیرهای زیادی در این ارتباط دخیل بوده و آن را تحت تأثیر قرار می‌دهند. در همین راستا این پژوهش حاضر با هدف بررسی اثر جوخانواده و جومدرسه بر پیوند با مدرسه با میانجی‌گری نقش خودشفقت ورزی صورت گرفت. جامعه آماری پژوهش کلیه دانش‌آموزان دوره متوسطه اول شهر کنگاور به تعداد 3600 نفر در سال تحصیلی 1400-1399 بود. به این منظور تعداد 520 نفر از دانش‌آموزان با روش نمونه‌گیری خوشه‌ای انتخاب شدند و پرسشنامه‌های پیوند با مدرسه رضایی‌شریف و همکاران، جومدرسه لی و همکاران، جوخانواده هیل برن و خودشفقت‌ورزی نف را به صورت الکترونیکی تکمیل کردند. پس از گردآوری داده ها، مدل‌یابی معادلات ساختاری برای آزمون مدل پیشنهادی و فرضیه ها مورد استفاده قرار گرفت. نتایج نشان داد که جومدرسه و جو خانواده با خود شفقت ورزی و پیوند با مدرسه رابطه معنی‌دار و مثبت دارد. همچنین جو خانواده و جو مدرسه از طریق خود شفقت‌ورزی بر پیوند با مدرسه اثرگذار است. یافته‌ها نشان می‌دهد با توجه داشتن به متغیرهای جوخانواده، جومدرسه و خودشفقت‌ورزی، می‌توان افزایش پیوند با مدرسه در دانش‌آموزان را انتظار داشت.
Allen, J., Way, J., & Casillas, A. (2019). Relating school context to measures of psychosocial factors for students in grades 6 through 9. Personality and Individual Differences, (136), 96-106.
Annunziata, D., Hogue, A., Faw, L., & Liddle, H. (2016). Family functioning and school success in at-risk, inner-city adolescents. Journal of Youth and Adolescence, 35, 100-108.
Ashley, K. M., Ennis, L. S & Owusu-Ansah, A. (2012). An exploration of middle school students’ perceptions of personal adolescent wellness and their connectedness to school. International Journal of Social Sciences and Education, 2(1), 74-89.
Blum, R.W. (2005). A case for school connectedness. Educational Leadership، 62(7), 16-20.
Breinholt, A. (2017). The Emotional Climate of the Home, Cultural Capital, and Children's Educational Performance. Department of Sociology, University of Copenhagen.
Chapman, R. L., Buckley, L., Sheehan, M & Shochet, I. (2013). School-based programs for increasing connectedness and reducing risk behavior: A systematic review. Educational Psychology Review, 1-20.
Chapman, R. L., Buckley, L., Sheehan, M. C., Shochet, I. M & Romaniuk, M. (2011). The impact of school connectedness on violent behavior, transport risk-taking behavior, and associated injuries in adolescence. Journal of School Psychology, 49(4), 399-410.
Chapman, R. L., Buckley, L & Sheehan, M. (2012). Injury prevention among friends: the benefits of school connectedness. Injury prevention, 18(Suppl 1)، A63-A63.
Cleare S, Gumley A, & O'Connor RC. (2019). Self‐compassion, self‐forgiveness, suicidal ideation, and self‐harm: A systematic review. Clinical psychology & psychotherapy, 26(5), 511-530
Davidson, K., Case, M. (2018). Building trust, elevating voices, and sharing power in family partnership. Phi Delta Kappan, 99(6), 49–53. https://doi.org/10.1177/0031721718762423
Dale Hall, E. (2015). School bonding theory and female juvenile delinquency. A Dissertation presented to the Faculty of the Graduate School at the University of Missouri
Ebube, O., Okoh, E. (2014). Relationship between Undergraduates Family Emotional Climate and Academic Performance of Undergraduates. Journal of Education and Practice, 5 (2), 54- 58.
EmamGHolivand, F., Kadivar, P., PashaSHarifi, H., (2019). Predicting happiness and creativity based on school atmosphere mediated by academic conflict and social emotional competence of female high school students. Quarterly of Educational Psychology Allameh Tabatabai University. 5(52), Summer 2019
Foroghi, AA. Khanjani, S. Rafiee, S. Taheri, AA. (2020). Self-compassion: Conceptualization, research, and interventions (brief overview). Journal of Cognitive Psychology and Psychiatry. Sixth Year, No. 6, 87-77
GHadampour, E. Mansori, L. (2018). The effectiveness of compassion-focused therapy on increasing the level of optimism and self-compassion of students with generalized anxiety disorder. Psychological Studies, 14 (1), 59-74
Gilbert, P & Procter, S. (2006). Compassionate mind training for people with high shame and self criticism: Overview and pilot study of a group therapy approach. Clinical Psychology & Psychotherapy, 13(6), 353-379
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53(1), 6-41. DOI: 10.1111/bjc.12043
Hasking P, Boyes ME, Finlay-Jones A, McEvoy PM, & Rees CS. (2019). -Common pathways to NSSI and suicide ideation: the roles of rumination and self-compassion. Archives of Suicide Research, 23(2), 247-260
Hirschi, T. (1969). Causes of delinquency. University of California Press: Berkeley
Hollis-Walker L, & Colosimo K. (2011). Mindfulness, self-compassion, and happiness in non-meditators: A theoretical and empirical examination. Personality -and Individual differences, 50(2), 222-227.
Ito, A. (2011). Enhancing School Connectedness in Japan: The Role of Homeroom Teachers in Establishing a Positive Classroom Climate. Asian Journal of Counselling, 18(1), 41-62.
Jafari Harandi. R. Setyeshi Azhari, M. Fazlollahi Ghomeyshi, S. (2020) Structural relationships between school affiliation and academic procrastination in primary school students: The mediating role of academic self-efficacy. Knowledge and Research in Applied Forensics, Year 20, Issue 3, Fall 2020, 121-110
Javedan, M. (2014). The Relationship between Self-Esteem, Family Emotional Atmosphere and Life Skills with Aggression in Male Adolescents. Personality and Individual Differences, 3 (5): 142-125.
Jiang Y, You J, Zheng X, & Lin MP. (2017). The qualities of attachment with significant others and self-compassion protect adolescents from non suicidal self-injury. School psychology quarterly, 32(2), 143
Khamisabadi M, Mirmehdi SR, Meraati AR. Relationship of Academic Vitality, Academic Self-efficacy, and Metacognitive Skills With Lifelong Learning Concerning Mediating Role of Study Approaches. Journal of Health Research. 2021;11(1):1-10. http://dx.doi.org/10.32598/JRH.11.1.1202.4
Koti, F. Rajabi, GH. Sodani, M. (2008). The relationship between family emotional climate and social support with general health in first grade female high school students in Ahvaz. New Findings in Psychology, 2 (5), 4-18
Lee, E., Reynolds, K. J., Subasic, E., Bromhead, D., Lin, H., Marinov, V., &
Smithson, M. (2017). Development of a dual school climate and school identification
measure–student (SCASIM-St). Contemporary Educational Psychology, 49, 91-106.
Marsh IC, Chan SW, & MacBeth A. (2018). Self-compassion and psychological distress in adolescents a meta-analysis. Mindfulness, 9(4), 1011-1027.
MacBeth A, & Gumley A.(2012). Exploring compassion: A meta-analysis of the association between self-compassion and psychopathology. Clinical psychology review, 32(6), 545-552
Makin, RS. Kalantar Koshe, SM. (2016). Psychometric properties of the school-based sense of belonging questionnaire and its relationship with academic burnout and achievement motivation among students in Tehran. Quarterly Journal of Educational Measurement. 6 (20), 119-138.
Momeni, F. SHahidi, SH. Motabi, F. Heydari, M. (2014). Psychometric properties of the Persian version of the Self-Compassion Scale. Journal of Contemporary Psychology, Fall and Winter 2013, Volume 8, Number 2, 40-27
Mo, Y., & Singh, K. (2015). Parents’ relationships and involvement: Effects on students’ school engagement and performance. Journal of RMLE Online (Research in Middle Level Education), 31, 1-11
Mun, R. U., Ezzani, M. D., Lee, L. E. (2020). Culturally responsive leadership in gifted education: A systematic literature review. Journal for the Education of the Gifted, 43(2), 108–142. https://doi.org/10.1177/0162353220912009
Ndemanu, M. T. (2018). Pre-service teachers’ resistance to multicultural education courses: The binary fear of the familiar and the unfamiliar communities. Multicultural Learning and Teaching, 13(2), Article 20170020. https://doi.org/10.1515/mlt-2017-0020
Neff, K. D & Pommier, E. (2013). The relationship between self-compassion and other-focused concern among college undergraduates, community adults, and practicing meditators. Self and Identity, 12(2), 160-176.
Neff K. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and identity, 2(2), 85-101.
Pecháčková, Y., Navrátilová, Z., & Slavíková, P. (2014). Social Climate in the Environment of Primary Schools. Procedia - Social and Behavioral Sciences, (112) 719 – 724
Pepping CA, Lyons A, McNair R, Kirby JN, Petrocchi N & Gilbert P.(2017). A tailored compassion-focused therapy program for sexual minority young adults with depressive symotomatology: study protocol for a randomized controlled trial. BMC Psychol. 1;5(1):5
Rezaee Sharif, A. Hejazi, E. GHazi Tabatabaee, M. Ejehee, J. (2015). Preparation and preparation of school connection questionnaire (SBQ) in students, Quarterly Journal of Evaluation and Education. 10 (7). 142-125
Roffey, S. (2011). Enhancing connectedness in Australian children and young people. Asian Journal of Counselling, 18(1), 1-25.
Saelhof, J. (2009). Examining the Promotion of School Connectedness through Extracurricular Participation. A Thesis Submitted to The College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Master of Education In the Department of Educational Psychology and Special Education. University of Saskatchewan Saskatoon.
Shoari Nejad, AA. (2014). Developmental Psychology. Publisher: etelaat.
Wang, X., Chen, Zh., Poon, K., Teng, F., Jin, S. (2016). Self-compassion decreases acceptance of own immoral behaviors. Personality and Individual Differences, 10 (3): 1-5.
Wentzel, K. R., Battle, A., Russell, S & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202.
Weber, C. L., Stanley, L. (2012). Educating parents of gifted children: Designing effective workshops for changing parent perceptions. Gifted Child Today, 35(2), 128–136. https://doi.org/10.1177/1076217512437734
White, A. E., Moeller, J., Ivcevic, Z., & Brackett, M. A. (2018). Gender identity and sexual identity labels used by US high school students: A co-occurrence network analysis.Psychology of Sexual Orientation and Gender Diversity,5(2), 243.
Xavier A, Pinto-Gouveia J, & Cunha M. (2016). The protective role of self-compassion on risk factors for non-suicidal self-injury in adolescence. School Mental Health, 8(4), 476-485.
Zessin U, Dickhäuser O, & Garbade S. (2015). The relationship between self‐compassion and well‐being: A meta‐analysis. Applied Psychology: Health and Well‐Being, 7(3), 340-364
_||_
