آسیب شناسی مدارس تیزهوشان با توجه به مولفه های (روانی،اجتماعی و عملکردی) از نظر کارشناسان و دبیران مدارس استان البرز

محورهای موضوعی : آموزش و پرورش

طلعت دیبا واجاری ¹ (استادیار علوم تربیتی دانشگاه پیام نور)
مرجان خمیس ابادی ² (دانش آموخته کارشناسی ارشد تحقیقات آموزشی)
محمد دهقان دار ³ (استادیار آمار دانشگاه پیام نور)

تاریخ دریافت : 1399/12/13 تاریخ پذیرش : 1401/03/09 تاریخ انتشار : 1401/04/01

کلید واژه: مدارس تیزهوشان, آآسیب شناسیی, تیزهوشان,

چکیده مقاله :

مقدمه و هدف: این پژوهش  بمنظور  آسیب شناسی مدارس تیزهوشان از دیدگاه کارشناسان استان البرز، انجام شده است.از اینرو هدف اصلی پژوهش شناسایی آسیب ها  و مسائلی است که مدارس تیزهوشان در حیطه های مختلف با آن روبرو هستند
روش شناسی پژوهش: روش تحقیق از لحاظ روش، توصیفی و از نوع پیمایشی و از لحاظ گردآوری اطلاعات، میدانی می‌باشد. جامعه آماری، کدبیران و ارشناسان اداره کل و تمامی نواحی1 و2 و3 و4 ساوجبلاغ ،نظراباد و هشتگرد آموزش و پرورش استان البرز و  نمونه آماری،150 نفر  از کارشناسان اداره کل و نواحی مختلف آموزش و پرورش استان البرز و دبیران مدارس تیزهوشان دخترانه و پسرانه استان البرز با استفاده از جدول مورگان ، میباشند. روش نمونه گیری تصادفی نسبتی می باشد. ابزار پژوهش، پرسشنامه⁠های«GHQ»  سلامت روان گلدبرگ و هیلر (1978)، کیفیت زندگی ویلیام وباتن و عملکرد مدارس جعفری ، 1396 می باشد. روایی پرسشنامه‌ها از طریق مشورت با اساتید راهنما و مشاور و 5 نفر زاز افراد متخصص تایید شد. اعتبار پانها نیز از طریق آلفای کرونباخ به ترتیب  90/0 ، 98/0 و 91/0 محاسبه شد.
یافته ­ها: نتایج نشان داد که با اطمینان 95 درصد بین نظـرات اعضای نمونه آماری در خصوص وجود آسیب در عملکرد مدارس تیزهوشان تفاوت معناداری مشاهده نشد . و با اطمینان 95 درصد بین نظـرات اعضای نمونه آماری در خصوص وجود آسیب در مؤلفه‌های رضایت عمومی، عواطف مثبت، رابطه با معلم، فرصت، پیشرفت، ماجراجویی، انسجام اجتماعی از متغیر کیفیت زندگی در  مدارس تیزهوشان تفاوت معناداری گزارش گردید
بحث و نتیجه­ گیری: با اطمینان 95 درصد بین نظـرات اعضای نمونه آماری در خصوص وجود آسیب در تمامی مؤلفه های روانی، عملکردی، اجتماعی فرهنگی، فردی به جز مؤلفه‌ی سازمانی از متغیر عملکرد مدارس تیزهوشان تفاوت معناداری گزارش گردید..

چکیده انگلیسی:

Introduction: This study was conducted with the aim of pathology of gifted schools from the perspective of experts in Alborz province
research methodology: research method is applied in terms of purpose, descriptive in terms of method and field in terms of data collection. Statistical population, experts of the General Administration and teachers of all districts 1, 2, 3 and 4 of Savojbolagh, Nazarabad and Hashtgerd of Alborz province education and statistical sample, a number of experts of the General Administration and different education districts of Alborz province and teachers of gifted schools for girls and boys in Alborz province using Morgan's table totals 150 people. The sampling method is random. The research tool is a questionnaire. The face and content validity of the questionnaires were confirmed through consultation with supervisors, consultants and experts and coefficient alpha.
Findings The results showed that with 95% confidence, there was no significant difference between the views of the statistical sample members regarding the existence of damage in the performance of gifted schools. And with 95% confidence, a significant difference was reported between the views of the statistical sample members regarding the existence of harm in the components of public satisfaction, positive emotions, relationship with the teacher, opportunity, progress, adventure, social cohesion of the quality of life variable in gifted schools.
Conclusion with 95% confidence, a significant difference was reported between the opinions of the members of the statistical sample regarding the existence of harm in all components of psychological, educational, socio-cultural, individual except organizational component of the performance variable of gifted schools.

منابع و مأخذ:

1. Afrooz, Gholam Ali (2018). An Introduction to the Psychology and Education of Exceptional Children. Tehran: University of Tehran.(In Persian)


2. Adel, Habib (1396). Comparison of quality of life components in high school students of ordinary schools / brilliant talents of the government sample of Tabriz region. National Conference on Pathology of the Educational System, Tabriz, Scientific Research Institute of Dynamic Scholars of the Iranian Campus, taken from https://www.civilica.com/Paper-PCES01-PCES01_119.html


3. Ramazakahni, A/ (2013). Comprehensive book of public health. Tehran: Shahid Beheshti University of Medical Sciences. (In Persian)


4. Alipour, Mohammad and Ayati, Mohsen. (2018). A comparative study of how to identify and guide top talented students in Iran, Germany and Poland. 10th National Conference on Education, Tehran, Tarbiat Dabir Shahid Rajaei University, taken from https://www.civilica.com/Paper-EDUCAT10-EDUCAT10_028.html. (In Persian)


5. Azimi Asmaroud, Seyedeh Khadijeh and Alaei, Seyedeh Somayeh. (2015). Opportunities and harms of developing talented schools. International Conference on Science and Engineering, Emirate-Dubai, Vira Capital Idea Institute, taken from https://www.civilica.com/Paper-ICESCON01-ICESCON01_0349.html. (In Persian)


6. Bakar, A.Y.A.(2017) developing gifted and talented education program. Journal of Creative education. 98(1). 1-11


7. Bakhshaei, Farah. (2016). Modeling the relationship between life self-management strategies, perception of parenting style, perception of school atmosphere and positive youth development with academic vitality. Unpublished doctoral dissertation, Imam Reza University, Faculty of Literature and Humanities. (In Persian)


8. Bashiri, Armaghan. (2015). Comparison of quality of life in school with traditional IB schools of school students. Unpublished master's thesis, Allameh Tabatabai University, Faculty of Psychology and Educational Sciences, Educational Sciences, Primary Education. (In Persian)


9. Chalpi, Massoud and Yaghouti, Heda. (2013). Investigating the social factors affecting depression. A Study of Social Issues in Iran, Volume 4, Number 2, pp. 187-207.


10. Chanchulu, Anati. (1390). Theories, measurement and training of intelligence. Translated by Mojtaba Amiri Majd and Salar Faramarzi. Isfahan: University Jihad Publications, University of Isfahan.(In Persian)


11. Dadashzadeh, Vahid; Dadgar, Behnam; Tamarzadeh Azar, Ebrahim and Alhavirdizadeh, Behzad. (1396). Factors affecting the acceptance of sixth grade students of Shahid Sultan Beigi School in Mako city in gifted schools from the perspective of teachers and executive managers in the academic year 395-96. Third Community Empowerment Conference in the field of Humanities and Management Studies, Tehran, Community Cultural and Social Skills Empowerment Center. (In Persian)


12. Dehghanizadeh, Mohammad Hussein; Hossein Chari, Massoud; Moradi, Morteza and Soleimani Khashab, Abbas Ali. (2017). Academic vitality and perception of family communication patterns and class structure; The mediating role of self-efficacy dimensions. Journal of Educational Psychology, 32 (10), 1-30.(In Persian)


13. Ebrahimi, Somayeh; Nateghi, Faezeh and Faqihi, Alireza. (2018). An Analytical Look at the Performance of Talented High Schools in Khuzestan Province Based on CIPP Evaluation Model. Research in educational systems / special issue, pp. 785-797.(In Persian)


14. Ebrahimi, Somayeh; Nateghi, Faezeh; Faqihi, Alireza (2016). Reviewing the educational and curriculum, the goals of the teaching and learning process in gifted schools. World Conference on Psychology and Educational Sciences, Law and Social Sciences at the beginning of the third millennium, Shiraz: Research of Green Industry Idea Market Company.(In Persian)


15. Him C, Shugart M, Craighead WE, Nemeroff CB. (2010). Neurobiological and psychiatricconsequences of child abuse and neglect. Developmental Psychobiology, 52(7): 671-90.


16. Hosseini, Seyedeh Asieh. (2018). Comparison of burnout and creativity between gifted high school students and regular high school students. Fifth National Conference on School Psychology, Tehran, Iranian Educational Psychology Association, taken from https://www.civilica.com/Paper-IEPACONF05-IEPACONF05_119.html. (In Persian)


17. Jourabchian, Hoda and Tarbiatjoo, Mohammad Ali. (2016). Investigating the role and importance of gifted school architecture in promoting gifted social interactions with society. National Conference on Urban Architecture and Sustainable Land, Mashhad, Khavaran Institute of Higher Education, taken from https://www.civilica.com/Paper-IARC03-IARC03_121.html. (In Persian)


18. Kajbaf, Mohammad Baqir; Sajjadian, Prinaz; Kaviani, Mohammad and Anwari, Hassan. (2011). The relationship between Islamic lifestyle and happiness in life satisfaction of students in Isfahan. Psychology of Religion, Fourth Year, Fourth Issue, pp. 1-74.


19. Karimi Vakil, Alireza (2015). The relationship between quality of life and religious orientation with death anxiety. Unpublished master's thesis, Allameh Tabatabaei University, Tehran, Faculty of Psychology and Educational Sciences.. (In Persian)


20. Karshki, Hussein; Momeni Mahmoui, Hossein and Qureshi, Behjat. (2015). Relationship between academic motivation and quality of life of students subject to descriptive evaluation with traditional evaluation. Quarterly Journal of Research in Curriculum Planning. 13, pp. 21-39.(In Persian)


21. Magna (2017). Injuries of gifted separation in schools. Social and educational news section,. Avaliable at: athttp://www.migna.ir/news/41254/%D 8%A2%D8%B 3% DB%8 C% D8 %A8%D9%87%D8%A7%DB%8C%D8%AC%D8%AF % D8% A7% D8% B3% D8% A7% D8% B2% DB% 8C% D8% AA% DB% 8C% D8% B2% D9% 87% D9% 88%


22. Mustafa Nejad, Samira. (2017). The global experience of gifted schools. Taken from the site


23. http://newspaper.hamshahri.org/id/9690/%D8%AA%D8%AC%D8%B1%D8%A8%D9%87%D8%AC%D9%87%D8%A7%D9%86%DB%8C%D9%85%D8%AF%D8%A7%D8%B1%D8%B%D8%AA%DB%8C%D8%B2%D9%87%D9%88D8%B4%D8%A7%D9%86.html. (In Persian)


24. Mustafa Nejad, Samira. (2017). The global experience of gifted schools. Taken from the site


25. http://newspaper.hamshahri.org/id/9690/%D8%AA%D8%AC%D8%B1%D8%A8%D9%87%D8%AC%D9%87%D8%A7%D9%86%DB%8C%D9%85%D8%AF%D8%A7%D8%B1%D8%B%D8%AA%DB%8C%D8%B2%D9%87%D9%88D8%B4%D8%A7%D9%86.html.(In Persian)


26. Naderi, Ezatullah and Saif Naraghi, Maryam. (2016). Psychology and education of exceptional children. Tehran: Arasbaran.(In Persian)


27. Mohammadi, Amina. (1396). The relationship between quality of life in school and perception of the classroom environment with students' academic vitality. Unpublished Master Thesis, Mohaghegh Ardabili University - Faculty of Educational Sciences and Psychology.(In Persian)


28. Niaz Azari, Kiomars. (2014). The effect of vitality and happiness on the academic achievement of high school students in Sari, Bimonthly Quarterly Journal of Educational Planning Studies, Second Year, No. 3, pp. 35-57.(In Persian)


29. Peter Sharka, Sylvia. (2014). Objectives, principles and types of gifted breeding programs. Translated by Fatemeh Yazdani Damavandi, Quarterly of Talents, No. 72, pp. 354-361.


30. Sabzeh Arai Langroudi, Milad; Mohammadi, Mustafa; Mehri, Yadaleh and Talei, Ali. (2014). Components of mental health and test anxiety in gifted and ordinary high school students. Journal of Applied Psychological Research, Fifth Year, No. 3, pp. 1-18.


31. Rahbari, Mahshad. (2018). A comparative study of self-esteem of gifted and normal male students in the first year of high school in Isfahan in the academic year of 1994-95. National Conference and Festival of Children with Special Needs, Isfahan, Farhangian University of Isfahan, taken from https://www.civilica.com/Paper-HKETE01-HKETE01_038.html. (In Persian)


32. Rostami Abu Saeedi, Ali Asghar; Karimi Firoozjaei, Ali and Rezaieh Shad, Roxana. (2017). Comparison of language performance of gifted male students with regular high school students. Journal of Research in School and Virtual Learning, Fifth Year, No. 2 (Serial No. 18), pp. 57-66.(In Persian)


33. Zahid Babalan, Adel; Karimianpour, Ghaffar and Dashti, Idris. (2017). The role of quality of life in school and academic self-concept in academic motivation in fifth and sixth grade students of Thalas Babajani city. New Educational Approaches, Faculty of Educational Sciences and Psychology, University of Isfahan, Twelfth Year, Issue 2, Consecutive Issue 22, pp. 75-91.(In Persian)


34. Zarei, Ensieh and Zarei, Iqbal. (2017). Comparison of cognitive regulation, academic conflict and personality traits of gifted and normal school students in Bandar Abbas. National Conference on New Educational and Research Approaches in Education, Bandar Abbas, Education of Bandar Abbas District 2, taken from https://www.civilica.com/Paper-TRECONF01-TRECONF01_302.html. (In Persian)