ارائه مدل ساختاری عوامل موثر بر سازگاری دانشآموزان دختر با محیط مدرسه و مقایسه آن با مدل پسران
کلمات کلیدی:
مدل معادلات ساختاري, سازگاري با محیط مدرسه, اهداف پیشرفت, راهبردهاي خودنظم بخشیچکیده
پژوهش حاضر از یکسو با هدف ارائه مدل عوامل موثر بر سازگاری دانش آموزان در محیط مدرسه و از سوی دیگر، مقایسه این مدل در بین دانش آموزان دختر و پسرانجام شده است. روش تحقیق همبستگی و جامعه آماری آن را کلیه دانش آموزان مقطع متوسطه دوم شهر داراب تشکیل دادند نمونه پژوهش با استفاده از جدول نمونه گیری مورگان و روش طبقهای نسبی انتخاب شده است ضمن اینکه برای اندازه گیری سازگاری دانش آموزان با محیط مدرسه، از پرسشنامه بیكر و سریاك (1989)، راهبردهای خودنظم بخشی از مقیاس میلر و براون (1999) و جهت گیری هدفی از پرسشنامه میدگلی و همكاران(1998) استفاده شده است. دادهها از طریق مدل معادلات ساختاری و آزمون تی گروههای مستقل بررسی و نتایج نشان میدهد که اثر مستقیم جهت گیری هدفی(372/0) و راهبردهای خودنظم بخشی(323/0) بر سازگاری دانش آموزان دختر با محیط مدرسه در سطح (01/0=p) و اثر مستقیم جهت گیری هدفی بر راهبردهای خودنظم بخشی(547/0) از نظر آماری معنی دار است نتایج ازمون تی گروههای مستقل نشان داده است که بین جنسیت دانش آموزان و نمره کلی پرسشنامه سازگاری دانش آموزان با محیط مدرسه تفاوت معناداری وجود دارد (203/2=T) علاوه بر این میانگین سازگاری دانش آموزان دختر با محیط مدرسه (23/107)، به صورت معناداری بیشتر از دانش آموزان پسر(14/96) است. جهت گیری هدفی و راهبردهای خودنظم بخشی تأثیر مثبت و معنی داری بر سازگاری دانش آموزان با محیط مدرسه دارد در مولفه سازگاری اجتماعی دانش آموزان پسر نسبت به دختران از مهارتهای اجتماعی و بین فردی بهتری برخوردارند اما سازگاری تحصیلی دختران بیشتر از پسران است همچنین در مولفههای راهبردهای خودنظم بخشی نظیر پذیرش و اجرا، پسران نسبت به دختران از عملکرد بهتری برخوردارند اما در مولفه برنامه ریزی، دختران نسبت به پسران برتری دارند.
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