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ارائه مدل به منظور ارتقای تعامل والدین با مدرسه و نقش آن در پیشرفت آموزشی فرزندان: رویکردی آمیخته | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 6، دوره 13، شماره 3 - شماره پیاپی 40، آبان 1403، صفحه 107-124 اصل مقاله (734.51 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2024.12481.3667 | ||
نویسندگان | ||
فریبا آگاه1؛ محمدعلی نادی* 2؛ فریبا کریمی3 | ||
1دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران | ||
2دانشیار دانشگاه علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران | ||
3دانشیار دانشگاه علوم تربیتی وروان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران | ||
چکیده | ||
مشارکت والدین در تحقیقات پیشین مورد توجه قرار گرفته است، اما شناسایی مؤلفههایی که موجب ارتقاء این رویکرد و پیشرفت تحصیلی فرزندان گردد کمتر بررسی شده است. هدف این پژوهش ارائهی مدل به منظور ارتقای تعامل والدین در راستای پیشرفت تحصیلی فرزندان بود که با راهبرد ترکیبی از نوع اکتشافی متوالی انجام شد. جامعهی آماری، مدیران مدارس سه دوره تحصیلی ابتدایی، متوسطهی اول و دوم بود و با نمونهگیری خوشهای تعداد 535 نفر از مدیران انتخاب شدند. نمونهگیری بخش کیفی هدفمندوباتکنیک ملاک محور صورت گرفت. ابزار پژوهش بخش کیفی، مصاحبهی باز با مشارکتکنندگان و بررسی اسناد کتابخانهای و مدارک کلیدی آموزش و پرورش و اسناد بالادستی ودربخش کمّی، پرسشنامهی ایجاد شده توسط محقق، بر اساس یافتههای بخش کیفی بود. روایی بخش کیفی، باروش ممیزی توسط داوران و اعتباریابی بخش کیفی باروش کاوش به وسیله مشارکت کنندگان انجام شد. روایی پرسشنامه با استفاده از روایی همگرا و واگرا و پایایی به وسیله بارهای عاملی، آلفای کرونباخ و پایایی ترکیبی تأیید شد.تحلیل دادههای کیفی به روش تحلیل مضمون و تحلیل داده های بخش کمّی با روش تحلیل عامل تأییدی صورت گرفت.نتایج معادلات ساختاری نشان داد،الگوهای اندازهگیری عوامل مؤثر در تعامل از برازش مطلوب برخوردارند و با قرار گرفتن همه این عوامل در مدل اصلی تعامل،مدل مذکور نیز از برازش مطلوب برخوردار بود. بر اساس یافتههای این پژوهش، با بهکارگیری عوامل شناسایی شده در مدل پیشنهادی، تعامل والدین با مدرسه ارتقاء یافته و بنابر دیدگاه مشارکتکنندگان با روابط مستمر والدین پیشرفت تحصیلی دانشآموزان میسّر میگردد. واژگان کلیدی: تعامل، اولیا، مربیان، مدرسه، رویکرد آمیخته | ||
کلیدواژهها | ||
تعامل؛ اولیا؛ مربیان؛ مدرسه؛ رویکرد آمیخته | ||
عنوان مقاله [English] | ||
Presenting a model to promote parents' interaction with school and its role in children's educational progress: a mixed approach: Mixed method | ||
نویسندگان [English] | ||
Fariba Agah1؛ Mohammadali Nadi2؛ Fariba Karimi3 | ||
1Ph.D. student in educational management, Faculty of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran | ||
2Associate Professor, Faculty of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Isfahan | ||
3Associate Professor, Faculty of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Isfahan, Iran | ||
چکیده [English] | ||
Abstract This research was conducted with the aim of providing a model to promote the interaction of parents in the direction of children's academic progress with a combination strategy of sequential exploration. the statistical population, there were 109,535 people who were the principals of the three primary, first and second secondary education courses. Cluster sampling 535 managers were selected. Sampling was a targeted qualitative part of scientific-research sources and texts and an open interview with knowledgeable experts. Validation of qualitative data was done using the methods proposed by Borg and Gal (2016) and through the exploration method by the participants, and content validity was also used using experts' opinions to check the quality of the content. Reliability was also measured with the Holstein reliability coefficient. The reliability, validity of the scores obtained from the research were verified using Cronbach's alpha method and confirmatory factor analysis. The analysis method was used in the qualitative part of thematic analysis and in the quantitative part of the structural equation model, second-order factor analysis was used.The results of the structural equations showed that measurement models of the effective factors in the interaction have a good fit. Key words: interaction, parents, teachers, school, mixed approach | ||
کلیدواژهها [English] | ||
Interaction, parents, teacher, Mixed approach | ||
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