Psychology
Alieh Amini; Hossein Karsheki; Maryam Bordbar
Abstract
Purpose: The present study was conducted with the aim of investigating the mediating role of school-related hardiness in the relationship between the Sense of school belonging with educational hope in the second-secondary level students of Mashhad City.
Methodology: The current research was applied research, ...
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Purpose: The present study was conducted with the aim of investigating the mediating role of school-related hardiness in the relationship between the Sense of school belonging with educational hope in the second-secondary level students of Mashhad City.
Methodology: The current research was applied research, and in terms of data collection, it was descriptive, correlational, and structural equations. The statistical population included all students who were studying theoretical subjects in the high school in Mashhad township in the academic year of 2021-2022. According to Klein's suggestion, the sample size was 322 people and they were selected by available sampling method. The research tools included the educational hope scale (Shegefti & Samani, 2011), the Sense of school belonging scale (Brew et al, 2004) and the school-related hardiness scale (Cole et al, 2004). The data were analyzed with the help of Pearson correlation coefficients and structural equation model in SPSS and AMOS software.
Findings: There is a significant positive relationship between all the components of the Sense of school belonging, academic hardiness and academic hope. Also, the Sense of school belonging has a positive and significant effect on academic hardiness and hope. In addition, hardiness also has a positive and significant effect on educational hope (p<0.01). Finally, the indirect effect of the Sense of school belonging on academic hope through academic hardiness was also confirmed (p<0.01).
Conclusion: The results confirmed the role of sense of belonging as a predictor of academic hope and highlight the role of academic hardiness as a mediator in this relationship. Students with high sense of belonging to school perform better in the two dimensions of academic hope in order to have social support and access to more intellectual-practical resources. Also, these people have higher academic hardiness due to the experience of positive emotions, which has an effect on the students' academic hope due to the increase in predictability, challenge and commitment. The findings show the importance of sense of belonging and academic hardiness in the formation of academic hope and suggest to create a suitable environment to increase students’ school belonging.
Faranak Ghodsi; Ameneh Aman Zadeh
Abstract
Purpose: Self-regulation training can improve the academic variables and performance of students. As a result, the current research was conducted with the aim of the effectiveness of self-regulation training on the perception of teachers' teaching quality, critical thinking and sense of school belongingness ...
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Purpose: Self-regulation training can improve the academic variables and performance of students. As a result, the current research was conducted with the aim of the effectiveness of self-regulation training on the perception of teachers' teaching quality, critical thinking and sense of school belongingness of the female students of the second year of high school.
Methodology: In a semi-experimental study with a pretest and posttest design with experimental and control groups, among the female students of the second year of high school in the 1th district of Sanandaj number of 30 people were selected by purposive sampling method and randomly by lottery assigned to two groups of 15 people. The experimental group received 10 sessions of 90 minutes based on the package of Barzegar Bafrooei et al (2018) and the control group did not receive any training. In this study, to collect data were used from Seraj's perception of teachers' teaching quality questionnaire (2013), Ricketts's critical thinking questionnaire (2003) and Arslan and Duru's school belongingness scale (2016) and its data were analyzed by multivariate analysis of covariance method in SPSS version 19 software.
Findings: The findings showed that there was a significant difference between the female students of the second year of high school in the experimental and control groups in terms of all three variables of perception of teachers' teaching quality, critical thinking and sense of school belongingness. In the other words, self-regulation training led to improve the perception of teachers' teaching quality, critical thinking and sense of school belongingness of the female students of the second year of high school (P<0.001).
Conclusion: Considering the effectiveness of self-regulation training on improving the academic variables and performance can be used the mentioned method along with other educational methods to improve and promote academic variables and performance, especially the perception of teachers' teaching quality, critical thinking and sense of school belongingness.
