تحلیلی بر پیامدهای تغییر ساختاری در آموزش ابتدایی از منظر خودپنداره، اخلاق‌مداری، اعتماد و انسجام اجتماعی، و نگرش مثبت به مدرسه در دانش‌آموزان پایه ششم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد برنامه ریزی درسی، دانشگاه کاشان، کاشان، ایران

2 گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

3 گروه روانشناسی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

چکیده

بر اساس ساختار جدید 3-3-6 در نظام آموزشی، پایة ششم در مقطع ابتدایی تلفیق شده و هم اکنون در اکثر شهرها دو دسته از مدارس ابتدایی تک‌دوره و دودوره وجود دارد. هدف این تحقیق بررسی وضعیت اعتماد اجتماعی، نگرش به مدرسه، خودپنداره، خشونت و خودپنداره دانش‌آموزان پایة ششم در ساختار جدید آموزش ابتدایی (مدارس تک‌دوره و دودوره) است. داده‌های این پژوهش از مدارس دولتی در شهرستان کاشان گردآوری شده است. ابزار گردآوری داده‌ها «مقیاس دانش‌آموزان مدرسه» بود که در آن نُه مولفة اصلی برای واکاوی رفتارها و نگرش‌های دانش‌آموزان وجود دارد. تحلیل‌ها نشان داد دو عامل ترکیب مدرسه و ساختار مدرسه تأثیر چندمتغیرة معناداری بر متغیرهای وابسته دارند. در مدارس پسرانة شش‌پایه، میزان رفتارهای خشونت‌آمیز به طور معناداری بیش از مدارس پسرانة تک‌دوره است. همچنین، نمرات اخلاق‌مداری ششمی‌ها در مدارس دووره به طور معناداری کمتر از مدارس تک‌دوره است. از طرف دیگر، نمرات خودپندارة پسران پایة ششم در مدارس دودوره به طور معناداری بیش از همتایان ایشان در مدارس تک‌دوره است. به همین ترتیب، نمرات دخترانِ مدارس شش‌پایه در مؤلفه‌های اعتماد و انسجام اجتماعی، نگرش مثبت به مدرسه، خودپنداره، و اخلاق‌مداری، نسبت به همتایان ایشان در مدارس تک‌دوره بیشتر است و البته، به طور معناداری، بیشتر قربانی رفتارهای خشونت‌آمیز شده‌اند. در تحلیل نهایی، به نظر می‌رسد تغییر به ساختار 3-3-6 در مدارس دخترانه با پیامدهای منفی کمتری همراه بوده است.

کلیدواژه‌ها

عنوان مقاله [English]

An Investigation of Consequences of Structural Change in Primary Schools with respect to Social Cohesion, Attitudes to School, Aggressive Behaviors, Self-Esteem, and Academic Achievement of 6th Graders

نویسندگان [English]

  • Morteza Fallahi 1
  • Sayed Ahmad Madani 2
  • Mohammad Reza Tamannaeefar 3
1 MA of Curriculum Studies, University of Kashan, Kashan, Iran
2 Department of Educational Sciences, Faculty of Humanities, University of Kashan, Kashan, Iran
3 Department of Psychology, Faculty of Humanities, University of Kashan, Iran
چکیده [English]

This study aimed to investigate the psychological status and academic achievement of male and female sixth-grade students in the new structure of elementary education. Most recently, the sixth-grade was integrated into the elementary school, and as a result, nowadays there are two types of elementary schools (1-6th grades and 4-6th grades) in most cities in Iran.
The target population was comprised of 464 male and female students studying at the sixth-grade of elementary schools in Kashan. The data collection tool utilized for this study was Student School Survey which included nine key components for analyzing students’ behaviors and attitudes.
The results indicated that the combining factor (girls versus boys) and the structure factor (4-6th grade versus 1-6th grade) had a significant multivariate effect on dependent variables. The boys studying in 4-6th grade schools scored significantly lower in the components of observation, action and complicity in violent behaviors than their peers in 1-6th grade schools, and although the self-concept score of the first group was significantly lower, their score in ethics was significantly higher. With regard to girls however, those studying in 1-6th grade schools scored higher in the components of trust and social cohesion, positive attitude towards school, self-concept and ethical orientation in comparison to their peers in 4-6th grade schools, and they were, of course, significantly more victimized by violent behaviors.

کلیدواژه‌ها [English]

  • Structural Configuration
  • Violent Behaviors
  • Self-Concept
  • Academic Achievement
  • Trust and Social Cohesion

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