الگوی ساختاری رابطه دلبستگی به معلم، درگیری تحصیلی و اضطراب امتحان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

2 کارشناس ارشد روانشناسی تربیتی، دانشگاه تهران

3 دانشیار دانشکده روانشناسی و علوم تربیتی ، دانشگاه تهران

چکیده

هدف این پژوهش، بررسی کیفیت رابطه معلم- دانش ­آموز تحت عنوان دلبستگی به معلم (دلبستگی ایمن، دلبستگی اجتنابی و دلبستگی اضطرابی) به عنوان متغیر بافتی اثرگذار بر اضطراب امتحان به واسطه درگیری تحصیلی در دانش ­آموزان دختر به روش مدل ­یابی معادلات ساختاری است.289 دانش ­آموز دختر  از شهر همدان در رشته ریاضی فیزیک و علوم تجربی در دروس شیمی و فیزیک به عنوان نمونه به روش نمونه ­گیری خوشه ­ای چندمرحله ­ای انتخاب شدند و پرسشنامه ­های ابعاد درگیری تحصیلی ریو و تسنگ (2011) و مقیاس محقق ­ساخته سه­ بعدی دلبستگی به معلم و سیاهه اضطراب امتحان اهواز ابوالقاسمی و همکاران (2002) را تکمیل کردند.نتایج حاصل از مدل ­یابی معادلات ساختاری نشان داد که دلبستگی ایمن به معلم بر کاهش اضطراب امتحان اثر مستقیم معنادار ندارد، ولی از طریق میانجی ­گری درگیری تحصیلی اثر غیرمستقیم معنادار بر کاهش اضطراب امتحان دارد.دلبستگی اضطرابی و اجتنابی به معلم نیز منجر به افزایش اضطراب امتحان شد.

کلیدواژه‌ها


عنوان مقاله [English]

The structural model of attachment to the teacher, academic engagement and test anxiety

نویسندگان [English]

  • Masoud Gholamali Lavasani 1
  • Farnaz Mehdipour Maralani 2
  • Elahe Hejazi 3
چکیده [English]

In this study, the quality of teacher-student relationship is presented as attachment to teacher (secure attachment, avoidant attachment, and anxious attachment) as contextual variable and as factors influencing test anxiety in female students through academic engagement, are examined using the method of structural equation modeling. 289 female students were selected as the sample in Hamedan in the field of Mathematics-Physics and Empirical Sciences in chemistry and physics by the method of multistage cluster sampling and completed Rio and Tseng questionnaire of aspects of academic engagement (2011) and researcher-made three-dimensional scale of attachment to teacher, and Test Anxiety Inventory of Abolqasemi et al. (2002). According to the results and the model presented,secure attachment has no significant direct effect on test anxiety, But, through the mediating role of academic engagement, reduces test anxiety. Anxious and Avoidant attachment to the teacher leads to increased test anxiety.

کلیدواژه‌ها [English]

  • Secure Attachment
  • Avoidant attachment
  • Anxious attachment
  • academic engagement
  • Test Anxiety
Abolqasemi, A., Asadi Moghaddam, A. , Najarian, B., & Shekarkan, H.(1996). Construction and Validation of a Scale to measure test anxiety in the third grade
students of Ahvaz Study. Research Journal of Education and Psychology, Faculty of Psychology, University of martyr Chamran, (4) 3, 61-74.
Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2012). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3),385-389. doi: http://dx.doi.org/10.1016/j.lindif.2011.12.004
Appelton, J. J., Chestenson, S. L., Kim, D., & R eschly, A. (2006). Measuring cognitive andpsychological engagement: Validation of the student engagement instrument. Journal of School Psychology44, 427-445.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent : Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY US: W H Freeman/TimesBooks/Henry Holt & C Bergin,C.,& Bergin,D.(2009).Attachment in Classroom.Educational psychological Review,21,141-170.
Blum, R. W., McNeely, C., Rinehart, P. M. (2002). Improving the odds: The untapped power of schools to improve the health of teens. Minneapolis: Center for Adolescent Health and Development, University of Minnesota.
Crişan, C., & Copaci, I. (2015). The Relationship between Primary School Childrens’ Test Anxiety and Academic Performance. Procedia - Social and Behavioral Sciences, 180, 1589-1584. doi: http://dx.doi.org/10.1016/j.sbspro.2015.02.311.
Cugmas,Z.(2009).Construction of The scale of Childs Attachment to his/her kindergarden teacher.Horizons of Psychology,18,17-24.
Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of Youth and Adolescence, 40, 1649–1660.doi:10.1007/s10964-011-9647-5.
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage- environment fit. In R. M.Lerner & L. Steinber (Eds.),Handbook of adolescent psychology (pp. 404–434). Hoboken NJ: Wiley.
Esfydany, R., & Mohsenin, Sh. (2014). Structural equation modeling using LISREL software, Tehran, book publishers mehraban.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 17-142.
Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of EducationalT Research, 74, 59-109.
Gayle, B. M, Preiss, R. W., Burrell, N., & Allen, M. (2006). Classroom communication and instructional: Advances through Meta-Analysis processes. Mahwah, New Jersey,Lawrence Erlbaum Associates, Inc.
Gholamali Lavassani, M., Ezhei, J.,& Davoodi, M. (2013). The impact of self- regulated learning strategies on academic engagement and test anxiety self- regulation skills. Psychology, 2, 169-181.
Goldin, G. A., Epstein, Y. E., Schorr, R. Y., & Warner, L. B. (2011). Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM Mathematics Education, 43, 547-560 http://dx.doi.org/10.1007/s11858-011-0348z
González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class: Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences, 45, 221-214 . doi: http://dx.doi.org/10.1016/j.lindif.2015.12.019
Hembree, R.(1988). Correlate, causes, and effects of test anxiety. Review of Educational Resaerch, 58, 47-77.
Hooman, H., A. (2008). Structural equation modeling using LISREL software,Second Edition, Tehran side.
Iroegbu, M.N., 2013. Effect of test anxiety, gender and perceived self-concept on academic performance of Nigerian students. International Journal of Psychology and Counselling. 5 (7), 143–146.
Khosravi, M.,& Bigdeli,I.(2008). Relationship between personality traits in students with test anxiety. Behavioral Science, 2 (1), 13-24.
Kline, R.B. (2011). Principles and practice of structural equation modeling (Second Edition). NewYork, NY:The Guilford Press.
Learner, D., & Kruger, L. (1997). Attachment, self-concept, and academic motivation in high-school students. The American Journal of Orthopsychiatry, 67(3), 485–492.
Liebert, R. M. & Morris, L. W. (1967). Cognitive and Emotional Components of Test Anxiety: A Distinction and some Initial Data.Psychological Reports, 20, 975- 978. Anxiety Research, 1, 3-8.
Marks, H. M. (2000) . Student engagement in situational activity: Patterns in the elementary ,middle, and high school years. American Educational Research Journa,37(1), 84-153.
Mohsen, M. (2013). The relationship between contextual factors (teachers) , academic engagement and achievement. Master's thesis, Tehran University.
Newman, F. M. (1992). student engagement and achievement in american secondry schools. New York: teachers college press Columbia university. Pintrich, P . R., & De Groot, E.(1990). Motivated and self –regulated learning components of academic performance . Journal of educational Psychology,82,3340
Raufelder, D., Hoferichter, F., Ringeisen, T., Regner, N.,& Jacke,C. (2015). The Perceived Role of Parental Support and Pressure in the Interplay of Test Anxiety and SchoolEngagement Among Adolescents: Evidence for Gender- Specific Relations, Journal of Child and Family studies.1-15.
Reeve, J., Jane, H. ,Carrell, D., Jean, S., & Barch, J. (2004). Enhancing students Engagement by increasing teachers, autonomy support. Motivation & Emotion, 28(2), 69-147.
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 267-257. doi: http://dx.doi.org/10.1016/j.cedpsych.2011.05.002.
Rezaei Sharif, A. (2012). Factors affecting school bond between students from primary school to secondary school, a combined study, PhD Educational Psychology, Tehran University.
Ringeisen, T., & Raufelder, D. (2015). The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents. Journal of Adolescence, 45, 79-67. doi: http://dx.doi.org/10.1016/j.adolescence.2015.08.018
Ryan, K., & Cooper, J. M. (2000). Those who can teach, teach (9th ed ). Boston. MA Houghton Mifflin.
Sarason ,I.G.(1984). Stress ,anxiety and cognitive interference: Reactions to tests. Personality and Social Psychology. 46: 929-938.
Sarason, I. G. (1988). Anxiety, self-preoccupation and attention. Anxiety Research, 1, 3-8.
Shernoff, D. J., Kelly, S., Tonks, S. M., Anderson, B., Cavanagh, R. F., Sinha, S., & Abdi, B.(2016). Student engagement as a function of environmental complexity in High school classroom. Learning and Instruction.doi:http://dx.doi.org/10.1016/j.learninstruc . 2015.12.003
Spielberger, C. D. & Vagg, P. R. (1995). Test Anxiety: Theory, Assessment and Treatment.Washington,DC: Taylor & Francis Publishing.
Sroufe,L.A. , & Waters ,E.(1977).Attachment as an organizational contract.Jounal of Child Development ,48,1184-1199.
Steinberg, L. B., Brown, B. B., & Dornbusch, S. M. (1996). Beyond the classroom Why school reform has failed and what parents need to do. New York:Simon & Schuster.
Veiga, F. H. (2016). Assessing Student Engagement in School: Development and Validation of a Four-dimensional Scale. Procedia - Social and Behavioral Sciences, 217, 819-138. doi: http://dx.doi.org/10.1016/j.sbspro.2016.02.153.
Waters, S & Cross, D.(2010). Measuring students’ connectedness to school, teachers, and family: validation of three scales. School Psychology Quarterly, 25 , 164 177.
Zandi, A. (2003). Intimate relationship between teacher and student, teacher and student, 178, 33-34.