الگوهاي ساختاري رابطه عدالت آموزشي با رضايت از تحصيل، نتايج، رفتارهاي مدني ـ تحصيلي و فريب كاري تحصيلي

Structural model of relationship between educational justice with results and education satisfaction, and educational citizenship behaviors and educational cheating

: مطالعه حاضر با هدف بررسي رابطه عدالت آموزشي با رضايت از تحصيل و نتايج، رفتارهاي مدني ـ تحصيلي و فريب كاري تحصيلي در دانشجويان روان شناسي دانشگاه آزاد اسلامي خوراسگان (اصفهان) انجام شد. 357 نفر دانشجو كه به شيوه دسترسي آسان انتخاب شدند، پنج پرسش نامه ‌ عدالت آموزشي (EJQ)، مقياس رضايت از تحصيل (ESS)، مقياس رضايت از نتايج(RSS)، پرسش نامه رفتارهاي مدني ـ تحصيلي(ECBQ) و پرسش نامه فريب كاري تحصيلي (ECQ) را تكميل نمودند. براي بررسي فرضيه هاي پژوهش از الگو‌سازي معادله ساختاري (SEM) استفاده شد. نتايج نشان داد كه بين عدالت آموزشي با رضايت از تحصيل و نتايج رابطه مثبت و معنادار، و بين عدالت آموزشي با رفتارهاي مدني تحصيلي رابطه مستقيم و مثبت معنادار وجود دارد. رضايت از نتايج با رضايت از تحصيل داراي رابطه مثبت و معناداري و رضايت از تحصيل با فريب كاري تحصيلي و رفتارهاي مدني ـ تحصيلي داراي رابطه منفي و مثبت معناداري است

This research was administered with the aim studying structural models of relationship between educational justice with results and education satisfaction, education citizenship behaviors and educational cheating among psychology students of Islamic Azad University, Esfahan branch. Three hundred fifty seven persons were selected via convenience sampling, and responding to educational justice questionnaire (EJQ), educational satisfaction scale (ESS), results satisfaction scale (RSQ), educational citizenship behaviors questionnaire (ECBQ) and educational cheating questionnaire (ECQ). Research hypothesis were analyzed using structural equation modeling (SEM). Results revealed that, there is positive significant relationship between educational justice with results and educational satisfaction; also there is direct-negative significant relationship between educational justice with educational citizenship behaviors. There is positive significant relation between results satisfaction with educational satisfaction and finally, there is positive and negative significant relation between educational satisfaction with educational citizenship behaviors and educational cheating