دلزدگي تحصيلي از درس مطالعات اجتماعي بر اساس ساختار كلاس، كيفيت تدريس و حمايت عاطفي معلم

Prediction of Academic Boredom at Social studies Lesson Based on Teacher affective support, Teaching Quality and Classroom structure

هدف پژوهش حاضر، پيش بيني دلزدگي تحصيلي دانش آموزان در درس مطالعات اجتماعي بر اساس متغيرهاي ساختار كلاس، كيفيت تدريس و حمايت عاطفي معلم بود. جامعه آماري اين پژوهش تمامي دانش آموزان دختر و پسر كلاس نهم متوسطه شهرشيراز در سال تحصيلي 96- 1395 بود. نمونه آماري به تعداد 379 نفر به روش نمونه گيري تصادفي خوشه اي انتخاب گرديد. روش پژوهش توصيفي- همبستگي از نوع پيش‌بيني بود. براي جمع آوري داده‌هاي مورد نياز از مقياس‌هاي دلزدگي تحصيلي (پكران و همكاران ، 2005)، كيفيت تدريس كرياكيدز و همكاران (2000)، حمايت عاطفي معلم ساكيز (2007) و ساختار كلاس اليوت و چرچ (2001) استفاده شد. جهت تجزيه و تحليل داده‌ها از نرم افزار spss استفاده به‌عمل آمد.نتايج نشان دادند كه ابعاد ساختاركلاس (جذابيت تكليف، مرجعيت و سخت گيري در ارزشيابي) توانايي پيش بيني كنندگي منفي و معناداري براي دلزدگي تحصيلي داشتند. ديگر يافته ها حاكي از اين بود كه بين كيفيت تدريس و حمايت عاطفي معلم با دلزدگي تحصيلي دانش آموزان در درس مطالعات اجتماعي رابطه منفي و معني داري وجود داشت.

The purpose of this study was to predict the students' boredom in social studies based on the variables of classroom structure, teaching quality and support Affective of the teacher. The statistical population of this study was all 9th grade high school students in Shiraz, in the academic year 1395-96. A sample of 379 people was selected by random cluster sampling. To collect the required data, the questionnaire was used for the study of academic boredom (Pekrun et al., 2002 and 2005), the quality of teaching by Cyriakides et al. (2000), Affective support of teacher Sakiz (2007) and the classroom structure of Eliot and Charch (2001). Data analysis was performed using appropriate statistical tests at descriptive and inferential levels. The results showed that the dimensions of class structure (task, Authority and Harsh in Evaluation) were able to predict academic boredom, and there was a negative and significant relationship between these dimensions and academic boredom of students in social studies lessons. On the other hand, the dimension focus evaluation ability to predict students' boredom was not a social studies lesson. Other findings indicated that there is a negative and significant relationship between the quality of teaching and affective support of the teacher to the students' academic boredom in the social studies lesson and the ability to predict academic boredom.