مقايسه ادراك از محيط كلاس، سرزندگي تحصيلي و قلدري در كودكان با خانواده تك والد و عادي

A Comparison of Perceptions of Class Environment, Educational Vitality, and Bullying among Single-Parent and Two-Parent Children

پديده تك والدي در تمام دنيا به عنوان يك بحران بزرگ اجتماعي مطرح است. هدف اين پژوهش، مقايسه‌ ادراك از محيط كلاس، سرزندگي تحصيلي و قلدري كودكان خانواده هاي تك والد با دو والد در جامعه آماري دانش آموزان پايه چهارم، پنجم و ششم ابتدايي شهر يزد در سال تحصيلي 96-1395 است. با روش پژوهش علّي- مقايسه اي ( پس رويدادي)، 69 دانش آموز تك والد (گروه تك والد) با نمونه گيري در دسترس انتخاب و با 69 دانش آموز دو والد (گروه گواه) از نظر متغيرهاي جنسيت، پايه‌ي تحصيلي، وضعيت جسماني و عملكرد تحصيلي همتا شدند. سپس هر دو گروه پرسشنامه هاي ادراك از محيط كلاس(جنتري، گابل و ريزا)، سرزندگي تحصيلي (حسين چاري و دهقاني زاده) و مقياس قلدري (ايلي نويز) را تكميل كردند. تحليل داده ها با آزمون هاي t وابسته و t مستقل، ويل كاكسون و u من ويتني انجام شد. يافته ها نشان داد بين ميزان ادراك از محيط كلاس و سرزندگي تحصيلي دانش‌آموزان تك والد و عادي تفاوت معني داري وجود ندارد، اما ميزان زورگويي و قرباني شدن دانش‌آموزان تك والد به طور معني‌داري بيش از دانش‌آموزان عادي است. همچنين تفاوت ادراك از محيط كلاس و سرزندگي تحصيلي دانش‌آموزان تك‌والد دختر و پسر معني داري نيست، اما ميزان قلدري (زورگويي و قرباني شدن) در بين پسران تك‌والد به طور معني داري بيشتر از دختران تك والد است. لذا ارايه خدمات مشاوره اي به كودكان تك والد، برگزاري كارگاه‌هاي آموزشي جهت آشنا شدن معلمان، كادر مدرسه و خانواده ها به خصوص در بحث قلدري موثر است.

Considering the sharp increasing rate of single-parent families and the problems faced by such families which influence the children in this environment, it is important to study their educational and behavioral problems in single-parent and two-parent families. Therefore, this study was conducted to compare the student`s perceptions of the classroom environment, educational vitality, and bullying among two-parent and single-parent students. The research method was causalcomparative. In order to achieve the above-mentioned goals, sixty-nine pupils from single-parent families (forty children with divorced parents, and twenty-nine with deceased parents) who were studying at elementary schools in the city of Yazd, Iran were selected through convenience sampling. Sixty-nine other students from two-parent families were also selected as the control group. The participants in the control group were ensured to be matched to the single-parent students in terms of variables, such as gender, educational level, physical conditions, and educational performance. The instruments of the study included Perceptions of the Students questionnaire from Gentri, Gabal & Riza (2002), Educational Vitality questionnaire from Hossein Chari & Dehghani Zadeh (2012), and Illinois Bullying scale (2001). The data were analyzed through inferential statistics, namely paired samples t-test and independent samples t-test as well as Wilcoxon test and Mann- Whitney U test. The results revealed that there was no significant difference between perceptions of classroom environment and educational vitality among single-parent and two-parent students. However, the rate of bullying among single-parent students was significantly higher than the students from ordinary families. Furthermore, there was no significant difference between the level of perception of the classroom environment and educational vitality among singleparent boys and girls. Nevertheless, the rate of bullying among single-parent boys was higher than that of girls. The results of this study can prove that the conditions of children from single-parent families can lead to such behavioral problems as bullying.