رابطه منزلت اجتماعي معلم با خودكارآمدي تحصيلي دانش آموز نقش واسطه اي ساختار هدفي كلاس

The Relationship between Social Status of the Teacher and the Student's Academic Self-Efficacy The Mediating Role of the Class Target Structure

هدف تحقيق شناسايي رابطه منزلت اجتماعي معلم با خودكارآمدي تحصيلي دانش آموز با ميانجي گري ساختار هدفي كلاس است. جامعه آماري، دانش آموزان دختر مدارس متوسطه شهر تهران در سال تحصيلي 94-1393 و معلمين آن ها بوده است كه با نمونه گيري خوشه اي چند مرحله اي 400 معلم و دانش آموز انتخاب گرديد. روش تحقيق، توصيفي از نوع همبستگي و به طور دقيق تر تحليل مسير است و داده ها با استفاده از پرسشنامه هاي منزلت اجتماعي نويدي و برزگر(1382)، پرسشنامه خودكارآمدي تحصيلي مك ايلروي و بانتينگ(2002) و پرسشنامه ساختار كلاس ميگلي و همكاران(2000) با خرده مقياس هاي : ساختارتبحري، رويكرد- عملكرد و اجتناب- عملكرد، جمع آوري شد. نتايج نشان داد خودكارآمدي با ساختار تبحري و رويكرد- عملكرد رابطه مثبت و معني دار دارد. رابطه خودكارآمدي با زير مؤلفه هاي منزلت اجتماعي مثبت و معني دار بود. ساختار تبحري نيز به جز افزايش كارايي نظام آموزشي و اصلاح شيوه هاي تربيت معلم با ديگر زير مؤلفه هاي منزلت اجتماعي رابطه مثبت و معني دار داشت. ساختار رويكرد- عملكرد با ارتقاي جايگاه تعليم و تربيت رابطه مثبت و معني دار داشت. مدل اوليه با ميانجي گري ساختار تبحري اصلاح شد و شاخص هاي برازش به حد مطلوب رسيد.

The aim of this study was to investigate the relationship of the social status of a teacher with students’ academic self-efficacy through the madiation of the target structure of the classroom. The population consisted of secondary school female students studying during the academic year of 2014-15 at all public secondary schools and their teachers in Tehran, randomly selected through the multi-stage cluster sampling method. The research method was descriptive and correlational, and was done through path analysis.. Furthermore, the data was collected using a questionnaire. For data collection, teachers answered the Navidi-Barzegar Social Status Questionnaire (2003) with the alpha coefficient 0.84, and students answered the MacIlory & Bunting Academic Self-Efficacy Questionnaire (2002) with the alpha coefficient of 0.81 and the Miguel et al Class Structure Questionnaire (2000) including the subscales of mastery target structure, approach target structure, and performance-avoidance target structure. The results showed that academic self-efficiency of the students had a significant positive relationship with mastery structure and performance-approach structure. All of subcomponents of the actual social status of a teacher showed positive and significant relationships with students' self-efficacy. The mastery structure of the classroom had a significant positive relationship with actual social status, promotion of education status, provision of amenities, and applying the policy of teachers' participation. The performance-approach structure had a significant positive relationship with the promotion of education status. Finally, the initial version of the model was modified through the mediating role of the mastery structure, and the fitting indicators became desirable.