ﻣﻘﺎﯾﺴﻪ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ، ﺷﺎﯾﺴﺘﮕﯽ اﺟﺘﻤﺎﻋﯽ و ﻫﻮﯾﺖ ﺗﺤﺼﯿﻠﯽ ﻓﺮزﻧﺪان ﺧﺎﻧﻮادهﻫﺎي ﺗﮏ واﻟﺪي و ﺧﺎﻧﻮاده ﻫﺎي ﻫﺴﺘﻪاي

Comparison of Academic Motivation, Social Competence and Academic Identity of Children of Single-parent Families and Nuclear Families

ﻫﺪف ﻣﻄﺎﻟﻌﻪي ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ﻣﻘﺎﯾﺴﻪ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ، ﺷﺎﯾﺴﺘﮕﯽ اﺟﺘﻤﺎﻋﯽ و ﻫﻮﯾﺖ ﺗﺤﺼﯿﻠﯽ ﻓﺮزﻧﺪان ﺧﺎﻧﻮادهﻫﺎي ﺗﮏ واﻟﺪي و ﺧﺎﻧﻮاده ﻫﺎي ﻫﺴﺘﻪاي ﺑﻮد. اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﺑﻪﺻﻮرت ﻣﻘﻄﻌﯽ- ﻣﻘﺎﯾﺴﻪاي ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ روي 50 داﻧﺶآﻣﻮز دﺧﺘﺮ داراي ﺧﺎﻧﻮاده ﻫﺴﺘﻪاي و 50 داﻧﺶآﻣﻮز ﺗﮏ واﻟﺪ ﻫﻤﺘﺎ ﺷﺪه ﺑﻪ ﻟﺤﺎظ ﺳﻦ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي ﺑﻪ ﮐﺎر ﮔﺮﻓﺘﻪ ﺷﺪه ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ ﻣﺪرﺳﻪ)ISM( ﻣﮏ اﯾﻨﺮﻧﯽ و ﺳﯿﻨﮑﻼﯾﺮ)1992(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﭼﻨﺪﺑﻌﺪي ﺷﺎﯾﺴﺘﮕﯽ اﺟﺘﻤﺎﻋﯽ )AMSC-Q( ﮔﻮﻣﺰ-اورﺗﯿﺰ و ﻫﻤﮑﺎران)2017( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻨﺰﻟﺖﻫﺎي ﻫﻮﯾﺖ ﺗﺤﺼﯿﻠﯽ)AISQ( واز و اﯾﺰاﮐﺴﻮن)2008( ﺑﻮده اﺳﺖ. در ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ، از ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮه)ﻣﺎﻧﻮوا( ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ اﻃﻼﻋﺎت اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮه ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ، ﺷﺎﯾﺴﺘﮕﯽ اﺟﺘﻤﺎﻋﯽ و ﻫﻮﯾﺖ ﺗﺤﺼﯿﻠﯽ در ﺑﯿﻦ ﻓﺮزﻧﺪان ﺧﺎﻧﻮاده-ﻫﺎي ﺗﮏ واﻟﺪي و ﺧﺎﻧﻮاده ﻫﺎي ﻫﺴﺘﻪاي ﺗﻔﺎوت وﺟﻮد دارد؛ ﺑﻪ اﯾﻦ ﺻﻮرت ﮐﻪ ﻓﺮزﻧﺪان ﺧﺎﻧﻮادهﻫﺎي ﺗﮏ واﻟﺪي داراي ﻧﻤﺮات ﮐﻤﺘﺮي در اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ، ﺷﺎﯾﺴﺘﮕﯽ اﺟﺘﻤﺎﻋﯽ و ﻫﻮﯾﺖ ﺗﺤﺼﯿﻠﯽ)ﻣﻮﻓﻖ( ﻧﺴﺒﺖ ﻓﺮزﻧﺪان ﺧﺎﻧﻮاده ﻫﺎي ﻫﺴﺘﻪاي ﻫﺴﺘﻨﺪ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻧﺸﺎن دﻫﻨﺪه آن اﺳﺖ ﮐﻪ ﻓﺮزﻧﺪان ﺧﺎﻧﻮادهﻫﺎي ﺗﮏ واﻟﺪي داراي ﻧﻤﺮات ﺑﯿﺸﺘﺮي در ﻫﻮﯾﺖ ﺗﺤﺼﯿﻠﯽ )دﯾﺮرس، ﺳﺮدرﮔﻢ و دﻧﺒﺎﻟﻪرو( ﻧﺴﺒﺖ ﻓﺮزﻧﺪان ﺧﺎﻧﻮاده ﻫﺎي ﻫﺴﺘﻪاي ﻫﺴﺘﻨﺪ. اﯾﻦ ﻧﺘﺎﯾﺞ ﺗﻠﻮﯾﺤﺎت ﻣﻬﻤﯽ از ﺳﺎﺧﺘﺎر ﺧﺎﻧﻮاده ﺑﺮاي ﮐﺎرﮐﺮدﻫﺎي ﺗﺤﺼﯿﻠﯽ ﻓﺮزﻧﺪانﺷﺎن دارد. ﺑﺮ اﯾﻦ اﺳﺎس، رواﻧﺸﻨﺎﺳﺎن ﺗﺮﺑﯿﺘﯽ و ﻣﺸﺎوران ﺗﺤﺼﯿﻠﯽ ﻣﯽﺗﻮاﻧﻨﺪ از ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮاي ﺑﻬﺒﻮد ﻣﺸﮑﻼت ﺗﺤﺼﯿﻠﯽ ﻓﺮزﻧﺪان ﺗﮏ واﻟﺪ ﺑﻬﺮهﻣﻨﺪ ﺷﻮﻧﺪ.

The purpose of this study was to compare academic motivation, social competence and academic identity of children of single-parent families and nuclear families. Using purposive sampling method, this cross-sectional study was carried out on 50 children of single-parent families and 50 children of nuclear families who were homogeneous in terms of their age. The study made use of the inventory of school motivation (ISM) (McInerney & Sinclair, 1992), adolescent multidimensional social competence questionnaire (AMSC-Q) (Gómez-Ortiz & et al., 2017) and academic identity status questionnaire (AISQ) (Wass & Isaacson, 2008). In this study, Multivariate analysis of variance (MANOVA) was used for data analysis. The results of multivariate analysis of variance showed that there is a difference between academic motivation, social competence and academic identity among children of single-parent families and nuclear families. In this way, the children of single-parent families have lower scores in academic motivation, social competence and academic identity (achievement) than the children of nuclear families. The results also show that children of single-parent families have higher scores in academic identity (moratorium, diffusion and foreclose) than children of nuclear families. These results have important implications for family structure for their children's academic functions. Accordingly, educational psychologists and educational counselors can benefit from the results of the present study to improve the educational problems of single-parent children.