بررسي تاثير عشق به مدرسه بر يادگيري دانش آموزان ابتدايي با استفاده از مدل وانگ و همكاران

The Impact of School Love on Primary School Learning using the model of Wang et al model

ﯾﮑﯽ از رواﺑﻄﯽ ﮐﻪ داﻧﺶ آﻣﻮزان ﺑﺎ ﻣﺪرﺳﻪ ﺑﺮﻗﺮار ﻣﯽ ﮐﻨﻨﺪ، اﺣﺴﺎس ﻋﺸﻖ ﺑﻪ ﻣﺪرﺳﻪ اﺳﺖ. ﻋﺸﻖ ﺑﻪ ﻣﺪرﺳﻪ ﻣﯽ ﺗﻮاﻧﺪ ﺑﺎ اﯾﺠﺎد ﺣﺎﻻت روﺣﯽ/رواﻧﯽ ﺧﺎص در ذﻫﻦ داﻧﺶ آﻣﻮز و اﯾﺠﺎد راﺑﻄﻪ اي ﻗﻮي ﻣﯿﺎن داﻧﺶ آﻣﻮز و ﻣﺪرﺳﻪ، ﺷﺮاﯾﻂ را ﺑﻪ ﺳﻤﺘﯽ ﺑﺒﺮد ﮐﻪ داﻧﺶ آﻣﻮز ﺑﺪون ﻣﺪرﺳﻪ، اﺣﺴﺎس ﮐﻤﺒﻮد ﻧﻤﻮده و ﺑﻪ ﺷﯿﻮه ﻫﺎي ﻣﺨﺘﻠﻒ اﻋﻢ از ﺗﻮﺟﻪ، ﺗﻤﮑﯿﻦ، ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ، ارزش ﮔﺬاﺷﺘﻦ ﺑﻪ آﻣﻮزش ﻣﺪرﺳﻪ اي، ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﮐﺎرﺑﺮد راﻫﺒﺮدﺷﻨﺎﺧﺘﯽ ﺑﺮ ﻣﯿﺰان ﯾﺎدﮔﯿﺮي ﺧﻮد ﺑﯿﺎﻓﺰاﯾﺪ. ﻟﺬا ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺗﻼش ﻧﻤﻮده اﺳﺖ ﺗﺎ اﻫﻤﯿﺖ ﻋﺸﻖ ﺑﻪ ﻣﺪرﺳﻪ را ﺑﺮ ﯾﺎدﮔﯿﺮي داﻧﺶ آﻣﻮزان اﺑﺘﺪاﯾﯽ ﺗﺒﯿﯿﻦ ﻧﻤﺎﯾﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري در اﯾﻦ ﺗﺤﻘﯿﻖ را داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭼﻬﺎرم اﺑﺘﺪاﯾﯽ ﺷﻬﺮ اﺻﻔﻬﺎن ﺗﺸﮑﯿﻞ داده اﻧﺪ. روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي و اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده ﭘﺮﺳﺶ ﻧﺎﻣﻪ اﺳﺘﺎﻧﺪارد ﺑﻮده اﺳﺖ. ﺑﺮاي اﻃﻤﯿﻨﺎن از ﮐﺴﺐ ﻣﺤﺘﻮاي رواﯾﯽ از ﻧﻈﺮ اﺳﺎﺗﯿﺪ و ﺻﺎﺣﺐ ﻧﻈﺮان و ﺑﺮاي اﻃﻤﯿﻨﺎن از ﭘﺎﯾﺎﯾﯽ اﺑﺰار اﻧﺪازه ﮔﯿﺮي، از روش ﻫﺎي آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ و ﺑﺎزآزﻣﺎﯾﯽ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. داده ﻫﺎي ﺟﻤﻊ آوري ﺷﺪه ﺑﻪ ﮐﻤﮏ ﻧﺮم اﻓﺰارﻫﺎي SPSS و Lisrel ﺗﺠﺰﯾﻪ وﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺧﺮده ﻣﻘﯿﺎس ﺗﻮﺟﻪ و ﺗﻤﮑﯿﻦ از ﺟﻨﺒﻪ رﻓﺘﺎري ﻋﺸﻖ ﺑﻪ ﻣﺪرﺳﻪ، ﺧﺮده ﻣﻘﯿﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ و ارزش ﮔﺬاﺷﺘﻦ ﺑﻪ آﻣﻮزش ﻣﺪرﺳﻪ اي از ﺟﻨﺒﻪ ﻫﯿﺠﺎﻧﯽ ﻋﺸﻖ ﺑﻪ ﻣﺪرﺳﻪ، ﺧﺮده ﻣﻘﯿﺎس ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﮐﺎرﺑﺮد راﻫﺒﺮدﺷﻨﺎﺧﺘﯽ از ﺟﻨﺒﻪ ﺷﻨﺎﺧﺘﯽ ﻋﺸﻖ ﺑﻪ ﻣﺪرﺳﻪ؛ ﻣﻨﺠﺮ ﺑﻪ ﯾﺎدﮔﯿﺮي ﺑﻬﺘﺮ داﻧﺶ آﻣﻮزان اﺑﺘﺪاﯾﯽ ﺷﺪه اﺳﺖ.

One of the relationships that students connect with school is sense of school love. School love can be created by creating special mental states in the student's mind and make a strong relationship between the student and the school, consequently, Take the situation to the point where a student without school will feel deprived an‎d add to their learning in a variety of ways, including attention, compliance, school belonging, evaluating school education, self-regulation, and the application of cognitive strategy. Therefore, the present study has attempted to explain the importance of school love in primary school learning. The statistical population in this study was composed of fourth grade female students in Isfahan. Cluster sampling method and standard questionnaire were used. Cronbach's alpha and test-retest methods have been used to ensure the validity of the content by the professors and experts and to ensure the reliability of the measuring tools. The data were analyzed by SPSS and Lisrel software. The findings showed that the subscales of attention and behavioral aspects of school love behavior, school belonging subscales and school education evaluation of emotionally related aspects of school love, self-regulation subscales, and cognitive strategic use of cognitive aspects of school-based learning led to better learning.