نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان‌شناسی، دانشگاه پیام‌نور، تهران، ایران.
2 استادیار گروه زبان وادبیات عربی دانشگاه پیام نور، تهران، ایران
چکیده
با شیوع بیماری کرونا از اسفندماه 1398 یکی از برنامه‌های پیشگیرانه، تعطیلی آموزش حضوری و توسعه آموزش برخط بودکه چون در مدارس سابقه‌ای نداشت نه تنها دانش‌آموزان که حتی بسیاری از معلمان را با مشکلاتی مواجه ساخت. با عدم امکان حضور دانش آموزان در مدرسه تعامل اجتماعی دانش‌آموز-دانش‌آموز و دانش‌آموز-معلم بسیار کاهش یافت؛ تغییر مطالبات و مزایای تعامل اجتماعی به‌ویژه دگرگونی بنیادی ارتباط زبانی وضعیت تحصیلی دانش‌آموزان، مانند تنیدگی و اشتیاق تحصیلی آنها را متاثر کرد. در پژوهش حاضر تنیدگی تحصیلی و اشتیاق تحصیلی دانش آموزان درس زبان خارجی عربی دوره متوسطه در دوران همه گیری کرونا بررسی شد.روش مطالعه حاضر توصیفی (همبستگی) بود. نمونه مورد بررسی شامل533 دانش آموز دوره متوسطه اول شهر گرگان در سال تحصیلی 400-1399 بودند که به پرسشنامه های اشتیاق تحصیلی ریو و تنیدگی تحصیلی سان و همکاران پاسخ دادند. تحلیل داده ها با نرم افزار spss و روش های آماری انجام شد.یافته‌ها: اشتیاق تحصیلی با تنیدگی تحصیلی رابطه معناداری داشت. بین تنیدگی تحصیلی دانش آموزان دختر و پسر تفاوت معنادار شد و پسران از تنیدگی تحصیلی بالاتری برخوردار بودند. از نظر درگیری کلی تحصیلی بین دانش آموزان تفاوت معناداری مشاهده نشد اما دانش آموزان پسر درگیری تحصیلی رفتاری و عاطفی بالاتری داشتند.
کلیدواژه‌ها
موضوعات
Abbasi, Z & Kelari, F. (2020) International Students' Attitudes Toward Online Courses and Social Media in Persian Language Learning: Before and After COVID-19. journal of sociolinguistics, 3(4) 11-24. [In Persian].
Akgun, S., & Ciarrochi, J. (2003). Learned resourcefulness moderates the relationship between academic stress and academic performance. Educational Psychology, 23 (3), 287-294. [In Persian].
Akpan, I. M., & Umobong, M. (2013) Analysis of achievement motivation and academic engagement of students in the Nigerian classroom, Academic Journal of Interdisciplinary Studies MCSER Publishing, Rome-Italy, 2(3), 385-390[In Persian].
Aksan, N. (2009). A descriptive study epistemological beliefs and self-regulated learning. Procedia- Social and Behavioral Sciences, 1, 896-901. [In Persian].
Amini, F & Khormaei, F. (2017) Prediction of Academic Stress based on Personality Traits with the Mediation of Coping Styles. Journal of Child Mental Health, 4(4), 81-92. [In Persian].
Amiri, L, Ebrahimimoghadam, H & Babakhani, N. (2019) Structural model of predicting academic engagement based on cognitive ability and socioeconomic status by mediating academic enthusiasm in students. Journal of Psychological Science, 18(74), 215-22. [In Persian].
Aramfar, R. & Zeynali, A. (2015) The Relationship between Educational Stress and Educational Help Seeking and Students` Academic Achievement. Journal of Instruction and Evaluation, 7(31), 37-47. [In Persian].
Blashill, M. M. (2016). Academic stress and working memory in elementary school students. Doctoral dissertation. Department of School Psychology. University of Northern Colorado. [In Persian].
Bataineh, N. (2013). Academic stress among undergraduate students: The case of education faculty at King Saud University. International Interdisciplinary Journal of Edu-cation, 2(1), 82-88. [In Persian].
Busari, D. A. (2016). Comparative evaluation of the academic performance of single-sex and coeducational secondary school students in Ibadan, South West Nigeria. Africa Journal for Psychological Study of Social Issues, 19(1), 37-46. [In Persian].
Conner, M. (2015). Self-efficacy, stress, and social support in retention of student registered nurse anesthetists. Journal of the American Association of Nurse Anesthetists, 83(2) ,133-138. [In Persian].
DehBashi Sharif, F; Zandi, B; Ebrahimzadeh, I; Ziahossaini, S.M & Alipoor, A. (2012) The perception of the foreign language faculties about applying information technology in their teaching, Journal of Typology and Educational, 6(2) 147-159[In Persian].
Dhanalakshmi, K., & Murty, K. V. S. N. (2018). Relationship between study habits and academic stress of BED trainees. Journal for Humanity Science & English Language, 6(28), 7852-7856. [In Persian].
Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Sciences, 5(1), 26-34. [In Persian].
Finn, J. D. (1998). Parental engagement that makes a difference. Educational Leadership, 55(8), 20-24[In Persian].
Fredricks, S. A., Blumenfeld, P., & Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. [In Persian].
Habibi, R. (2013) Student's Help-seeking Behavior in Math Class: The Role of Gender and Developmental Changes, Educational Psychology studies, 5(1) ,65-82. [In Persian].
Hashemi, M. (2014). The relationship between parenting styles and students' involvement in academic activities: The mediating role of psychological needs. M.A. thesis. Faculty of Educational Sciences and Psychology, Shiraz University. [In Persian].
Hashemi, Z; Eyni, S & Taghavi, R. (2020) The moderating role of spiritual intelligence in the relationship between hexacore personality dimensions and students' academic stress. Journal of Psychological Science,19(88), 451-461. [In Persian].
Hoej, H., Tartre, G., & Volfolk, H. (2013). The interactive effect of optimism with goal orientation on attention bias. Contemporary Psychology, 7(2), 41-50. [In Persian].
Holinka, C. (2015). Stress, emotional intelligence, and life satisfaction in college students. College Student Journal, 49(2), 300–311. [In Persian].
Ghadampour, E; Ghasemipirbalooti, M; Hasanvand, B & Khaliligheshnigani, Z. (2017) Psychometric properties of the academic engagement Scale, Journal of Educational Measurement. 8(29) 167-184. [In Persian].
Ghosh, R., Dubey, M. J., Chatterjee, S., & Dubey, S. (2020). Impact of COVID-19 on children: Special focus on psychosocial aspect. Education, 31, 34-42. [In Persian].
Karimian, Z, & Farokhi, M. (2018). Eight steps in the development of virtual Education in the educational Innovation plan in Medical Sciences University (A review of an experience). Journal of Medicine and Purification, 27(2), 101-112. [In Persian].
Liu, Y. (2015). The longitudinal relationship between Chinese high school students academic stress and academic motivation. Learning and Individual Differences, 38(2), 123-126. [In Persian].
Newman, F. (1991). Student engagement in academic work: Expanding the perspective on secondary school effectiveness. In J. R, Bliss & W. A., Firestone (Eds). Rethinking effective school: Research and practice (pp. 58–76). Englewood Cliffs: Nj: Prentice-Hall[In Persian].
Maslach, C., Schaufeli, W.B., & Leiter, M. P, (2001). Job burnout. Annual Review of Psychology, 52, 39-422[In Persian].
Mills, S. J., & Jeanne Yanes, M., & Casebeer, C. M. (2009). Perceptions of distance learning among faculty of a college of education, Journal of Online Learning and Teaching, 5(1), 115-132.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. [In Persian].
Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2011). Flourishing students: A longitudinal study on positive emotions, personal resources, and study engagement. The Journal of Positive Psychology, 6(2), 142–153. [In Persian].
Rahpeima, S, Barani, H & Khormaee, F. (2020) Relation of academic hope and approach to learning: Investigating the mediating role of academic self-regulation. Journal of Psychology, 24(1),106-122. [In Persian].
Reeve, J. (2013). A self-determination theory perspective on student engagement. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 421-439). New York: Springer. [In Persian].
Reeve, J., & Tseng, C. (2011). Agency as a fourth aspect of student engagement daring activities. Contemporary Educational Psychology, 36, 257-267.
Reschly, A., & Christenson, S. L. (2006). School completion. In G. Bear & K. Minke (Eds.). Children’s needs: Development, prevention, and intervention (pp.147 169). Washington DC: National Association of School Psychologist[In Persian].
Rimm-Kaufman, S. E., Baroody, A, E., Larsen, R. A. A., & Curby, T. W. (2015). To what extent do teacher-student interaction quality and student gender contribute to fifth graders engagement in mathematics learning? Journal of Educational Psychology, 107(1), 170-185. [In Persian].
Salimi, A, Ahmadi, M (2012) Teaching Arabic Language in Iran. Rays of Criticism in Arabic and Persian literature, 5:27-42. [In Persian].
Sarita, S. (2015) Academic stress among student: Role and responsibilities of parents. International of Journal Applied Research, 1(10), 385-388 [In Persian].
Saklofske, D., Austin, E. J., Mastoras, S. M., & Beaton, S. E. (2012). Relationship of personality, Affect, emotional intelligence and coping with student stress and academic success: different patterns of association for stress and success. Learning and Individual Difference, 22, 251-257. [In Persian].
Shokri, O; Kadivar, P; Anaei, Z; Daneshvarpour, Z & Molaei, M (2007). Personality traits, academic stress and academic performance, Journal of Psychological Studies. 3(3), pp. 25-48. [In Persian].
Shokri, O; Kadivar, P & Daneshvarpour, Z. (2007) The role of coping styles in academic stress and academic achievement, Journal of Developmental Psychology: Iranian Psychologists, 3(1) 249-257. [In Persian].
Skinner, E. A., Pitzer, J., & Brule, H. (2014). The role of emotion in engagement, coping, and the development of motivational resilience. In R. Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 331-347). New York: Routledge. [In Persian].
Shay, S. (2011) Curriculum formation: A case study from history. Studies in Higher Education, 36(3), 315–329. [In Persian].
Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2011). Educational stress scale for adolescents: Development, validity, and reliability with Chinese students. Journal of Psycho Educational Assessment, 29(6), 534-546. [In Persian].
Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2013). Educational stress among Chinese adolescents: Individual, family, school and peer influences. Educational Review, 65(3) 248- 302. [In Persian].
Ulmanena, S., Soinia, T., Pyhältob, K., & Pietarinenc, J. (2014). Strategies for academic engagement perceived by Finnish sixth and eighth graders. Cambridge Journal of Education, 44(3), 425-443. DOI: 10.1080/0305764X. 2014.921281[In Persian].
Van Uden, J.M., Ritzen H., & Pieters J.M. (2014). Engaging students: The role of teacher
beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32[In Persian]..
Yousefvand, M; Ghadampour, E; Sadeghi, M & Golamrezaei, S. (2019) The Presenting Causal Predictive Model of Academic Resilience Based on the External Locus of Control (with an Intermediate Academic Conflict): Application of Path Analysis. Journal of Instruction and Evaluation, 12(47) 13-37. [In Persian].
Zhu, N, Zhang, D, Wang, W, et al. (2020) A novel coronavirus from patients with pneumonia in China. New England Journal of Medicine, 382, 727–733. [In Persian].
)