Academic Engagement in Iranian Highschool Students: A Qualitative Study
Subject Areas : Psychology
Hamid Reza Afrooz
1
,
Javad Ejei
2
,
Elahe Hejazi
3
,
Ali Moghaddamzade
4
1 - Faculty of Psychology and Education, University of Tehran, Iran.
2 - Faculty of Psychology and Education, University of Tehran, Iran.
3 - Faculty of Psychology and Education, University of Tehran, Iran.
4 - Faculty of Psychology and Education, University of Tehran, Iran.
Keywords: academic engagement, high school students, Iran,
Abstract :
In this research it has been attempted to study the academic engagement and academic engagement attitude conceptualization from the perspective of high school students using qualitative method. Participants in this study were 52 students (26 boys and 26 girls) ages 15 to 17، with on average of 16.40. Two focus groups were formed for boys and two focus groups were constituted for female students. They were then interviewed. Their responses regarding their perception of academic engagement were classified into eight categories as follows: »aquire high scores and high average» ,«practice, repetition and timing,« »strong volition and self regulation» ,«design objective and schematization» ,«interest to task, text book and school» ,«enjoy reading, and learning» ,«attention, and concentration on the task ,«and »learning tactics, and methods«. The results of open and axial coding showed that academic engagement in this period of life of Iranian students contains five categories, cognitive engagement, behavioral engagement, emotional engagement, motivational engagement and agency.
آزاد عبدالله پور، محمد؛ شکری، امید (1394). تحلیل مشخصه¬ های روان سنجی فهرست مشغولیت تحصیلی در دانشجویان ایرانی. مطالعات آموزش و یادگیری. 7(2). 108- 90. اژه ای، جواد؛ خضری آذر، هیمن؛ بابایی، محسن؛ امانی، جواد(1388). الگوی ساختاری روابط بین حمایت از خودمختاری ادراک شده معلم، نیازهای روان شناختی اساسی، انگیزش درونی و تلاش. پژوهش در سلامت روان شناختی. 2(4). 48-56.
اژه ای، جواد؛ غلامعلی لواسانی، مسعود؛ مال احمدی، احسان؛ خضری آذر، هیمن(1390). الگوی علّی روابط بین سبک های فرزندپروری ادراک شده، اهداف پیشرفت، خودکارآمدی و موفقیت تحصیلی. مجله روانشناسی. 15(59). 301-284.
حجازی، الهه؛ عابدینی، یاسمین(1387). الگوی ساختاری رابطه اهداف رویکردی - عملکردی درگیری تحصیلی و پیشرفت تحصیلی. مجله روان شناسی. 12(3). 348-332.
عابدینی، یاسمین(1386). رابطة درگیری تحصیلی، اهداف پیشرفت و پیشرفت تحصیلی: مدل ساختاری پیشرفت تحصیلی دانش آموزان سال سوم ریاضی و علوم انسانی. رسالة دکترا دانشگاه تهران.
غلامعلی لواسانی، مسعود؛ اژه ای، جواد؛ افشاری، محسن (1388). رابطه خودکارآمدی تحصیلی و درگیری تحصیلی با پیشرفت تحصیلی. مجلة روان شناسی. 13 (3). 305- 289.
غلامعلی لواسانی، مسعود؛ حجازی، الهه؛ خضری، هیمن(1391). نقش خودکارآمدی، ارزش تکلیف، اهداف پیشرفت و درگیری شناختی در پیشرفت ریاضی: آزمون مدل علّی. نوآوری های آموزشی. 11(41). 25-7.
محسنی، نیک چهره(1392). نظریه ها در روانشناسی رشد. تهران: انتشارات جاجرمی
Appleton,J.J.; Chestenson,S.L.; Kim, D.; & Reschly,A.(2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427- 445.
Bandura,A.(1997). Self efficacy: The exercise of control. New York: Free man.
Ceci, S. J. (1990). On intelligence… More or Lest: A bio-ecological treatise on intellectual development. New York: Springer.
Connell, J. P. (1990). Context, self and action: A motivational analysis of self-system processes. Chicago: University of Chicago Press.
Deci, E.L.; & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Finn, J.D.(2005). The adult live of at – risk students: The roles of attainment and engagement in high school. Washington: U.S.Department.
Fredericks, J.A.; Blumenfeld, P.C.; & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 55-58.
Glaser, B.G.(1993). Examples of ground theory: A reader، Sociology Press.
Green, B.A.; & Miller, R.B. (1996). Influences on course performance: Goals, perceived and self – regulation. Contemporary Educational Psychology,12. 92- 181.
Lester, D. (2013). A review of the student engagement literature. Journal Focus Colleges، University and School, 7 (1), 2-8.
Linnen Brink, E.A.; & Pintrich, P.R. (2003).The role of self efficacy belief in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
Miller, B.W. (2015). Using reading times and eye-movement to measure cognitive engagement. Educational Psychology, 50(1), 31-42.
Miller, P.H. (1993). Theories of developmental psychology. Freeman & Company, N. Y, U.S.A.
Pietarine, J. et-al. (2014). Studentś emotional and cognitive engagement as the determinants of well- being and qchievement in school. International Journal of Education Research, 67, 40-50.
Reeve, J.; & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning adtivities. Contemporary Educational Psychology, 36, 260-268.
Reschly, A.; & Christenson, S.L. (2005). Childrenś needs: Development, prevention, and intervention. National Association of School Psychologist. 147-169.
Schlechty, P.C.(2005). Creating create schools: Six critical system at the heart of educational innovation. Sanfrancisco: Jhon Wiley and Sons.
Sooklee, J.(2013). The relationship between student engagement and academic Performance: Is it a myth or reality? The Journal of Educational Research, 107 (3),177-185.
Strauss, A.; corbin, J.(1990). Basic of qualitative research: Grounded theory procedures and techniques. Sage.
