نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
2 استادیار گروه روان شناسی تربیتی دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران
3 استادیار گروه مطالعات مدیریت آموزش عالی، مؤسسه پژوهش و برنامه‌ریزی آموزش عالی، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background: The increasing social, cultural, and economic changes, alongside the multiplicity of roles, evolving educational methods, shifts in the types of participation for women—particularly mothers—and many other factors, have led to a diversity of identity-forming sources for mothers. This underscores the importance of analyzing their transformative learning pathways within the process of identity formation. Through her experiences in motherhood and education, a mother encounters situations where the way she learns from these lived experiences can support her growth, transformation, and ultimately, the construction of her identity.
Aim: The present study was designed and conducted to analyze the transformative learning pathway of mothers during their university education, focusing on the role of motherhood and its interaction in reconstructing their identity.
Method: This research was conducted qualitatively using a descriptive phenomenological approach and purposive sampling. The study population consisted of 20 Iranian student-mothers who were pursuing degrees ranging from associate’s to doctorate levels at the time of the study. Data were collected through semi-structured, in-depth interviews. The interview transcripts were reviewed and analyzed using qualitative content analysis and thematic analysis, with interviews continuing until data saturation was reached. The validity of the research was ensured through prolonged engagement and peer debriefing, while reliability was confirmed using participant review.
Results: The findings of this research resulted in the development of 51 basic themes, 6 organizing themes, and 2 overarching themes. The overarching themes included continuous learning and re-evaluation of roles, experiences, and relationships. The findings indicated that mother-students with high enthusiasm for learning, a continuous search for knowledge, review of challenges and obstacles, access to external support, re-evaluation of the mothering role, and acquisition of new and meaningful experiences can play an active and effective role in reconstructing their identity.
Conclusions: The results of this research provide insights for educators and policymakers to create a suitable platform for identity formation among Iranian mothers. Mothers with a self-constructed identity can play an impactful role within society and family, contributing to the effective upbringing of their children.
کلیدواژه‌ها [English]
)