پیشایندها و پسایندهای سرزندگی تحصیلی: مرور یک دهه پژوهش در ایران

نوع مقاله : مقاله مروری

نویسنده

کارشناس ‌ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشگاه بیرجند

چکیده

چکیده

زمینه: افزایش کمی و کیفی آموزش و رشد استعدادهای دانش‌آموزان، از مهم‌ترین اهداف آموزش و پرورش کشورها؛ وکمک به رفع مشکلات تحصیلی آنها همواره مورد تاکید متولیان آموزش و پرورش بوده است. یکی از عواملی که به دانش‌آموزان در روبه‌رو شدن با مسائل و چالش‌ها کمک می‌کند، پایستگی تحصیلی است.

هدف: هدف پژوهش حاضر، مرور مطالعات داخلی انجام شده در مورد پایستگی تحصیلی است.

روش: روش پژوهش حاضر کیفی و از نوع مقالات مروری نظام‌مند می‌باشد. جست‌وجو با استفاده از کلید واژه‌های پایستگی‌تحصیلی، سرزندگی تحصیلی، شادابی تحصیلی، ممارست تحصیلی و پایستگی آموزشی در پایگاه‌های اطلاعات علمی داخلی (مرکز اطلاعات علمی جهاد دانشگاهی(سید)، بانک اطلاعات نشریات کشور (مگ ایران) و پرتال جامع علوم انسانی) در طی سال‌های 1393 تا 1403 انجام شد. با توجه به جست‌وجوی انجام شده در پایگاه‌های اطلاعات علمی، 53 پژوهش یافت شد که پس از حذف موارد نامرتبط و تکراری، 26 مقالۀ انجام شده در پیرامون پایستگی تحصیلی بررسی شد.

یافته‌ها: مرور پژوهش‌های انجام شده نشان داد، ارتباط 43 متغیر با پایستگی تحصیلی مورد بررسی و تحلیل قرار گرفته بود که این متغیرها در چهار مقولۀ عوامل فردی (20 متغیر)، عوامل تحصیلی (19 متغیر)، عوامل خانوادگی (2 متغیر) و عوامل مربوط به مدرسه (3 متغیر) دسته‌بندی شدند.

نتیجه‌گیری: مرور پژوهش‌های انجام شده حاکی از این است که پایستگی تحصیلی، یکی از تاثیرگذارترین متغیرها در جریان مواجهه و رویارویی دانش‌آموزان با چالش‌های تحصیلی است که می‌تواند پیش‌بینی کنندۀ متغیرهای متعددی در زمینۀ آموزش و پرورش باشد همچنین خود، تحت تاثیر بسیاری از عوامل فردی و محیطی قرار دارد.



کلید واژه‌ها: پایستگی تحصیلی، تاب‌آوری، تاب‌آوری تحصیلی، دانش‌آموزان

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Antecedents and Consequences of Academic Buoyancy: A Review of One Decade of Research in Iran

نویسنده [English]

  • Mohadesah Doraki
M.A. in Educational Psychology, Department of Psychology, University of Birjand, Iran
چکیده [English]

Background: Enhancing both the quantity and quality of education and fostering students’ talents are among the most important goals of the educational system. In this regard, assisting students in overcoming academic difficulties has always been emphasized by policymakers in education. One of the key factors that helps students cope with challenges and difficulties is academic buoyancy.
Aim(s): The purpose of this research is to review the internal studies conducted on academic buoyancy in the last 10 years.
Methods: The present study employed a qualitative approach and was conducted as a systematic review. The search was carried out using the keywords academic persistence, academic buoyancy, academic vitality, academic perseverance, and educational persistence in domestic scientific databases, including the Scientific Information Database (SID), MAGIran, and the Comprehensive Humanities Portal, within the time span of 2014 to 2024. Based on this search, 791 studies were initially identified, out of which 24 articles directly related to the subject of academic buoyancy were finally selected for further review.
Results: The review of previous studies showed that 43 variables related to academic buoyancy have been examined and analyzed. These variables were classified into four categories: individual factors (20 variables), academic factors (19 variables), family factors (2 variables), and school-related factors (3 variables)
Conclusions: The review of studies indicates that academic buoyancy is one of the most influential variables in helping students cope with academic challenges, and it can serve as a predictor of multiple variables in the field of education. At the same time, academic buoyancy itself is influenced by numerous individual and environmental factors.

کلیدواژه‌ها [English]

  • academic buoyancy
  • academic persistence
  • academic vitality
  • academic perseverance
  • ducational persistence
  • systematic review
  • challeng

References

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پژوهش های کیفی در علوم رفتاری
دوره 4، شماره 1 - شماره پیاپی 7
تابستان 1404
شهریور 1404
صفحه 201-218

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سابقه مقاله

  • تاریخ دریافت: 18 تیر 1403
  • تاریخ بازنگری: 13 مرداد 1404
  • تاریخ پذیرش: 22 مرداد 1404

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