رابطه ی بین عدالت آموزشی با فرسودگی و پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی کرمان

نویسندگان

چکیده

عدالت آموزشی، علاقه، انگیزه و حتی فرسودگی تحصیلی دانشجویان را تحت تأثیر قرار دهد و به موفقیت تحصیلی آنها کمک نماید، پژوهش حاضر با هدف بررسی رابطه بین عدالت آموزشی با فرسودگی تحصیلی و پیشرفت تحصیلی در دانشجویان دانشگاه علوم پزشکی کرمان در سال 1393 انجام شد. این پژوهش مقطعی از نوع توصیفی همبستگی است. جامعه ی آماری در این مطالعه، کلیه ی دانشجویان علوم پزشکی کرمان تشکیل می دادند، که 303 نفر با روش نمونه گیری خوشه ای انتخاب شدند. ابزارهای جمع آوری اطلاعات شامل پرسشنامه های عدالت آموزشی (شامل 14 گویه در مقیاس 7 درجه ای لیکرت)، فرسودگی تحصیلی(15 گویه در سه حیطه ی خستگی تحصیلی(5 گویه)، بی-علاقه گی تحصیلی(4 گویه) و ناکارآمدی تحصیلی(6 گویه) و اخذ میانگین معدل بود. روایی پرسشنامه ها با نظر اساتید متخصص مورد بررسی قرار گرفت که مورد تأیید بود، همچنین ضریب آلفا کرونباخ پرسشنامه عدالت 86/0 و برای سه حیطه فرسودگی تحصیلی شامل خستگی، بی علاقه گی و ناکارآمدی تحصیلی 70/0، 82/0 و 75/0 برآورده شده است. از آنالیز واریانس یک طرفه و آزمون های تی مستقل، آزمون پست هاک (بنفرونیو دانت) و ضرایب همبستگی پیرسون و اسپیرمن به منظور تجزیه و تحلیل اطلاعات استفاده شد. نتایج نشان داد که میانگین نمره ی عدالت آموزشی و فرسودگی تحصیلی کمتر از میزان متوسط بوده است همچنین میانگین(±انحراف معیار) معدل واحدهای پژوهش ( 47/1 ± ) 37/16 بود. همچنین ارتباط معنا داری بین عدالت آموزشی با فرسودگی تحصیلی وجود داشته است (02/0 = P)؛ ولی بین عدالت آموزشی با پیشرفت تحصیلی ارتباط معناداری مشاهده نشد (72/0 = P) عدالت آموزشی از جمله متغیرهایی است که می تواند بر میزان فرسودگی تحصیلی و پیشرفت تحصیلی دانشجویان تأثیرگذار باشد بنابراین ضرورت ایجاد فرصت هایی برای برقراری عدالت آموزشی از سوی استادان و مسؤولین دانشگاهی باید مدنظر قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship between Educational Equity,Academic Burnout and Achievement among Students at Kerman University of Medical Science

نویسندگان [English]

  • aazam heidarzadeh
  • Mahlagha Dehghan
  • Parisa Shahmohamadipour
  • Zeinab Taheri
  • Mansooreh Azizzade forouzi
چکیده [English]

Equality of education can affect student’s interest and motivation and even their educational burnout, and it could also help them succeed. The aim of this study was to determine relationship between educational equity, academic burnout and achievement among students of Kerman University of Medical Science. This cross-sectionalresearch was a descriptive correlational one. The population of the study wascomposed of all Medical Sciences students that 303 members were selected by cluster sampling method. Data was gatheredusing educational equity questionnaire (consisted of 14 items in 7-point Likert scale),academicburnout questionnaire made up of 15 items in three domains; academic fatigue (5 items),academic inappetence (4 items), and academic failure (6 items) and average of GPA, too. Moreover, its validity was optimal, and Cronbach's alpha coefficient of educational equity was 0/86, and for three domains of academicburnout includedacademic fatigue, inappetenc and failure were estimated 0/70, 0/82, 0/75, respectively. In addition, datawas analyzed by using ANOVA andthrough Independent t-test and posthoc tests such as ( Benfrony and Dant) and Pearson correlation coefficient.The reslut showed that the average score of educational equity and academicburnout were lower than the mean score. The meanaverage(±SD)of research subjects was 16/37 (1/47). Although the finding indicated a significant difference between educational equity and academicburnout (P= 0/02),there was no significant difference between educational equity and educational achievement (P= 0/72). Accordingly, eudcatinal equity can be one of the chief agents that can effect on academicburnout and education achievement;and it is necessary to establish opportunities for educational equity by teachers and faculty members.

کلیدواژه‌ها [English]

  • educational equity
  • Academic burnout
  • Educational Achievement
  • Student
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