اثرات علیّ مدیریت آموزشی و رفتاری استادان برکاهش رفتارهای مخرب کلاسی بواسطه خودکارآمدی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 عضو هیات علمی، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه پیام نور تهران، تهران، ایران

2 دانشجوی دکتری روان شناسی تربیتی، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.

چکیده

در تحقیق حاضر، مدل اثرات علیّ مدیریت آموزشی و رفتاری کلاسی استادان دانشگاه بر کاهش رفتارهای مخرب کلاسی دانشجویان بواسطه خودکارآمدی طراحی و آزمون شد. کلیه استادان دانشگاه پیام نور اهواز، جامعه آماری تحقیق را تشکیل داده اند که از بین آنها 156 نفر به صورت داوطلبانه انتخاب شدند. برای جمع آوری داده ها، از پرسش نامه مدیریت آموزشی، رفتاری و رفتارهای مخرب کلاسی محقق ساخته (2017) و مقیاس خودکارآمدی نظامی، شوارتزر و جروسلم(1996) استفاده گردید. تحلیل داده ها از طریق نرم افزار Spss و Amos صورت گرفت. تحلیل داده ها از برازندگی مدل پیشنهادی خبر می دهد. نتایج تحلیل همچنین نشان داد مدیریت آموزش و مدیریت رفتار کلاسی استادان دانشگاه، در کاهش رفتارهای مخرب کلاسی دانشجویان اثر علیّ منفی و همین متغیرها(مدیریت آموزش و مدیریت رفتار کلاسی) در افزایش خودکارآمدی استادان دانشگاه اثر علیّ مثبت و خودکارآمدی استادان دانشگاه، در کاهش رفتارهای مخرب کلاسی دانشجویان اثر علیّ منفی دارد. تحقیق حاضر، پیشنهاد می دهد برای کاهش رفتارهای مخرب کلاسی دانشجویان، به ارتقاء و تقویت مدیریت آموزش، مدیریت رفتار و خودکارآمدی استادان دانشگاه اهتمام نمود.

کلیدواژه‌ها


عنوان مقاله [English]

The Causal Effects of Professors’ Educational and Behavioral Management on reducing the students' Malicious Behaviors through Self-efficacy

نویسندگان [English]

  • Karim Sevari 1
  • Fatemeh Farzadi 2
1 Faculty member, Department of educational Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran.
2 Ph.D student in Educational Psychology, Department of educational Psychology, Faculty of Psychology and educational Sciences, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]

In the present study, the causal-effects model of teaching and behavioral management of university professors on the reduction of students' destructive behaviors through self-efficacy were designed and tested. All professors at Payame Noor University of Ahwaz were included in statistical society that 156 members were voluntarily selected. To collect data, a researcher-made teaching, behavioral and destructive behavior questionnaire (2017) and self-efficacy scale of Nezami, Schwarzer & Jeroaslem (1996) were used. Then, data analysis was performed by using SPSS and Amos software and it indicated the appropriateness of the proposed model. In addition, the results of the analysis showed that teaching and behavioral management of university professors in reducing students' classroom malicious behaviors had a negative casual effect, although the same variables (teaching management and classroom behavior management) had positive casual effect on increasing the self-efficacy of university professors whereas self-efficacy of university professors in reducing destructive behaviors of students' had a negative effect. According to the present study, the more improvement of teaching, behavior management and self-efficacy of university professors, the less students' classroom behaviors.

کلیدواژه‌ها [English]

  • Teaching and behavioral management
  • University professors
  • self-efficacy
  • Classroom destructive behaviors

Afshareyan N, 2015, The role of socio-economic base and attachment quality to parents in predicting maladaptive behavior of adolescents. Quarterly journal of modern psychological research, Vol.10.,No.40.pp.29-48. [In Persian].

Alavilangrodi K, Solaimani, Z, 1998, Comparing teachers' beliefs and attitudes about class management with respect to demographic characteristics. New Approach in Educational Management, Vol. 4.,No.2.pp.115-136. [In Persian].

Aloe AB, Amo LC, Shanahan M.E, 2014, Class management, self efficacy & burnout.Educ Psychol Rev, Vol. 26.No.3, pp,101-126.

Arbuckle C, Little E, 2004, Teachers’ perceptions and management of disruptive classroom behaviour during the middle years (years five to nine). Australian Journal of Educational & Developmental Psychology,Vol.4,No.6 pp,59–70.

Bandura A, 1997,Self-efficacy:The exercise of control. New York, NY: W.H. Freeman.

Briesch AM, Briesch JM, Chafouleas SM, 2015, Investigating the usability of classroom management strategies among elementary schoolteachers. Journal of Positive Behavior Interventions,Vol.17, No.1,pp.5-14.

Brophy J, 1996, Teaching problem students. New York, NY: The Guilford Press.

Cerit Y, Yüksel S, 2015, Teachers' perceptions of classroom management orientations in Turkish and Latvia contexts: A comparative study. Journal of Educational and Instructional Studies in the World,Vol.5., No.3, pp.1 -10.

Charles C, 2008, Building  classroom discipline(9 ed.). New York, Pearson Education, Inc.

Chang ML, 2013, Toward a theoretical model to understand teacher emotions & teacher burnout in the context of student misbehavior. Motivation & Emotions,Vol.10., No.2,pp. 191-197

Dârjan I, 2012, Correlations between teachers’ sense of self-efficacy and classroom management. Vol.2.,No.3, pp.582–587.

Demirdag S, 2015, Classroom management and students’ self -esteem: Creating positive classrooms. Educational Research and Reviews,Vol.10., No.2,pp. 191-197.

Demir S, 2009, Teacher perceptions of classroom management and problematic behaviors in primary schools. Procedia - Social and Behavioral Sciences, Vol.1.,No.1, pp. 584–589.

Ding M, Li Y, Li X, Kulm G, 2010, Chinese teachers' attributions and coping strategies for student classroom misbehaviour. Asia Pacific.Journal of Education,Vol.30., pp.321-337.

Ding M, Li Y, Li X, Kulm G, 2008, Chinese teachers’ perceptions of students’ classroom misbehaviour, Educational Psychology,Vol. 28., No.3, pp.305–324.

Djigić G, Stojiljković S, 2011, Classroom management styles, classroom climate, and school achievement.Procedia -Social and Behavioral Sciences, Vol.29, pp.819–828.

Doyle W, 1986, Classroom organization and management. In M. C. Wittrock, Handbook of research on teaching ,pp.392-431. New York, NY: Macmillan.

Gordon LM, 2001,High teacher efficacy as a marker of teacher effectiveness in the domain of classroom management. Unpublished research.

Finn JD, Fish RM, Scott LA, 2008, Educational sequelae of high school misbehavior, The Journal of Educational Research,Vol.101.,No.5,pp.259-274.

Hicks SD, 2012, Self-efficacy and classroom management: A correlation study regarding the factors that influence classroom management. Doctoral Dissertation (EdD), Liberty University, Lynchburg, VA.

Ho IT, 2004, A comparison of Australian and Chinese teachers’attributions for student problem behaviors, Educational Psychology, Vol. 24., No.3, pp. 375–391.

Hong JY, 2012, Why do som beginning teachers have the school & others stay?Teachers teaching,Vol.18., No.4, pp.417-440.

Jessor R, Jessor SL, 1977, Problem Behavior and Psychosocial Development: A Longitudinal Study of Youth, Academic Press, New York, USA.

Johnson HL, Fullwood HL, 2006, Disturbing behaviors in the secondary classroom: how do general educators perceive problem behaviors? Journal of Instructional Psychology, Vol. 33.,No.1,pp.20–39.

Khani R, Mirzaee A, 1394, How do self-efficacy, contextual variables, and stressors affect teacher burnout in an EFL context? Educational Psychology,Vol. 35.,No.1, pp.93-109. [In Persian].

Leung J, Ho C, 2001, Disruptive classroom behavior perceived by Hong Kong primary school   teachers.Journal of Educational Research, Vol.16.,No,2,pp. 223–237.

Lewis R, 1999, Teachers coping with the stress of classroom discipline. Social Psychology of Education, Vol.3, No.3,pp. 155–171.

Lo TW, Cheng CHK, 2018, Predicting Effects of the Self and Contextual Factors on Violence: A Comparison between School Students and Youth Offenders in Macau. International Journal of Environmental Research and Public Health, Vol.15.,No.285,pp. 2-17.

Lopes João, Silva Elisabete, Oliveira Célia, et al, 2017, Electronic. Journal of Research in Educational Psychology,Vol.,15No.3,pp.467- 490.

Lopes J, Santos M, 2013, Teachers’ beliefs, teachers’ goals and teachers’ classroom management: A study with primary teachers. Revista de Psicodidáctica. Journal of Psychodidactics,Vol.18., pp.5-24.

Main S, Hammond L, 2008, Best practice or most practiced? Pre-service teachers’ beliefs about effective behavior management strategies and reported self-efficacy. Australian Journal of Teacher Education,Vo.33., No.4, pp. 28–39.

Martin NK, Sass DA, 2010, Construct validation of the behavior and instructional management scale. Teaching and Teacher Education, Vol. 26.,pp.1124-1135.

Mckee, JG, 2001, Toward an agenda for induction: Perceptions of beginning teachers and student teachers. Paper presented at the Annual Conference of the Eastern Educational Research Association, Boston, MA.

O'Neill S, Stephenson J, 2012, Does classroom management coursework influence pre-service teachers' perceived preparedness or confidence? Teaching and Teacher Education,Vol. 28., pp.1131-1143.

Pane DM, 2010, Viewing classroom discipline as negotiable social interaction: A communities of practice perspective. Teaching and Teacher Education,Vol. 26., pp. 87-97.

Patterson TT, Farmer A, 2018, Classroom management self-efficacy of pre-Service teachers. World Journal of Educational Research, Vol.5., No.2, pp.134-143.

Postholm MB, 2013, Classroom Management: What does research tell us? European Educational Research Journal, Vol.12,pp. 389-402.

Rajabi G, 1999,  Reliability and Validity of the Scale of General Self-efficacy Beliefs in Students of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University and Islamic Azad University, Marvdasht Branch. Journal of Educational New,Vol.1.,No.5,pp.111-122. 

Reed DF, Kirkpatrick C, 1998, Disruptive Students in the Classroom: A Review of the Literature, Metropolitan Educational Research Consortium, Richmond, VA, USA.

Shen J, Zhang N, Zhang, C, et al, 2009, Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems, Educational Psychology, Vol.29., No.2,pp.187–201.

 

Sun RC, Shek DTL, 2012, Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal,Vol.1., pp.1–8.

Thompson B, 2009, Disruptive behaviours in Barbadian classrooms: implications for universal secondary education in the Caribbean. Journal of Eastern Caribbean Studies,Vol.34.,
No.3,pp. 39–58.

Torkardelani F, 2002, Effect of self-efficacy on the success of individuals in life. Education development, Vol.6.,No.2 ,pp4-7.

Tschannen-Moran M Hoy AW  2001, Teacher efficacy: Capturing an elusive construct.Teaching and Teacher Education, Vol.17.pp.783–805.

Tsouloupas C, Carson RL, McGregor SK, 2014, The development of high school teachers efficacy in handling student misbehavior. The journal of Educational Research,Vol.107.,No. 3,pp.230-240.

Vouyoukas AC, 2007, An analysis of equality, legislation, attitudes and values in
education: The case of Greece. Mediterranean Journal of Educational Studies,Vol.12.,No.2,
pp. 115-134.

Wang H, Hall NC, Rahimi, S, 2015, Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions. Teaching and Teacher Education, Vol. 47.,pp.120-130.

Wheldall K, Merrett F, 1988, Which classroom behaviors do primary school teachers say they find most troublesome, Educational Review, Vol.40., No.1,pp.13–27.