تحليل پديدارشناسانه عوامل موفقيت تحصيلي نابينايان

The Phenomenological Analysis of Blinds Academic Achievement Factors

پژوهش حاضر با هدف شناسايي عوامل موفقيت تحصيلي افراد داراي مشكل بينايي انجام شد. براي اين منظور از رويكرد كيفي و روش پديدارشناسي توصيفي استفاده شد. مشاركت كنندگان در اين پژوهش تعداد 11 نفر از افراد داراي مشكل بينايي بودند كه بخش اعظم زندگي خود را در نابينايي گذرانده و در سال تحصيلي 97 96 ، دانشجو يا فارغالتحصيل دوره دكتري بودند. اين افراد به روش - نمونه گيري هدفمند و با راهبرد گلوله برفي انتخاب شدند و به منظور جمع آوري داده ها، با آن ها مصاحبه عميق نيمهساختاريافته انجام گرفت. مصاحبه ها تا رسيدن به اشباع نظري ادامه يافت. دادههاي جمع آوري شده با روش Colaizzi تحليل شد و تعداد 228 كد اوليه استخراج شده از مصاحبه ها براساس شباهت معنايي، در 22 مفهوم جاي گرفتند و سپس مفاهيم مرتبط با هم تحت عنوان 10 مقوله اصلي دستهبندي شدند كه عبارتند از: حمايتهاي خانوادگي، استفاده از تحصيل براي رفع نيازها، جبران تجارب و احساسات ناخوشايند، نگرشها و باورهاي اميدبخش، دستاوردهاي ضمني تحصيل، بسترسازي محيط هاي آموزشي، ويژگي هاي مثبت شخصيتي، استعدادها و توانايي هاي شناختي، عوامل مثبت اجتماعي و هدف گذاري در جهت ارزشها و علايق. اظهارات مشاركت كنندگان نشان ميدهد كه برخورداري از حمايت هاي خانواده باعث شده بود كه اين افراد مسير تحصيلات را براي پاسخگويي به نيازهاي فطري خود به پيشرفت، استقلال، توجه و امنيت انتخاب كرده و با توجه به تجارب و احساسات ناخوشايندي كه در برخوردهاي اجتماعي درك كرده بودند، به اميد ساختن آيندهاي روشن براي خود، در اين مسير به پيش بروند. آن ها با استفاده از تواناييهاي شناختي خود و با كمك ويژگي هايي مثل سخت رويي، تابآوري و مسئوليتپذيري در قبال مشكلات، دستاوردهايي در اين مسير به دست آوردند كه باعث تشويق و تقويت آن ها در ادامه راه شد. در اين ميان بسترسازي محيط هاي آموزشي و ديدگاه مثبتي كه در اجتماع نسبت به تحصيلات وجود داشت نيز موجب علاقه مند شدن مشاركت كنندگان به درس و تحصيل و هدف گذاري آن ها در اين جهت شده بود.

Introduction The most important channel of learning is the visual channel because 80% of human learning is done through the visual channel. One of the problems of blind people or those with visual impairements is educational problems, especially in higher education. Some studies have shown that people with visual impairments might have less self-efficacy, lower educational progress and physical abilities due to social rejection. However, these people have special talents. The educational level is one of the predictors of self-confidence, self-esteem and the life quality for blind people. Therefore, the level of education and presence in university will have positive effects on the blind individuals’ psychological well-being. Although some studies have been conducted on the educational progress of people with visual impairments, no qualitative research has yet been conducted with the aim of evaluating the understanding, lived experience of these people and the influential factors in their academic achievement in higher education. Therefore, the goal of this research is to identify the main factors underlying the academic achievement of blind students via the exploration of their lived experiences. Method The current research was conducted with a qualitative approach via the application of phenomenological methodology. The participants of this research were 15 blind studdents in Iran who were either PhD. candidates or graduates from universities during 2018-2019 academic year. These participants were selected via snowball sampling. Sampling continued until we reached data saturation and further data did not provide us with any new information. The data were collected through deep semi-structured interviews during 3 months by telephone interviews while using Colaizzi methodology for coding and analyzing the data through seven steps. For validating the results of this research, the final analysis of interviews was tabulated with variables and concepts were shown to three participants and two professors who were familiar with the scope of the study for study. They all agreed with the extracted themes and the interpreted data. Results About 248 initial codes, which were extracted from the interviews through similar meanings, were organized in 44 concepts. They were categorized into the following 10 main themes: family supports, using education for meeting the needs, compensating for the experiences and unpleasant feelings, perspectives and hopeful believes, secondary educational achievements, educational context, positive personal features, cognitive talents and abilities, positive social factors and goal-defining toward values and interests. Conclusion The articipants’ interviews show that having higher family support was the reason that these people choose education for meeting their innate needs for progress, independence, attention and security. Also, they choose education based on unpleasant feelings and experiences from social contacts in order to build a bright future for themselves. They had achievements with the help of their cognitive abilities and characteristics such as hard working, tolerance and responsibility which motivated them for their further progress. Educational context and hopeful perspective in society about higher education also encouraged them to increase their attention to academic studies as well as acquiring academic achievements.