پيش‌بيني سازگاري تحصيلي بر اساس راهبردهاي مقابله‌اي و اخلاق تحصيلي دانش‌آموزان

The Prediction of Academic Adjustment Based on Student Coping Strategies and Academic Ethics

ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﭘﯿﺶﺑﯿﻨﯽ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﺑﺮ اﺳﺎس راﻫﺒﺮدﻫﺎي ﻣﻘﺎﺑﻠﻪاي و اﺧﻼق ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان اﻧﺠﺎم ﺷﺪ ﮐﻪ از ﭘﺎﯾﺎن ﻧﺎﻣﻪ ي ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ اﺳﺘﺨﺮاج ﺷﺪه اﺳﺖ. ﻧﻮع ﺗﺤﻘﯿﻖ، ﮐﺎرﺑﺮدي و روش اﺟﺮاي آن ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺗﺤﻘﯿﻖ ﺷﺎﻣﻞ داﻧﺶآﻣﻮزان ﭘﺴﺮ دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮﺳﺘﺎن ﮐﺮج در ﭘﺎﯾﻪﻫﺎي ﯾﺎزدﻫﻢ و دوازدﻫﻢ ﺑﻮد ﮐﻪ ﺗﻌﺪاد 120 ﻧﻔﺮ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﺟﻤﻊآوري اﻃﻼﻋﺎت ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي اﺳﺘﺎﻧﺪارد ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﺳﯿﻨﻬﺎ و ﺳﯿﻨﮓ )1993( ﺑﺎ ﭘﺎﯾﺎﯾﯽ 0/86، ﭘﺮﺳﺸﻨﺎﻣﻪ راﻫﺒﺮدﻫﺎي ﻣﻘﺎﺑﻠﻪاي ﺑﯿﻠﯿﻨﮕﺰ وﻣﻮس )1984( ﺑﺎ ﭘﺎﯾﺎﯾﯽ 0/79 و ﭘﺮﺳﺸﻨﺎﻣﻪ اﺧﻼق ﺗﺤﺼﯿﻠﯽ ﮔﻞﭘﺮور )1389( ﺑﺎ ﭘﺎﯾﺎﯾﯽ 0/75 ﺑﻮد. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓﺰار Spss 24 و آزﻣﻮنﻫﺎي ﻧﺮﻣﺎﻟﯿﺘﯽ و رﮔﺮﺳﯿﻮن اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎي ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد راﻫﺒﺮدﻫﺎي ﻣﻘﺎﺑﻠﻪاي و اﺧﻼق ﺗﺤﺼﯿﻠﯽ در ﻣﺠﻤﻮع ﻣﯽﺗﻮاﻧﻨﺪ 42 درﺻﺪ از ﺗﻐﯿﯿﺮات ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان را ﭘﯿﺶﺑﯿﻨﯽ ﻧﻤﺎﯾﻨﺪ. راﻫﺒﺮدﻫﺎي ﻣﻘﺎﺑﻠﻪاي ﺑﺎ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد، ﻫﻤﭽﻨﯿﻦ اﺧﻼق ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري دارد.

The purpose of this study was to predict academic adjustment based on coping strategies and academic ethics of students. The type of research was applied and its method was descriptive correlational. The statistical population of the study consisted of high school male high school students in Karaj in eleventh and twelfth grades. 150 students were selected by random sampling method. Data collection tools included Sinha and Singe Academic Compatibility questionnaires (1993) with a reliability of 0.86, Billings and Moss Coping Strategies questionnaires (1984) with a reliability of 0.79, and Golparvar Academic Ethics Questionnaire (2010) with a reliability of 0.89. The validity of the questionnaires was based on the opinions of several professors and its reliability was determined by calculating Cronbach's alpha coefficient. Data were analyzed using SPSS 24 software and using descriptive and inferential statistics such as normality and regression tests. The results of the first hypothesis test showed that coping strategies and academic ethics can predict 42% of students' academic adjustment changes. The results of the second and third hypotheses showed that coping strategies have a positive and significant relationship with students' academic adjustment. Also, educational ethics a positive and significant relationship with students' academic adjustment