پديد آورندگان :
كردي، حسين نويسنده دانشگاه علامه طباطبايي و دانشگاه پيام نور , , غضنفري، شهربانو نويسنده كارشناس ارشد جامعه‌شناسي دانشگاه پيام‌نور مركز تهران ,
كليدواژه :
انگيزش پيشرفت , دانش‌آموزان دختر , سرمايه اجتماعي , موفقيت تحصيلي
چكيده فارسي :
پژوهش حاضر به منظور تبيين رابطه بين سرمايه اجتماعي خانواده و موفقيت تحصيلي فرزندان صورت گرفته است. جامعه مورد مطالعه دانش‌آموزان دختر سال سوم دبيرستان‌هاي شهر ساري مركز استان مازندران هستند. حجم نمونه با استفاده از فرمول كوكران به شيوه نمونه‌گيري طبقه‌اي به تعداد 326 نفر برآورد و افراد گزينش شدند. روش پژوهش پيمايشي و ابزار گردآوري داده‌ها، پرسشنامه بود كه توسط دانش‌آموزان و والدين آنان پاسخ داده شد. برحسب يافته‌هاي پژوهش موفقيت تحصيلي اين گروه از دانش‌آموزان نسبتاً مطلوب و سرمايه اجتماعي خانواده آنان و انگيزش پيشرفت فرزندان به‌طور نسبي بالا بوده است. همچنين مطالعه ارتباط بين متغيرها نشان مي‌دهد، سرمايه اجتماعي درون خانواده (ارتباطات درون خانوادگي) در رتبه اول تاثير گذاري ( 43/0=B) بر موفقيت تحصيلي، سپس سرمايه اجتماعي بيرون خانواده (ارتباطات بيرون خانوادگي) با 31/0=B حايز رتبه بعدي موثر بر موفقيت تحصيلي فرزندان است و نيز انگيزش پيشرفت به مثابه يك عامل واسط در رابطه بين سرمايه اجتماعي خانواده با موفقيت تحصيلي فرزندان معني‌دار است.
چكيده لاتين :
Introduction
Type of family relationship quality and quantity and quality in family relationships and network with people outside the family, network of social relations are social networking. In the literature on the sociology of the family can be considered as social capital, this capital was undoubtedly effective in the education of children It is important to acknowledge that the achievement or failure of educational children institute of education alone is not, but it seems in educational performance children, family characteristics, such as social capital should be considered, Therefore, to know the full extent of the role of families in the educational achievement of children is very important in every society. The present research has allocated to study of relationship between family social capital with achievement motivation and females student’s educational achievement.
Material & Methods
The statistical population of this research includes all females’ students who are in grade 3 Sari city in Mazenderan province governmental school in field of mathematics and physics (645 people). experimental sciences (767 people) and humanities sciences(748) by using of Cochran formula, the sample content was calculated and considered sample has been selected by using of multistage cluster sampling method that the sample size is 326 person. In this research, two kinds questionnaire have been used, family social capital questionnaire and Hermens achievement motivation standard’s questionnaire. To perform the analysis, the Pearson correlation coefficient statistical tests, the analysis of multi regression and the test of path analysis have been used.
Discussion of Results & Conclusions
The collected results which have been used by using of Pearson correlation coefficient showed that between the variables of social capital in family, social capital out family, and mixed variables of family social capital with achievement motivation and educational achievement, there is a meaningful statistical relation. Based on the results of multiple regression analysis, the variable of social capital in family(0.43), social capital out family (0.31), achievement motivation (0.28) have the most correlation coefficient effect on the variable dependent to educational achievement. Based on coefficient of correlation(R= 0.79), there is a strong statistical relation between independent variable and dependent variable of educational achievement. The coefficient of determination is also 0.62 that is indication from variable changes dependent by dependent variables. The results and findings of path analysis showed that social capital in family (with 0.43 direct effect coefficient and 0.26 indirect effect coefficient), social capital out family( with 0.31 direct effect coefficient and 0.11 indirect effect coefficient), has the meaningful statistics, both directly and indirectly, on variable dependent on educational achievement. The finding of path analysis showed that achievement motivation is as an intermediate variable.
The results this research imply that the majority of students of high educational achievement and family social capital (social capital within the family and social capital out the family), It is also relatively high. There seems to be a direct correlation between educational achievement and social capital, so the data in the form of hypotheses were tested. Results show that, ever increasing social capital within the family is the most achievement childrenʹs education, as well as to increase the educational achievement of children increases social capital outside the family. This explains the effect of social capital in family is more. Overall, the findings showed a relatively strong between family social capitalʹs effects on educational achievement in childrenʹs Impact. These results confirm the findings Lichter and colleague (1994) and Teachman and colleagues (1996) as well as the study of Hung (2009) and some studies in other countries, and some result are consistent with the studies in Iran, including the study of Mehri (2005), Salarzadeh and Mahbobi (2009), Noghni and colleagues (2012) can be cited.
Keywords: Social Capital, Educational Achievement, Achievement Motivation, Females’ Students
