Predicting educational well-being and mental vitality of high school students based on their feeling of belonging to the school mediated by goal orientation

Document Type : Research Paper

Authors

1 Professor, Department of Psychology, Bu-Ali Sina University

2 Assistant Professor, Department of Psychology, Bu-Ali Sina University

3 M.A. in Educational Psychology , Bu-Ali Sina University

10.22098/jsp.2020.947

Abstract

The purpose of this study was to predict educational well-being and mental vitality of high school students based on their feelings of belonging to the school mediated by goal orientation in Ghahavand town. The research method was descriptive and correlational. The population of this study included all high school students (1126) who were selected by cluster sampling. The data were collected by Tuminnin-Sweeney, Elliot, and McGregor et al., Ryan and Frederick as well as Bry, Betty, and Watts’ Scales. The data were analyzed by the structural equation modeling. Findings showed that the hypothesized model, that is the mediating role of goal orientation in relation between mental vitality and feeling of belonging to school with educational well-being is fit, so that the feeling of belonging to school and subjective vitality with the mediating role of goal orientation can explain 54% of the variance of the student's educational well-being. Another part of the findings indicated that the feeling of belonging to the school and mental vitality could predict 8% of the goal orientation variance, respectively. In general, the results of this study indicated that mental vitality only can predict educational well-being indirectly; however, the sense of belonging to the school, indirectly and directly has the ability to predict students' academic well-being.

Keywords


بلالی، منصوره؛  زارعی، اقبال  و جاودان، موسی (1396). بررسی رابطه جهت گیری هدف و راهبردهای خودتنظیمی با پیوند مدرسه با میانجی‌گری احساس شایستگی در دانش آموزان متوسطه دوره دوم شهر رودان. پایان‌نامه کارشناسی ارشد، علوم انسانی، دانشگاه هرمزگان.
حق‌بین، فاطمه و شیخ‌الاسلامی، راضیه (1395). پیش‌بینی نشاط ذهنی براساس بهزیستی مدرسه: نقش واسطه‌ای سبک‌های خودتنظیمی هیجانی. پایان‌نامه کارشناسی ارشد، روان‌شناسی و علوم تربیتی، دانشگاه شیراز.
حکمی، سارا و شکری، امید (1394). رابطه بین جهت گیری های هدف پیشرفت و بهزیستی تحصیلی: الگوی اثرات میانجیگر هیجانات پیشرفت. مجله مطالعات اندازه گیری و ارزشیابی آموزشی، 5 (11)، 65-31.
زاهد بابلان، عادل؛ پوربهرام، روشنک و رحمانی جوانمرد، سمیرا (1393). رابطه کمال‌گرایی، جهت گزینی هدف و عملکرد تحصیلی با فرسودگی تحصیلی. رهیافتی نو در مدیریت آموزشی، 5(2)، 109-124.
دهقانی، ماهرخ و عزیزیان کهن، نسرین (1399). نقش انگیزش مشارکت ورزشی و حمایت تحصیلی در پیش‌بینی سرزندگی تحصیلی دانش‌آموزان دارای اختلال یادگیری. مجله ناتوانی‌های یادگیری، 10(1)، 76-52.
سدیدی، محسن (1392). بررسی نقش عوامل پیش بینی کنندة حمایت استقلال طلبانه والدین در نیازهای اساسی و شاخص های بهزیستی در دانشجویان دانشگاه هرمزگان. پایان نامه کارشناسی ارشد، روان‌شناسی و علوم تربیتی، پردیس دانشگاهی قشم.
شجاعی، فاطمه؛ ابراهیمی، سید میثم؛ پارسا یکتا، زهره و نیکبخت نصرآبادی، علی‌رضا (1391). بررسی وضعیت شادمانی به عنوان یکی از شاخص های سلامت روان در دانشجویان پرستاری. پژوهش پرستاری، 7 (24)، 22-16.
شریفی، فائزه؛ مرزیه، افسانه و جناآبادی، حسین (1396). رابطه اهداف پیشرفت با احساس تعلق به مدرسه و نشاط ذهنی دانش‌آموزان. روان‌شناسی مدرسه، 6 (4)، 119-99.
عزیزی، سید محسن؛ زارع، حسین و الماسی، حجت الله (1395). رابطه بین گرایش به تفکر انتقادی و جهت گیری هدف پیشرفت با ویژگی‌های کارآفرینی دانشجویان. مجله ایرانی آموزش در علوم پزشکی، 16 (24)، 209-200.
قدم پور، عزت اله؛ فرهادی، علی و نقی بیرانوند، فاطمه (1395). تعیین رابطه بین فرسودگی تحصیلی با اشتیاق و عملکرد تحصیلی در دانشجویان دانشگاه علوم پزشکی لرستان. پژوهش در آموزش علوم پزشکی، ۸ (۲)، ۶۰-۶۸
قربانی، یوسف؛ خسروی، محبوبه و ابراهیمی قوام، صغری (1396). رابطه تدریس اثربخش با احساس تعلق به مدرسه و انگیزه پیشرفت در بین دانش‌آموزان دورة دوم متوسطة شهرستان ملکان. پایان‌نامه کارشناسی ارشد، روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی.
قنبری‌طلب، محمد و شیخ‌الاسلامی، راضیه (1396). رابطه دانش فراشناخت و بهزیستی مدرسه: نقش واسطه­ای هیجان‌های تحصیلی. مجله روان‌شناسی کاربردی، 2 (11)، 395-375.
مرادی، مرتضی؛ سلیمانی خشاب، عباس علی؛ شهاب زاده، صدیقه؛ صباغیان، حمید و دهقانی زاده، محمدحسین (1395). آزمون ساختار عاملی و سنجش همسانی درونی نسخه ایرانی پرسشنامه بهزیستی تحصیلی. فصلنامه اندازه‌گیری تربیتی، 7(26).
نریمانی، محمد؛ یوسفی، فاطمه و کاظمی، رضا (1393). نقش سبک‌های دلبستگی و کیفیت زندگی در پیش بینی بهزیستی روان‌شناختی نوجوانان مبتلا به ناتوانی‌های یادگیری. مجله ناتوانی­های یادگیری، 3(4)، 142-124.
Amand, G., Gordard, S., & Smith, J. (2018).  School participation feeling: Defining characteristics, decisive factors and sustainable strategies. Journal of Sustainable Development, 3(6), 23-32.
Ames, C. (1992). Classrooms: Goals structures and students' motivation. Journal of Educational Psychology, 19, 430- 446.
Azizi, S.M., Zare, H., & Almasi, H. (2016). The relationship between tendency to critical thinking and direction of advancement with student entrepreneurship. Iranian Journal of Medical Education, 16 (24), 200-2009. (Persian)
Bakhshani, N., Bolhari, J., & Bayanzade, S.A. (1999). Ertegha behdashte ravani Jamenrgar. Journal of Andishe va Raftar, 19, 53-65.
Balali, M., Zarei, E., & Javdan, M. (2017). Investigating the Relationship between Goal Orientation and Self-Regulatory Strategies with School Link with Mediating Competency in Secondary Students in Roodan. Master's thesis, Hormozgan University. (Persian)
Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance, 23(3), 265-282.
Beaty, B., & Brew, C. (2005). Measuring student sense of connectedness with school, development of instrument for use in secondary school. Leading & Managing, 2, 103 – 127.
Belfi, B., Goos, M.,  De Fraine, B., & Van Damme, J.  (2012). The effect of class composition by gender and ability on secondary school students' school well-being and academic self-concept: A literature review.  Educational Research Review, 6, 62-74.
Bjornskov,C. (2008). Healthy and happy in Europe? On the association between happiness and life expectancy over time. Social Science & Medicine, 66, 1750-1759.
Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40, 357.
Dehghani, M., & Azizian Kohan, N. (2020). The role of sport participation motivation and academic support in predicting academic vitality in students with learning disabilities. Journal of Learning Disabilities, 10(1), 52-76. (Persian)
Ganbari-Talab, M., & Sheikh-ul-Islamami, R. (2017). The relationship between meta-cognition and school well-being: The role of educational emotions. Journal of Applied Psychology, 2 (11), 395-375. (Persian)
Ghadampour, E., Farhadi, A., & Nagi Biranvand, F. (2015). Determining the relationship between academic brownout with eagerness and academic performance in medical sciences students of Lorestan University. Research in Medical Science Education, 8(2), 60-68. (Persian)
Ghorbani, Y., Khosravi, M., & Ebrahimi Ghavam, S. (2017). Effective teaching relationship with feeling of belonging to school and progressive motivation among secondary school students in Malekan. Master's thesis, Allameh Tabataba'i University. (Persian)
Haghbin, F., & Sheikh-ul-Islamami, R. (2016). The prediction of mental well-being on the basis of school well-being: the role of mediator of emotional self-regulation styles. Master's thesis, Shiraz University. (Persian)
Hakami, S., & Shokri, O. (2015). The relationship between the goals of achievement and educational Well-being: A model of mediating effects of emotions of progress. Journal of Measuring and Evaluation Studies, 5 (11), 65-31. (Persian)
Locke, E.A., & Latham, G.P. (2005). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hal.
Narimani, M., Basharpoor, S., & Ahmadi, S. (2020). Predicting the tendency towards high-risk behaviors based on moral disengagement with the role of the mediator difficulties in emotion regulation (Structural Equation Modeling). Journal of Research in Psychopathology,1(2), 56-81.
Narimani, M., Yosefi, F., & Kazemi, R. (2014). The role of attachment styles and quality of life in predicting psychological well-being in adolescents with learning disabilities. Journal of Learning Disabilities, 3(4), 124-142. (Persian)
Malin, J., Bray, J., Dougherty, T., & Skiner, K. (2009). Factors affecting the performance and satisfaction of men and women attending college. Research in Higher Education, 13, 15-129.
Monahan, K. C., Oesterle, S., & Hawkins, J. D. (2010). Predictors and consequences of school connectedness. The Prevention Researcher, 17(3), 3-6.
Moradi, M., Soleimani Khoshab, A.A., Shahabzadeh, S., Sabaghian, H., & Dehghanizadeh, M.H. (2016). Factor structure test and internal consistency measurement of Iranian version of well-being questionnaire. Quarterly Journal of Educational Measurement, 7 (26). (Persian)
Reina, V. R. (2014). Enhancing engagement through a community school approach as the key to increase academic achievement. Procedia - Social and Behavioral Sciences. 116, 2078-2084.
Rowe, F., Stewart, D., & Patterson, C. (2007) Promoting school connectedness through whole school approaches. Health Education, 107(6), 524-542.
Ryan, R. M., & Deci, E. L. (2008). From ego-depletion to vitality: Theory and findings concerning the facilitation of energy available to the self. Social and Personality Journal of Environmental Psychology, 30, 159–168.
Sajadi, M. (2013). Investigating the predictive factors of parental independence support in essential needs and welfare indicators in Hormozgan University students. Master's thesis, Qeshm University. (Persian)
Samdal, O., Wold, B., & Bronis, M. (2012). Relationship between student’s perceptions of school environment, their satisfaction with school and perceived academic achievement: An international study. School Effectiveness and School Improvement. 10(3), 296-320.
Seligmen, M. (2002). Positive Psychology Progress: Empirical Validation of Interventions. American Psychologist, 60(5),410-421.
Seo, D., & Taherbhai, H. (2009). Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: a Korean elementary school example. Asia Pacific Education Review, 10, 193–203.
Sharifi, F., Marziyeh, A., & Jenaabadi, H. (2017). The relationship between achievement goals and the sense of connectedness with school and subjective vitality among students. Journal of School Psychology, 6 (4), 99-119. (Persian)
Shojaei, F., Ebrahimi, S. M., Parsa Yekta, Z.,&  Nikbakht Nasrabadi, A.R. (2012). Investigating the status of happiness as one of the mental health indicators in nursing students. Nursing Research, 7 (24), 16-22. (Persian)
Talebi, A.R., Zarrabian, F., & Maleki, H. (2016). Studying the relationship between psychological characteristics of happiness, self -esteem, feeling of belonging to the school and the choice of the field of study for the male and female second grade students of the 12th district high schools in Tehran. Master's thesis. Payam-e Nour University of Tehran. (Persian)
Tuominen-Soini, H. Salmela-Aro, K. & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305.
Zahed Babolan, A., Pourbahram, R., Rahmani Javanmard, S. (2014). The relationship between perfectionism, goal orientation and academic performance with academic burnout. New Approach in Educational Management, 5(2), 109-124. (Persian)