The effectiveness of school welfare model on academic satisfaction of female high school students

Document Type : Research Paper

Authors

1 PhD in Educational Psychology, Faculty of Psychology , Islamic Azad University, Educational Psychology Branch,, Sanandaj , Iran

2 Assistant Professor, Department of Educational Psychology, Faculty of Psychology , Islamic Azad University, Educational Psychology Branch,, Sanandaj , Iran

Abstract

Objective :   The aim of this study was to The effect of school welfare program on academic satisfaction of female high school students in Kermanshah.
Methods :   The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population was all female high school students in Kermanshah in the academic year of 1996-97 who were studying and were replaced by multi-stage random sampling in two groups of 15 experimental and control and the school welfare training program in 10 sessions of 90 minutes on The experimental group was performed. Research data were collected using Lent and Singlai's Academic Satisfaction Questionnaire, Shaw, Gainor, Bardner, Tristman, and the Canoe and Rimpla School Welfare Questionnaire before and after the educational intervention.
Results: The results showed that the scores of academic satisfaction in the experimental and control groups, in the post-test stage, in the amount of F obtained is equal to 12.6, which was significant (P <0.01).
conclusion: The results of this study showed that the school welfare educational program increased academic satisfaction.
 

Keywords

References

انصاری، هما. (1396). اثربخشی آموزش مدیریت استرس به شیوه شناختی رفتاری بر شادکامی، رضایت از مدرسه و باورهای خودکارآمدپنداری تحصیلی دانش‌آموزان دختر شهر اهواز. مجله پیشرفت های نوین در علوم رفتاری،  2(17)، 1-10.http://ijndibs.com/article-۱-۱۷۴-fa.html
 پورعبدل، سعید؛ صبحی قرامکی، ناصر و عباسی، مسلم. (1394).  مقایسه‌ی اهمال‌کاری تحصیلی و سرزندگی تحصیلی در دانش‌آموزان با و بدون اختلال یادگیری خاص. مجله ناتوانی یادگیری،3(4)، 22-38. http://jld.uma.ac.ir/article_276.html
حق بین، فاطمه و شیخ الاسلامی، راضیه. (1395). پیش بینی نشاط ذهنی بر اساس بهزیستی مدرسه: نقش واسطه ای سبک های خود تنظیمی هیجانی. مجله مطالعات روان‌شناسی تربیتی، 35 ( 8)،24-52. https://jeps.usb.ac.ir/article_4986.htm
خورشیدی نازلو، لیلا. (1393).  بررسی رابطه پنج عامل شخصیت، تیپهای زمانی و فرسودگی تحصیلی با رضایت از مدرسه دانش‌آموزان دختر سال اول دبیرستان شهر ارومیه در سال تحصیلی 93 -92. پایان نامه کارشناسی ارشد، دانشکده ادبیات  و علوم انسانی دانشگاه ارومیه.
دستجردی، رضا (1390).  بررسی نقش صفات شخصیت، بهزیستی مدرسه، هویت تحصیلی، انگیزش تحصیلی و خودکارآمدپنداری تحصیلی در پیش بینی بهزیستی روانشناختی دانش‌آموزان با عملکرد تحصیلی بالا و پائین. رساله دکتری، دانشگاه خوارزمی.
نریمانی، محمد و طاهری‌فرد، مینا. (1398). اثربخشی آموزش مبتنی بر پذیرش و تعهد بر کاهش اجتناب تجربه‌ای و پریشانی روان‌شناختی نوجوانان دارای اختلال یادگیری خاص. مجله ناتوانی‌های یادگیری، 8(4)، 110-133. [Doi: 10.22098/jld.2019.823]
 هاشمی، تورج؛ واحدی، شهرام و محبی، مینا.  (1394). رابطه ساختاری پیوند با مدرسه و والدین با رضایت تحصیلی و کنترل تحصیلی: نقش میانجی‌گری خودکارآمدی تحصیلی. دوفصلنامه راهبردهای شناختی در یادگیری،  3(5)،  1-20.https://asj.basu.ac.ir/article_1357.html
Artino, A. R. (2007). Online military training: using a social cognitive view of motivation and self-regulation to understand students' satisfaction, Perceived Learning and Choice. Quarterly Review of Distance Education, 8 (3), 191-202.[Doi:10.1111/j.1365-2729.2007.00258.x]
Bray, E.; Aoki, K. & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International Review of Research in Open & Distance Learning, 9 (3), 1-24. [Doi: 10.19173/irrodl.v9i3.525]
Chejlyk, S. (2006). The effects of online course format and three components of student perceived interactions on overall course satisfaction. Dissertation Abstracts International, 67 (4), (UMI No. 3213421).
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
Datu, J. A. D. (2018). Flourishing is associated with higher academic achievement and engagement in Filipino undergraduate and high school students. Journal of Happiness Studies, 19, 27–39. [Doi: 10.1007/s10902-016-9805-2]
Datua, Jesus Alfonso, D., King, Ronnel, B.  (2018). Subjective well-being is reciprocally associated with academic engagement: A two-wave longitudinal study. Journal of School Psychology.69: 100-110. https://pubmed.ncbi.nlm.nih.gov/30558746/
Demaris, M.C., & Kritsomis, W.A. (2010). The classroom exploring its effects on student persistence and satisfaction. Focus Colleges University School, 2(1),1-9. http://docplayer.net/13730806
Deshields, O. W., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: Applying Herzberg’s Two – Factor Theory. International Journal of Educational Management, 19 (2), 128 – 139.
https://www.emerald.com/insight/content/doi/10.1108/09513540510582426/full/html
Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K.  (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12. [Doi:10.1016/j.ijer.2017.04.001]
Heffner, A. L., & Antaramian, S. P. (2016). The role of life satisfaction in predicting student engagement and achievement. Journal of Happiness Studies, 17, 1681–1701. [Doi:10.1007/s10902-015-9665-1]
Helgesen, Q. & Nesset, E. (2007). What accounts for students’ loyalty? some field study evidence. International Journal of Educational Management, 21 (2), 126 – 143. https://www.emerald.com/insight/content/doi/10.1108/09513540710729926/full/html
Huebner, E. S. (2004). Research on assessment of life satisfaction of children and adolescents. Social Indicators Research, 66, 3–33. https://www.emerald.com/insight/content/doi/10.1108/09513540710729926/full/html
Keeler, L. C. (2006). Student satisfaction and types of interaction in distance education courses. Dissertation Abstracts International, 67 (9), (UMI No. 3233345). https://www.learntechlib.org/p/121209
Kinicki, A. F; McKee-Ryan, C.; Schriesheim & Carson, K. P. (2002). Assessing the construct validity of the job descriptive index: A Review and Meta-Analysis. Journal of Applied Psychology, 87 (1), 14-32. https://asu.pure.elsevier.com/en/publications/
Konu, A. & Rimpela, M. (2002). Well-being in schools: a conceptual model. Health Promotion International, 17(1), 20-32. https://pubmed.ncbi.nlm.nih.gov/11847141/
Konu, A. & Lintonen, T. (2005). Theory based survey analysis of well-being in secondary schools in Finland. Health Promotion International, 21, (1), 56-69.
Lent, R. W., Singley, D., Sheu, H., Gainor, K., Brenner, B. R., Treistman, D., & et al. (2005). Social cognitive predictors of domain and life satisfaction: Exploring the theoretical precursors of subjective well-being. Journal of Counseling Psychology, 52, 429-442. https://books.google.com/books
Narimani, M., & Taherifard, M. (2019). The effectiveness of acceptance/commitment training to decrease experiential avoidance and psychological distress in teenagers with specific learning disorder. Journal of Learning Disabilities, 8(4), 110-133. (Persian)  [Doi:10.22098/jld.2019.823]
Paloș, R. M., Laurenţiu, P., & Costea, I. (2019).Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation.60: 199-204. [Doi:10.1016/j.stueduc.2019.01.005.
Pourabdol, S., Sobhi –Gharamaleki, N. & Abbasi, M. (2015). A comparison of academic procrastination and academic vitality in students with and without specific learning disorder. Journal of Learning Disabilities, 3 (4), 22-38. (Persian). http://jld.uma.ac.ir/article_276_0.html?lang=en
Rodriguez Robles, F. M. (2006). Learner characteristic, interaction and support service variables as predictors of satisfaction in web-based distance education. Dissertation Abstracts International, 67 (7), (UMI No. 3224964).
Ryan, R. M., & Deci, E. L. (2008a). A self determination theory approach to psychotherapy: The motivational basis for effective change. Canadian Psychology, 49, 186–193. https://www.semanticscholar.org/paper
Sahin, I. (2007). Predicting student satisfaction in distance education and learning environments. Retrieived from ERIC database. (ED496541).
Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010); School satisfaction and academic achievement: The effect of school and internal assets as moderators of this relation in adolescents with special needs. Social and Behavioral Sciences, 9, 1177-1181. https://pdf.sciencedirectassets.com/
Singley DS.(2008). Longitudinal prediction of domain satisfaction and global life satisfaction, test of social cognitive model [dissertation]. College Park, MD: University of Maryland.
Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137-149. https://www.tandfonline.com/doi/abs
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, 290-305.  https://www.academia.edu/
Umbach, P. & Porter, S. (2002). How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Research in Higher Education, 43 (2), 209-234.http://stephenporter.org/papers/deptstudentsatisfaction.p
Journal of School Psychology
Volume 11, Issue 1
May 2022
Pages 105-116

Files

Share

How to cite

Statistics