The model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement

Document Type : Research Paper

Authors

1 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohghegh Ardabili, Ardabil, Iran.

2 PhD Student in Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohghegh Ardabili, Ardabil, Iran

Abstract

Objective: The current study was aimed to investigate the model of structural relationships of family cohesion /adaptability, academic self-concept and social acceptability with school adjustment: the mediator role of educational engagement.
Methods: The method of this study was descriptive-correlational. The whole students of five and sex grades of primary schools in 96-97 educational years were constituted the statistical population of this study. The two hundred and sixty eight students selected by multistage random sampling from this statistical population and participated in this study. The instruments of students adjustment survey, academic self-concept, educational engagement, social desirability and family cohesion  and adaptability scale were used for gathering data. The gatherd data were analyzed by Pearson correlation and multiple regression tests and path analysis using SPSS23 and lisrel8.7
Results: The found results showed that the structural model of adjustment to school basing on family cohesion, academic self-concept and social desirability with mediating role of and educational engagement have a good fitness. These results showed that family cohesion, academic self-concept and social desirability have a direct effect on the adjustment to school and have indirect effect of it via educational engagement. But, family adaptability has alone direct effect on adjustment to school (p<0/05).
Conclusion: the results of this study reveal that the cohesive and supportive family systems, academic self-concept and social desirability can affect students’ adjustment to school both directly and nondirectly via educational engagement.

Keywords

References

ابوالقاسمی، عباس و نریمانی، محمد. (1384). آزمون‌های روان شناختی، اردبیل: انتشارات باغ رضوان.
بشرپور، سجاد، عیسی‌زادگان، علی، زاهد عادل، احمدیان، لیلا. (1391). مقایسه خودپنداره­ی تحصیلی و اشتیاق به مدرسه در دانش‌آموزان مبتلا به ناتوانی یادگیری و عادی، مجله مطالعات آموزش و یادگیری، 5(3)47-64.[Doi:10.22099/jsli.2014.2015]
بشرپور، سجاد و عینی، ساناز. (1400). نقش میانجی تاب‌آوری تحصیلی در رابطه بین خودکارآمدی تحصیلی با سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری. فصلنامه کودکان استثنایی، 21 (1)، 53-64.
حیدری، فاضله؛ فلاحی، وحید و حاجیلو، جلیل. (1397). نقش شیوه­های فرزندپروری و سبک­های دلبستگی در پیش­بینی سازگاری دانش­آموزان با مدرسه. فصلنامه روان‌شناسی مدرسه، 7(1) 138-151. [[Doi: 10.22098/jsp.2018.661
زاهد، عادل؛ کریمی یوسفی، سیده هایده و معینی‌کیا، مهدی. (1392).  ویژگی‌های روان‌سنجی مقیاس اشتیاق به مدرسه. فصلنامه مطالعات آموزشی و آموزشگاهی، 2( 4)، 56-70. [Doi: 20.1001.1.2423494.1392.2.4.3.8]
شیخ‌الاسلامی، علی؛ کریمیان‌پور، غفار و محمدی، یسرا. (1397). پیش بینی پیوند با مدرسه دانش‌آموزان بر اساس حمایت تحصیلی و خودپنداره تحصیلی. فصلنامه مطالعات روان شناسی تربیتی، 30، 188-206.   [Doi:10.22111/jeps.2018.4008]
مظاهری، محمدعلی؛ حبیبی، مجتنبی  و عاشوری احمد. (1392).  ویژگیهای روانسنجی نسخه فارسی مقیاس انسجام و انعطافپذیری خانواده (IV-FACES). مجله روانپزشکی و روانشناسی بالینی ایران، 19(4)، 325 -314.
نصیری، مرضیه؛ میکائیلی‌منیع، فرزانه و عیسی‌زادگان، علی. (1396). بررسی روابط ساختاری دشواری ادراک شده، مقایسه اجتماعی و خودپنداره تحصیلی با سازگاری تحصیلی (مطالعه موردی: دانشجویان کارشناسی دانشگاه ارومیه). فصلنامه علمی‌پژوهشی پژوهش در یادگیری آموزشگاهی و مجازی، 5(1)، 9-22.
نریمانی، محمد؛ رشیدی، جمال و زردی، بهمن. (1398). نقش خودپنداره کودکان، حمایت اجتماعی خانواده و سبک والدگری در پیش‌بینی سرزندگی تحصیلی دانش‌آموزان دارای ناتوانی یادگیری خاص. مجله ناتوانی‌های یادگیری، 8(3)، 112-133. [Doi: 10.22098/jld.2019.791]
وحدتی، سعیده؛ حجت‌خواه، سیدمحسن و رشیدی، علیرضا. (1395). پیش بینی سازگاری تحصیلی بر اساس خودپنداره تحصیلی با میانجیگری انسجام خانواده. فصلنامه علمی‌پژوهشی پژوهشنامه تربیتی، 11(48)، 132-117.
Abolghasemi, A., & Narimani, M. (2005). Psychological tests. Ardabil: Beghe Rezvan Publication. (Persian)
Archambault, I., Janosz, M., Fallu, J.S., & Pagani L.S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651-670. [Doi:10.1016/j.adolescence.2008.06.007]
Basharpoor, S., Eyni, S. (2021). The mediating role of the academic resilience in relations between academic self-efficacy with academic adjustment of students with learning disabilities. Journal of Exceptional Childern, 21 (1), 64-53. (Persian)
Basharpoor, S., Heidari, F., Narimani, M., & Barahmand, U. (2022). School adjustment, engagement and academic self-concept: family, child, and school factors. Journal of Psychologists and Counsellors in Schools, 32(1), 23-38. [Doi:10.1017/jgc.2020.6] 
Basharpoor, S., Issazadegan, A., Zahed, A., & Ahmadian, L. (2010). Comparing academic self concept and engagement to school between students with learning disabilities and normal. The Journal of Education and Learning Studies, 5(3), 47-64. (Persian) ] [Doi:10.22099/jsli.2014.2015]
Boudreault-Bouchard, A.M., Dion, J., Hains, J., Vandermeerschen, J., Laberge, L., &  Perron, M. (2013). Impact of parental emotional support and coercive control on adolescents' self-esteem and psychological distress: results of a four-year longitudinal study. Journal of Adolescence, 36(4), 695-704.   [Doi:10.1016/j.adolescence.2013.05.002]
Buhs, E. S. (2005). Peer rejection, negative peer treatment, and school adjustment: Self-concept and classroom engagement as mediating processes. Journal of School Psychology, 43, 407–424. [Doi:10.1016/j.jsp.2005.09.001]
Calafat, A., Gracia, F., Juan, M., Becona, E., Fernandez-Hermida, J.R. (2014). Which parenting style is more protective against adolescent substance use? Evidence within the European context. Drug and Alcohol Dependency, 138, 185-92. [Doi: 10.1016/j.drugalcdep.2014.02.705]
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–161.[Doi: 10.1037/0022-0663.95.1.148]
Garner, P.W., Dunsmore, J.C., & Bassett, H.H. (2020). Quarterly Direct and indirect pathways to early school adjustment: Roles of young children’s mental representations and peer victimization. Early Childhood Research Quarterly 51 (2020) 100–109.  [Doi:10.1016/j.ecresq.2019.09.001]
Guassi Moreira, J.F., & Telzer, E.H. (2015). Changes in family cohesion and links to depression during the college transition. Journal of Adolescence, 43, 72–82. [Doi:10.1016/j.adolescence.2015.05.012]
Heidari, F., FallahI, V., Hajiloo, J. (2018). The role of parenting and attachment styles in predicting the students' adjustment to school. Journal of School Psychology, 7(1), 138-151. (Persian) [[Doi: 10.22098/jsp.2018.661
Herndon, K.J., Bailey, C.S., Shewark, E.A., Denham, S.A., & Bassett, H.H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174, 642–663. [Doi:10.1080/00221325.2012.759525]
Huang, CH.F. (2010). An examination of relations among Taiwanese elementary- aged childrens effortful control, social relationships, and adjustment at school. PhD Thesis in educational psychology, university of Iowa. 
Kingery, J.N., Erdley, C.A., Marshall, K.C. (2011). Peer acceptance and friendship as predictors of early adolescents' adjustment across the middle school transition. Merrill Palmer Q. 57(3), 215-243. digitalcommons.wayne.edu/mpq/vol57/iss3/2/
Krauss, S.E., Kornbluh, M., Zeldin, S. (2017). Community predictors of school engagement: The role of families and youth-adult partnership in Malaysia. Children and Youth Services Review, 73, 328–337. [Doi:10.1016/j.childyouth.2017.01.009]
Leidy, M. S., Guerra, N.G. & Toro, R. I. (2010), Positive Parenting, Family Cohesion, and Child Social Competence among Immigrant Latino Families. Journal of Family Psychology, 24(3), 252–260. [Doi: 10.1037/a0019407]
Lindsey, E.W. (2014). Physical activity play and preschool children's peer acceptance: Distinctions between rough-and-tumble and exercise play, Early Education & Development, 25(3), 277-294. [Doi:10.1080/10409289.2014.890854]
Liu, W. C. & Wang, C. K. J. (2005). Academic self-concept: A cross-sectional study of grade and gender differences in a Singapore Secondary School. Asia Pacific Education Review, 6(1), 20-27. [Doi: 10.1007/BF03024964]
Mazaheri, M.A., Habibi, M., & Ashori, A. Psychometric Properties of Persian Version of the Family Adaptability and Cohesion Evaluation Scales (FACES-IV). Iranian Journal of Psychiatry and Clinical Psychology, 19(4), 314- 325.  (Persian)
Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388– 422.[Doi: 10.1006/ceps.1996.0028]
Narimani, M., Rashidi, J., & Zardi, B. (2019). The role of children’s self-concept, family’s social support, and parenting styles in predicting academic vitality among students with specific learning disability. Journal of Learning Disabilities, 8(3), 112-133. (Persian) [Doi: 10.22098/jld.2019.791]
Nasiri, M., MikaieliMani, F., & Issazadegan, A. (2017). The study of structural model of perceived difficulty, social comparison and academic self concept with educational adjustment: case study of graduate students of uremia university). Journal of Research in Educational and Virtual Learning, 5(1), 9-22. (Persian)
Olson, D.H., & Gorall, D.M. (2003). Circumplex model of marital & family systems. In F. Walsh (Ed.) Normal family processes (3rd ed., pp. 514-547). New York: Guilford Press.
Olson, D.H., Russell, C.S., & Sprenkle, D.H.(1983). Circumplex Model of marital and family systems: VI. Theoretical update. Family Process, 83, 69-83. [Doi: 10.1111/j.1545-5300.1983.00069.x.]
Prince, D.P., & Nurius, S. (2014). The role of positive academic self-concept in promoting school success. Children and Youth Services Review, 43, 145–152. [Doi: 10.1016/j.childyouth.2014.05.003]
Qin, Y., Wan, X., Qu, S., & Chen, G. (2015). Family cohesion and school belonging in preadolescence: Examining the mediating role of security and achievement goals. SHS Web of Conferences, 19, 02004.
Quin, D., Heerde, J.A., & Toumbourou, J.W. (2018). Teacher support within an ecological model of adolescent development: Predictors of school engagement. Journal of School Psychology, 69, 1–15. [Doi: 10.1016/j.jsp.2018.04.003]
Ragozzino, R.L. (2009). A study of social desirability and self-steam. 37th Annual wester Pennsylvania undergraduated psychology conference.
Ratelle, C.F., Duchesne, S., Guay, F. (2017). Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54, 60-72.[Doi:10.1016/j.adolescence.2016.11.008]
Reeb, B.T., Chan, S.Y.S., Conger, K.J., Martin, M.J., Hollis, N.D., Serido, J., & Russell, S.T. (2015). Prospective effects of family cohesion on alcohol-related problems in adolescence: Similarities and differences by race/ethnicity. Journal of Youth and Adolescence, 44, 10, 1941–1953. [Doi: 10.1007/s10964-014-0250-4]
Rumberger, R.W., & Larson, K.A. (1998) Student Mobility and the Increased Risk of High School Dropout. American Journal of Education, 107, 1-35. [Doi:10.1086/444201]
Sahil, S.A.S., & Hashim, R.A. (2011). The roles of social support in promoting adolescent's classroom cognitive engagement through academic self-efficacy. Malaysian Journal of Learning and Instruction, 8, 49–69. [Doi:10.29210/155500]
Santa Lucia, R.C. & Gesten, E.L. (2000). Adjustment across the middle school transition: Gender and race considerations. Poster presentation at the annual meeting of the American Psychological Association, Washington. D.C.
Schwartz, D., Gorman, A.H., Nakamoto, J., McKay, T. (2006). Popularity, Social Acceptance, and Aggression in Adolescent Peer Groups: Links With Academic Performance and School Attendance. Developmental Psychology, 42(6), 1116–1127.[Doi:10.1037/0012-1649.42.6.1116]
Selen, D.Z., & Tuncay, E. (2019). School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations. Children and Youth Services Review, 101, 307–316. [Doi: 10.1016/j.childyouth.2019.04.019]
Sheykholslami, A., Karimianpoor, G., Mohammadi, Y. (2018). Predicting students bonding with school basing on educational support and academic self concept. Journal of Educational Psychology Studies, 30, 188-206. (Persian) [Doi:10.22111/jeps.2018.4008]
Stefansson, K.K., Gestsdottir, S., Birgisdottir, F., & Lerner, R.M. (2018). School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 64, 23–33. [Doi: 10.1016/j.adolescence.2018.01.005]
Sukumaran, S. Vickers, B. Yates, P., & Garralda, M. E. (2003). “Self-esteem in child and adolescent psychiatric patients,” European Child & Adolescent Psychiatry, 12(4), 190-197. [Doi:10.1037/0012-1649.42.6.1116]
Vahdati, S., Hojatkhah, M., & Rashidi, A. (2016). Predicting Academic Adjustment Based on Academic self-concept with mediating role of Family Cohesion in female high school Students in Tehran, Journal of Education Research, 11(48), 101-120. (Persian)
Vandenbroucke, L., Spilt, J.L., Verschueren, K., & Baeyens, D. (2018). The effects of peer rejection, parent and teacher support on working memory performance: An experimental approach in middle childhood. Learning and Individual Differences, 67, 12–21. [Doi: 10.1016/J.LINDIF.2018.06.007]
Wang, M.T., & Holcombe, R. (2010). Adolescents' perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal, 47, 633–662. [Doi:10.3102/0002831209361209]
Wang, M.T., & Peck, S. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49(7), 1266-1276. [Doi:10.1037/a0030028]
Wang, M.-T., Willett, J. B., & Eccles, J. S. (2011). The assessment of school engagement: Examining dimensionality and measurement invariance by gender and race/ethnicity. Journal of School Psychology, 49(4), 465–480.[Doi:10.1016/j.jsp.2011.04.001]
Zahed,  A., KarimiYousefi,  S.H., & MoeiniKia, M. (2014). Psychometric Properties of the Scale of Interest in School. Quartely Journal of Educational and Scholastic Studies, 2(4), 56-70. (Persian) [Doi: 20.1001.1.2423494.1392.2.4.3.8]
Journal of School Psychology
Volume 11, Issue 2
July 2022
Pages 6-20

Files

Share

How to cite

Statistics