fa رابطه معلم-دانش‎آموز و درگیری تحصیلی نوجوانان: نقش واسطه‎ای احساس تعلق به مدرسه روانشناسی تربیتی Educational Psychology پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">درگیری تحصیلی یکی از سازه های چندوجهی و موثر بر عملکرد تحصیلی دانش آموزان است. پژوهش حاضر با هدف تعیین نقش واسطه</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt">&lrm;</span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ای</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:"> احساس تعلق به مدرسه در ارتباط بین رابطه معلم-دانش</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آموز و درگیری تحصیلی انجام گرفت. روش پژوهش حاضر توصیفی از نوع همبستگی بود. جامعه آماری این پژوهش را کلیه دانش آموزان مقطع متوسطه اول شهر مشهد 1400-1401 تشکیل می دادند که 360 نفر (251دختر و 109پسر) از آنان با استفاده از </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">روش نمونه</span></span><span dir="LTR" lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">گیری تصادفی خوشه</span></span><span dir="LTR" lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ای چندمرحله</span></span><span dir="LTR" lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ای به عنوان نمونه انتخاب شدند.. ابزار جمع</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt">&lrm;</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آوری اطلاعات شامل پرسشنامه</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt">&lrm;</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">های </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">درگیری تحصیلی ریو (2013) </span></span><span dir="LTR" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">RAEQ</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">، پرسشنامه رابطه معلم-دانش</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آموز مواری و زواک (2011) </span></span>&nbsp;<span dir="LTR" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">IT-SR</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">و پرسشنامه احساس تعلق به مدرسه بری و همکاران (2004)</span></span><span dir="LTR" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">SSCS</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">بودند. داده</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">های جمع آوری شده با استفادهروش مدل</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">یابی معادلات ساختاری مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">مدل پژوهش از نظر شاخص&shy;های معنی</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt">&lrm;</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">داری و برازش مورد تایید است و متغیر رابطه معلم-دانش</span></span><span dir="LTR" style="font-size:10.0pt">&lrm;</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آموز به طور غیر مستقیم از طریق احساس تعلق به مدرسه بر درگیری تحصیلی تاثیر می</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt">&lrm;</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">گذارد(05/0</span></span><span dir="LTR" style="font-size:10.0pt">P<</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">).</span></span> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">اثر مستقیم رابطه معلم-دانش</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آموز بر درگیری تحصیلی معنادار نبود(05/0</span></span><span lang="FA" style="font-size:10.0pt"><span cambria="" style="font-family:"><</span></span><span dir="LTR" style="font-size:10.0pt">P</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">). </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">بر این اساس، احساس تعلق به مدرسه می</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">تواند نقش واسطه</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ای بین رابطه معلم-دانش</span></span><span dir="LTR" lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&lrm;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">آموز و درگیری تحصیلی داشته باشد</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">.</span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span calibri="" style="font-family:"><span style="font-size:9.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></span><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Academic engagement is one of the multifaceted constructs that affect students&#39; academic performance.</span></span> <span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">The aim of this study was to determine the mediating role of a sense of belonging in the relationship between teacher-student Relationship and academic </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">engagement</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">. The method of the present study was descriptive-correlational. The statistical population of this study consisted of all the students of the first secondary level of Mashhad city in 1400-1401, 360 of whom (251 girls and 109 boys) were selected as a sample using the multi-stage cluster random sampling method. Data collection tools included academic </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">engagement</span></span> <span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Reev (2013)</span></span><span style="font-size:8.0pt"><span new="" roman="" style="font-family:" times=""> RAEQ</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">, the student-teacher relationship questionnaire Murray & Zvoch (2011) </span></span><span style="font-size:8.0pt"><span new="" roman="" style="font-family:" times="">IT-SR,</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> and the school of Belonging questionnaire of&nbsp; Brew & Et.al (2004). The collected data were analyzed using the Structural Equation Model. The results showed that the research model is approved in terms of significance and fit indicators and The teacher-student relationship variable indirectly affects academic engagement through the sense of belonging to the school.</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> The direct effect of teacher-student relationships on academic </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">engagement</span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> was not significant.</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times=""> Based on this, the sense of belonging to the school can play a mediating role between the teacher-student relationship and academic </span></span><span lang="EN" style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">engagement.</span></span></span></span></span></span> احساس تعلق به مدرسه, درگیری تحصیلی, , رابطه معلم-دانش ‎آموز. School Belonging, Academic Engagment, Tearcher-Student Relationship. 45 56 http://frooyesh.ir/browse.php?a_code=A-10-7454-2&slc_lang=fa&sid=1 Zeinab Rezaei زینب رضایی zeinab.rezaei@mail.um.ac.ir 4580079566 100319475328460044812 No Ph.D. Student Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. دانشجوی دکتری روانشناسی تربیتی، گروه مشاوره و روانشناسی تربیتی، دانشکدۀ علوم تربیتی و روان­شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. Maryam Bordbar مریم بردبار mbordbar@um.ac.ir 2571724037 100319475328460044813 Yes Assistant Professor, Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. استادیار گروه روان شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه فردوسی مشهد، مشهد، ایران. Fatemeh Zarezardini فاطمه زارع زردینی f.zarezardini74@gmail.com 5520023433 100319475328460044814 No Ph.D. Student. Department of Educational and Counselling Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. دانشجوی دکتری روانشناسی تربیتی، گروه مشاوره و روانشناسی تربیتی، دانشکدۀ علوم تربیتی و روان­شناسی، دانشگاه فردوسی مشهد، مشهد، ایران.