رابطة بین بیش درگیری والدین و رفتار غیرمولد تحصیلی فرزندان
محورهای موضوعی : روانشناسی
مینا مهبد
1
(دانشگاه شیراز)
محبوبه فولادچنگ
2
(دانشگاه شیراز)
کلید واژه: بیش درگیری والدین, رفتار غیرمولد تحصیلی, محق پنداری تحصیلی,
چکیده مقاله :
پژوهش حاضر با هدف شناخت رابطة ساختاری بیش درگیری والدین بر رفتار غیرمولد تحصیلی فرزندان با واسطه گری محق پنداری تحصیلی انجام شد. شرکت کنندگان پژوهش شامل 451 نفر از دانشجويان دانشگاه شيراز بودند که براساس روش نمونه برداری خوشه اي چندمرحله اي انتخاب شدند و مقیاس بیش درگیری والدین لیمون و بوچانان (2011)، مقياس محق پنداری تحصیلی چونینگ و کمبل (2009) و مقیاس رفتار غیرمولد تحصیلی ریمکوس (2012) را تکميل کردند. نتایج تحلیل مسیر از نوع مدلیابی معادلات ساختاری نشان دادند مدل پیشنهادی با داده های این پژوهش برازش مناسبی دارد و اثر مستقیم بیش درگیری والدین بر محق پنداری تحصیلی تایید شد. همچنین محق پنداری تحصیلی بر رفتار غیرمولد تحصیلی تاثیر مستقیم داشت. مدل نشان داد بیش درگیری والدین به واسطة محق پنداری تحصیلی بر رفتار غیرمولد تحصیلی تأثیر دارد. نتایج بیانگر آن است که بیش درگیری والدین، سطح محق پنداری تحصیلی را پیشبینی و بروز سوءرفتارهای تحصیلی را تعیین میکند.
The aim of this study was to investigate the structural relationship between parental over-involvement and counterproductive academic behavior through academic entitlement. The participants were 451 university students from Shiraz University selected by multistage random cluster sampling method. The participants completed three measures: Parental Over-Involvement Scale/ Helicopter Parenting (LeMoyne, & Buchanan, 2011), Academic Entitlement Scale (Chowning & Campbell, 2009), and Counterproductive Student Behavior Scale (Rimkus, 2012). The results indicated that the model had a good fitness with the data. There was a direct effect of parental over-involvement on academic entitlement. Academic entitlement also had a positive direct effect on counterproductive academic behavior. The parental over-involvement had an indirect effect on counterproductive academic behavior through academic entitlement. The results showed that parental over involvement predict academic entitlement and consequently perception of entitlement determine level of counterproductive academic behavior.
اژه ای، جواد؛ غلامعلی لواسانی، مسعود؛ مال احمدی، احسان؛ خضری آذر، هیمن. (1390). الگوی علی روابط بین سبک های فرزندپروری ادراک شده، اهداف پیشرفت، خودکارآمدی و موفقیت تحصیلی. مجلة روانشناسی، 59 (3)، 284-301.
تجلی، فاطمه.؛ اردلان، الهام. (1389). رابطه ابعاد الگوهای ارتباطی خانواده با خودکارآمدی و سازگاری تحصیلی. مجلة روانشناسی، 53 (1)، 62-78.
Achacoso, M.V. (2002). “What do you mean my grade is not an A?”: An investigation of academic entitlement, causal attributions, and self-regulation in college students. (Unpublished doctoral dissertation). University of Texas, Austin.
Aunola, K., Stattin, H., & Nurmi, J. E. (2000). Parenting styles and adolescents achievement strategies. Journal of Adolescence, 23, 205–222.
Barber, B. K., Stolz, H. E., Olsen, J. A., Collins, W. A., & Burchinal, M. (2005). Parental support, psychological control, and behavioral control: Assessing relevance across time, culture, and method. Monographs of the Society for Research in Child Development, 70, i-147.
Barton, A. L., & Hirsch, J. K. (2016). Permissive parenting and mental health in college students: Mediating effects of academic entitlement. Journal of American College Health, 64(1), 1-8, DOI: 10.1080/07448481.2015.1060597.
Boon, H.J. (2007). Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement. Australian Psychologist, 42, 212–225. http://dx.doi.org/10.1080/00050060701405584.
Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101, 982-997.
Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender differences in academic entitlement among college students. The Journal of Genetic Psychology, 169(4), 332-344.
Crede, M., & Niehorster, S. (2009). Individual difference influences on self-focused and other-focused counterproductive student behaviors. Personality and Individual Differences, 47, 769-776.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Dubovsky, S. L. (1986). Coping with entitlement in medical education. The New England Journal of Medicine, 315, 1672-1674.
Fei‐Yin Ng, F., Kenney‐Benson, G.A., & Pomerantz, E.M. (2004). Children’s achievement moderates the effects of mothers’ use of control and autonomy support. Child Development, 75, 764–780. http://dx.doi.org/10.1111/j.1467-8624.2004.00705.x.
Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37, 1193-1204.
Howe, N.& Strauss, W.(. (2000 Millennials rising: The next great generation. New York: Vintage Books.
Kantrowitz, B., & Tyre, P. (2006). ‘‘The fine art of letting go: As parents, boomers face their final frontier: How to stand aside as their children become independentadults: Where’s the line between caring and coddling?’’ Newsweek Magazine Retrieved May22, 2009 from http://www.newsweek.com/od/47719.
Kopp, J. P., Zinn, T. E., Finney, S. J., Jurich, D. P. (2011). The development and evaluation of the Academic Entitlement Questionnaire. Measurement and Evaluation in Counseling and Development, 44, 105-129.
Kopp, J. P., & Finney, S. J. (2013). Student incivility using latent means modeling. The Journal of Experimental Education, 81(3), 322-336.
Kwon, K. A., Yoo, G., & Bingham, G. E. (2015). Helicopter parenting in emerging adulthood: Support or barrier for Korean college students’ psychological adjustment?,Journal of Child and Family Studies, 5, 1-10.
Lievens, F., Buyse, T., & Sackett, P. R. (2005). The operational validity of a video-based situational judgment test for medical college admissions: Illustrating the importance of matching predictor and criterion construct domains. Journal of Applied Psychology,90, 442–452. http://dx.doi.org/10.1037/0021-9010.90.3.442.
Maringe, F. (2006). University and course choice implications for positioning, recruitment and marketing. International Journal of Educational Management, 20(6), 466-479.
Meriac, J. P. (2012). Work ethic and academic performance: Predicting citizenship and counterproductive behavior. Learning and Individual Differences, 22, 549–553. http://dx.doi.org/10.1016/j.lindif.2012.03.015.
Padilla-Walker, L. M., & Nelson, L. J. (2012). Black hawk down?: Establishing helicopter parenting as a distinct construct from other forms of parental control during emerging adulthood. Journal of Adolescence, 35, 1177-1190.
Randall, K. (2007). ‘‘Mom needs an ‘A’: Hovering, hyper-involved parents the topic of landmark study.’’ University of Texas Feature Story. Retrieved November 23, 2009 from http://www.utexas.edu/features/s007/helicopter.
Reinhardt, J. (2012). Conceptualizing academic entitlement: What are we measuring?. Unpublished Masters Thesis, University of Windsor.
Rimkus, L. K. (2012). A new measure of counterproductive student behavior. M. A. Thesis. The Faculty of the Department of Psychology East Carolina University.
Robinson, S. L., & Bennett, R. J. (1995). A typology of deviant workplace behaviors: A multidimensional scaling study. Academy of Management Journal, 38(2), 555-572.
Rotundo, M., & Sackett, P. R. (2002). The relative importance of task, citizenship, and counterproductive performance for supervisor ratings of overall performance: A policy capturing study. Journal of Applied Psychology, 87, 66–80. http://dx.doi.org/10.1177/014920639402000307.
Schmitt, N., Oswald, F. L., Friede, A., Imus, A., & Merritt, S. (2008). Perceived fit with an academic environment: Attitudinal and behavioral outcomes. Journal of Vocational Behavior, 72, 317–335. http://dx.doi.org/10.1016/j.jvb.2007.10.007.
Schwager, I. T. L., Hülsheger, U. R., Lang, J. W. B., Klieger, D. M., Bridgeman, B., & Wendler, C. (2014). Supervisor ratings of students’ academic potential as predictors of citizenship and counterproductive behavior. Learning and Individual Differences, 35, 62-69.
Schweitzer, S. (2005). ‘‘Case of the hovering parents: Universities laying ground rules to give freshmen more independence.’’ The Boston Globe Retrieved August 20, 2009 from http://www.boston.com/news/education/ higher/articles/2005/08/20/case_of_the_hovering_parents/.
Sinha, R., Oswald, F., Imus, A., & Schmitt, N. (2011). Criterion-focused approach to reducing adverse impact in college admissions. Applied Measurement in Education, 24, 137–161. http://dx.doi.org/10.1080/08957347.2011.554605.
Strauss, V. (2006). ‘‘Putting parents in their place outside class.’’ The Washington Post Retrieved March 21, 2009 from http://www.Washingtonpost. com/wpdn/content/article/2006/03/20/ AR2006032001167_pf.html.
Su, Y., Doerr, H. S., Johnson, W., Shi, J., & Spinath, F. M. (2015). The role of parental control in predicting school achievement independent of intelligence. Learning and Individual Differences, 37, 203-209.
Taylor, J. M., Bailley, S. F., & Barber, L. K. (2015). Academic entitlement and counterproductive research behavior. Personality and Individual Differences, 85, 13-18.
Viswesvaran, C., & Ones, D. S. (2000). Perspectives on models of job performance. International Journal of Selection and Assessment, 8, 216–226. http://dx.doi.org/10.1111/1468-2389.00151.
Warren, S. T. (2013). Inflated expectations: An investigation into college students’ academic entitlement beliefs. PhD Thesis, Faculty of Mississippi State University.
Zettler, I. (2011). Self-control and academic performance: Two field studies on university citizenship behavior and counterproductive academic behavior. Learning and Individual Differences, 21, 119–123. http://dx.doi.org/10.1016/j.lindif.2010.11.002.