شناسایی شاخص‌ها، مولفه‌ها و ابعاد هدایت تحصیلی دانش‌آموزان دوره اول متوسطه

نظری نیا, مرضیه; صفرنواده, مریم; شفیعی, ناهید; اسمعیل زاده, زهره

شناسایی شاخص‌ها، مولفه‌ها و ابعاد هدایت تحصیلی دانش‌آموزان دوره اول متوسطه

نوع مقاله : کیفی

نویسندگان

¹ دانشجوی دکتری، گروه علوم تربیتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران.

² دانشیار عضو هیئت علمی، معاونت آموزشی وزارت بهداشت درمان و آموزش پزشکی، تهران، ایزان.

³ استادیار، گروه علوم تریتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران

⁴ استاد مشاور، استادیار، گروه علوم تریتی، واحد اسلامشهر، دانشگاه آزاد اسلامی، اسلامشهر، ایران

چکیده

مقدمه: یکی از خلأهای موجود عدم بررسی الگویی درباره هدایت تحصیلی و شاخص‌ها، مولفه‌ها و ابعاد آن از نظر خبرگان هدایت تحصیلی است. با توجه به اهمیت هدایت تحصیلی در دانش‌آموزان دوره اول متوسطه، پژوهش حاضر با هدف شناسایی شاخص‌ها، مولفه‌ها و ابعاد هدایت تحصیلی دانش‌آموزان دوره اول متوسطه انجام شد.
روش‌پژوهش: این پژوهش از نظر هدف کاربردی و از نظر شیوه اجرا کیفی بود. جامعه پژوهش خبرگان حوزه هدایت تحصیلی شهر تهران بودند که طبق اصل اشباع نظری 21 نفر از آنها با روش نمونه‌گیری هدفمند به‌عنوان نمونه انتخاب شدند. ابزار پژوهش مصاحبه نیمه‌ساختاریافته بود که روایی آن با روش مثلث‌سازی تایید و پایایی آن با روش ضریب کاپای کوهن 71/0 به‌دست آمد. داده‌ها با روش کدگذاری باز، محوری و انتخابی در نرم‌افزار MAXQDA تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که هدایت تحصیلی دانش‌آموزان دوره اول متوسطه 83 شاخص، 18 مولفه و 6 بعد (هر بعد شامل 3 مولفه) داشت؛ به‌طوری که ابعاد شامل دانش‌آموز (با مولفه‌های هوش و استعداد دانش‌آموز، انگیزه، علاقه، رغبت و روحیه دانش‌آموز و توانایی‌ها و مهارت‌های دانش‌آموز)، خانواده (با مولفه‌های دادن اطلاعات جامع به والدین، اقتصاد خانواده و پیشینه فرهنگی و اجتماعی والدین)، معلم (با مولفه‌های وجود دبیران متخصص، تعهد حرفه‌ای دبیران در هدایت صحیح و آموزش مستمر دبیران)، مشاور (با مولفه‌های خدمات مشاوره‌ای و روانشناختی مطلوب، استفاده از متخصص در حوزه برنامه‌ریزی هدایت تحصیلی و ارتقای سطح دانش و تخصص راهنمایان تحصیلی)، مدرسه (با مولفه‌های اجرای تست‌های هوش و استعداد، سوابق تحصیلی دانش‌آموز و ارائه مشاوره و آزمون‌های آنلاین) و جامعه (با مولفه‌های توجه به نیازهای کشور، هدایت دانش‌آموز بدون اجبار و توجه به بازار کار) بودند. در نهایت، الگوی هدایت تحصیلی دانش‌آموزان دوره اول متوسطه ترسیم شد.
نتیجه‌گیری: با توجه به شاخص‌ها، مولفه‌ها و ابعاد هدایت تحصیلی می‌توان زمینه را برای بهبود هدایت تحصیلی دانش‌آموزان دوره اول متوسطه فراهم کرد.

کلیدواژه‌ها

دانش‌آموزان" دوره اول متوسطه" هدایت تحصیلی

موضوعات

نوجوانان

عنوان مقاله [English]

Identifying indicators, components and dimensions of academic guidance for first year high school students

نویسندگان [English]

Marzieh Nazarinia ¹
Maryam Safarnavadeh ²
Nahid Shafiee ³
Zohreh EsmaeilZadeh ⁴

¹ PhD student, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran.

² Associate Professor, member of the academic staff of the Ministry of Health and Medical Education, Tehran, Iran (corresponding author). ,

³ Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

⁴ Assistant Professor, Department of Educational Sciences, Islamshahr Branch, Islamic Azad University, Islamshahr, Iran

چکیده [English]

Introduction: One of the existing gaps is the lack of examination of a model about academic guidance and its indicators, components and dimensions from the point of view of academic guidance experts. Considering the importance of academic guidance in first year high school students, the current research was conducted with the aim of identifying indicators, components and dimensions of academic guidance of first year high school students.
Research method: This research was applied in terms of purpose and qualitative in terms of execution method. The research community was experts in the field of academic guidance in Tehran, and according to the principle of theoretical saturation, 21 of them were selected as a sample using the purposeful sampling method. The research tool was a semi-structured interview, whose validity was confirmed by the triangulation method and its reliability was obtained by the Cohen's kappa coefficient method of 0.71. Data were analyzed by open, axial and selective coding method in MAXQDA software.
Results: According to the findings, the academic guidance of first year high school students had 83 indicators, 18 components and 6 dimensions (each dimension includes 3 components); So that the dimensions include the student (with the components of the student's intelligence and talent, the student's motivation, interest, desire and spirit and the student's abilities and skills), the family (with the components of giving comprehensive information to the parents, the family economy and the cultural and social background of the parents), the teacher ( with the components of the existence of expert teachers, the professional commitment of teachers in the correct guidance and continuous training of teachers), the consultant (with the components of optimal counseling and psychological services, the use of experts in the field of educational guidance planning and the improvement of the level of knowledge and expertise of academic guides), the school (with the components of Implementation of intelligence and talent tests, student's academic records and providing counseling and online tests) and society (with the components of attention to the needs of the country, guidance of the student without coercion and attention to the labor market). Finally, the model of academic guidance of first year high school students was drawn.
Conclusion: According to the indicators, components and dimensions of academic guidance, it is possible to provide the basis for improving the academic guidance of first year high school students.

کلیدواژه‌ها [English]

academic guidance" first year of high school" students

مراجع

Tejri T., Javanshan M.. Identifying the components and indicators of the new model of academic guidance: application in the social well-being of students and families. Social Welfare Quarterly, 2019; 20(76): 207-234.
Dohrmann E., Porche M. V., Ijadi-Maghsoodi R., Kataoka S. H. Racial disparities in the education system: opportunities for justice in schools. Child and Adolescent Psychiatric Clinics of North America, 2022; 31(2): 193-209.
Urano A., Ito Y., Ishibashi Y., Kobayashi R. Current situation of educational guidance for students with developmental disorders in ordinary class of junior high school - Survey of difficulties of teachers. Annals of Physical and Rehabilitation Medicine, 2018; 61: 296-297.
Hogberg B., Strandh M., Petersen S., Johansson K.. Education system stratification and health complaints among school-aged children. Social Science & Medicine, 2019; 220: 159-166.
Navidi A. Academic guidance in Iran's education system: practical experiences and persistent challenges. Education Quarterly, 2017; 34(1): 9-34.
Sunza-Chan, S. P. (2019). Developing educational guidance skills in initial teacher training. Educacion y Educadores, 22(3), 448-468.
Oksuzoglu M.. Practice of academic guidance at high school level: A longitudinal case study. Journal of Research in Educational Sciences, 2016; 12(9): 30-39.
Rezaei Madani M., Hormazi Sheriff A., Naimi I.. Examining the new academic guidance process from the perspective of school counselors. The Culture of Counseling and Psychotherapy Quarterly, 2018; 10(39): 27-48.
Nazarian M., Abedi A., Mehdad A., Nadi M.A.. Lived experiences of teachers in the field of identifying students' talents based on the dimensions and components of effective teaching model. Journal of New Educational Approaches, 2019; 15(2): 43-58.
El-Sofany H.F., Abou El-Seoud S.. The implementation of career and educational guidance system (CEGS) as a cloud service. International Journal of Emerging Technologies in Learning, 2020; 15(20): 226-240.
Agir M.S.. The importance of educational guidance activities. HAYEF: Journal of Education, 2017;14: 183-202.
Farozin M., Kurniawan L.. Developing learning guidance and counseling program based on social and emotional learning in senior high school. Jurnal Kajian Bimbingan dan Konseling, 2019; 4(2): 47-52.
Ghosh S.. An introduction on educational guidance. Galaxy International Interdisciplinary Research Journal, 2021; 9(11): 133-139.
Wong L.P. W., Yuen M.T.. Career guidance and counseling in secondary schools in Hong Kong: A historical overview. Journal of Asia Pacific Counseling, 2019; 9(1): 1-19.
Mielgo-Conde I., Seijas-Santos S., Grande-de-Prado M.. Review about online educational guidance during the COVID-19 pandemic. Education Sciences, 2021; 11(411): 1-17.
Demirtas-Zorbaz S., Ulas O.. Views of psychological counselor candidates about psychological counseling and guidance education. Procedia - Social and Behavioral Sciences, 2015; 186: 1298-1301.
Pak K., Desimone L.M., Parsons A.. An integrative approach to professional development to support college- and career-readiness standards. Education Policy Analysis Archives, 2020; 28(111): 1-27.
Saleh B., Abdulrahman A., Tela M.G., Ali M.. Influence of guidance and counseling program on academic performance among secondary school students in Maiduguri, Borno State, Nigeria. Asian Journal of Education and Social Studies, 2020; 12(4): 36-42.
Pulpit l., Pushneh K., Khosravi Babadi A.. Identifying the effective factors on the students' academic guidance system in order to provide a strategic model. Educational Leadership and Management Quarterly, 2022; 16(4): 122-146. [in Persian]
Tahmasbzadeh Sheikhlar D., Jafari E., Mirarab Razi R.. Evaluation of the quality of the components of the new academic guidance plan based on the Kano model. Journal of Educational and School Studies, 2022; 11(3): 358-309. [in Persian]
Salari Y., Islampanah M., Lai S., Mousavi F.. Modeling the effective factors on the academic guidance of students based on the document of the fundamental transformation of education in the Islamic Republic of Iran. Jundishapour Education Development Journal, 2022; 13 (special issue): 29-44. [in Persian]
Vodjani Hammet M., Salimi Bejstani H., Hormazi Sheriff A., Farahbakhsh K.. Development of a comprehensive model of students' academic guidance based on the developmental approach. Cultural Psychology Quarterly, 1400; 5(1): 361-328. [in Persian]
Sharifi B., Niazaziri K., Jabari N.. Presenting a model to achieve efficient academic guidance of students in Iran's educational system. Quarterly Journal of New Approaches in Educational Management, 2019; 11(1): 158-135.