نوع مقاله : کیفی
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
عنوان مقاله [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.