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Style of education, socio-economic status of the family and school factors on student achievement through the mediation of a sense of belonging to school | ||
| School Administration | ||
| مقاله 10، دوره 9، شماره 2، شهریور 2021، صفحه 240-268 اصل مقاله (1.19 M) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): https://doi.org/10.34785/J010.2021.020 | ||
| نویسندگان | ||
| hamid Sarkhosh1؛ maryam sameri* 2؛ Mohammad Hassani3 | ||
| 1PhD Student, Educational Management, Department of Educational Sciences, Urmia Branch, Islamic Azad University Urmia , Iran | ||
| 2Department of Education, Urmia Branch, Islamic Azad University, Urmia, Iran. | ||
| 3Professor in educational administration, Department of Education, Urmia University, Urmia, Iran | ||
| چکیده | ||
| Living in the third millennium with its accelerating changes and transformations in the process of school education and the mission of education and the supportive role and cultural capital of the family in producing knowledge and forming skills and creating positive attitudes and promoting students' academic performance and One sentence emphasizes the creation of competencies and capabilities based on academic achievement and performance in students and is a factor in the social, economic, political, cultural, etc. development of societies. Any change in the promotion of student performance and academic achievement, directly or indirectly affected by educational style, cultural capital and the amount of income and financial support and support of their families on the one hand and physical facilities, financial and human resources on the other. And counseling and health services of the school where they study, and in the meantime, the communication circle of students' sense of belonging to the school, intensifies this effect. It is not possible to study the influential factors and their causes on students' academic performance and provide a desirable management model at home and school, especially for high school students. The purpose of this study is to explain the role of parenting style and socio-economic status of family and school factors on academic performance mediated by the sense of belonging to the school in order to planning and educational inequality administration among high school students. The research sample consisted of 492 high school students were selected using stratified random sampling. This statistical sample number of students was selected from 77432 students of the statistical population of the research who, by gender, 232 female students and 260 male students filled out a questionnaire. Fill in the information and indicators of school agents. Standard questionnaires were used to collect data. The questionaire of Royan et al (19 89) was used to measure the parenting style with a Cronbach's alpha reliability coefficient of 87%, the questionnaire of Sameri (2014) was used to measure the socio-economic status with a Cronbach's alpha coefficient of 87%, School agents of combining facilities and services indicators and the of Fam Taylor (1999) was used to measure academic performance with Cronbach's alpha coefficient of 93%. Betty, Barry and Watt questionnaire with Cronbach's alpha coefficient of 85% was used to feel belonging to the school. .The validity and reliability of all research instruments were finally confirmed. The collected data were analyzed using SPSS and Smart PLS software through statistical methods. The results showed that parenting style and socio_economic status of the family and school factors have a positive and significant effect on academic achievement and the affiliation variable to school it has a mediating role. Must be to administration and planning to reduce parenting inequalities. The present study is an applied research in terms of purpose and survey-analytical in terms of data collection method and in terms of control of variables and the nature of the subject and research objectives are of correlation type and structural equation model type and for data collection from Two methods of survey and reference to documents and statistics (documentary) have been used and to collect some of the information required in the research, standard questionnaires with high validity and reliability were used, which finally became a general questionnaire. The results of structural equation modeling indicate the relationship between independent variables and dependent variables. According to the modeling criteria, it can be argued that the proposed model had a good fit. There is a good fit between the depicted model or the structured model with the data, in other words, the above variables have the necessary competence to be used in the form of a final research model. The results of this study showed that students whose families have high cultural capital and socio-economic status are more involved in educational activities and financial and cultural support of their children and by directing their children to non-governmental or private schools and taking advantage of teachers space facilities. Educational Health Services - Special and high-level counseling and education outperform their peers in terms of educational inequality (not entitlement justice). It is very clear that if this issue is ignored and attention is not paid to equalization and justice in the distribution of facilities, services, mission and importance of public schools and factors affecting the quality and educational process in them, it will cause a decline in academic performance and a significant reduction in sense of belonging. To school and reduce academic motivation and motivation and reduce academic performance in students, and its obvious results create a clear gap between our educational goals in the education system and student academic performance, which is itself a prelude to creating injustice. It is entitlement and will have many cultural, social, political, economic, etc. consequences in society. Therefore, it is recommended to plan large-scale education system by preventing the institutional segregation of schools and in order to reduce the negative impact of economic poverty and social status of families by equitable distribution of educational facilities and services and necessary support, especially in areas deprived of socio-economic inequality. Minimize family structure and school factors in students' academic performance so as not to create and exacerbate educational inequality and consequently a sense of social injustice in society. Finally, it can be concluded that the family structure consists of the type and form of the family (such as parental involvement, educational style, socio-economic base, cultural capital, democratic factors) and school as an educational environment is also influenced by factors (such as teacher, curriculum, School facilities and equipment), all of which play a role in the educational performance and learning of students. Among these, the family is the first institution of children's social life that has a great impact on their academic performance, so the family structure is the cultural capital In educating children, parents 'wishes and expectations from their children's education Parents' educational styles can all affect the student's perception of school and, consequently, the sense of belonging to the school, and in the meantime, the feeling of more belonging to the school also mediates. School factors affect students' academic performance. On the other hand, despite the basic role of the family in the education of this institution and its position in educating children, it faces challenges.These conditions require planning, improvement and repair at the macro management level. | ||
| کلیدواژه‌ها | ||
| parenting style؛ socio-economic status؛ school؛ academic performance؛ sense o f belonging؛ students | ||
| مراجع | ||
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