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نورالهی, مصطفی, زنگنه, حسین, پورجمشیدی, مریم. (1402). بررسی رابطه‌ی بین انواع حمایت اجتماعی با درگیرسازی تحصیلی از طریق نقش میانجی و تعدیل‌کنندگی اضطراب فناوری طی دوره کرونا. فناوری آموزش, 18(1), 191-212. doi: 10.22061/tej.2024.9745.2895
مصطفی نورالهی; حسین زنگنه; مریم پورجمشیدی. "بررسی رابطه‌ی بین انواع حمایت اجتماعی با درگیرسازی تحصیلی از طریق نقش میانجی و تعدیل‌کنندگی اضطراب فناوری طی دوره کرونا". فناوری آموزش, 18, 1, 1402, 191-212. doi: 10.22061/tej.2024.9745.2895
نورالهی, مصطفی, زنگنه, حسین, پورجمشیدی, مریم. (1402). 'بررسی رابطه‌ی بین انواع حمایت اجتماعی با درگیرسازی تحصیلی از طریق نقش میانجی و تعدیل‌کنندگی اضطراب فناوری طی دوره کرونا', فناوری آموزش, 18(1), pp. 191-212. doi: 10.22061/tej.2024.9745.2895
نورالهی, مصطفی, زنگنه, حسین, پورجمشیدی, مریم. بررسی رابطه‌ی بین انواع حمایت اجتماعی با درگیرسازی تحصیلی از طریق نقش میانجی و تعدیل‌کنندگی اضطراب فناوری طی دوره کرونا. فناوری آموزش, 1402; 18(1): 191-212. doi: 10.22061/tej.2024.9745.2895

بررسی رابطه‌ی بین انواع حمایت اجتماعی با درگیرسازی تحصیلی از طریق نقش میانجی و تعدیل‌کنندگی اضطراب فناوری طی دوره کرونا

فناوری آموزش
مقاله 11، دوره 18، شماره 1 - شماره پیاپی 69، دی 1402، صفحه 191-212    اصل مقاله (1.09 M)
نوع مقاله: مقاله پژوهشی-شماره انگلیسی
شناسه دیجیتال (DOI): 10.22061/tej.2024.9745.2895
نویسندگان
مصطفی نورالهی؛ حسین زنگنه* ؛ مریم پورجمشیدی
گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
تاریخ دریافت: 24 اردیبهشت 1402،  تاریخ بازنگری: 15 شهریور 1402،  تاریخ پذیرش: 19 مهر 1402 
چکیده
پیشینه و اهداف: تمام تلاش‌های نظام آموزشی در راستای موفقیت، پیشرفت تحصیلی و ایجاد یادگیری‌های عمیق و لذت بخش در دانش‌آموزان است. این امر بدون درگیر شدن دانش‌آموزان در فرآیند یادگیری امری غیرممکن است که نتیجه‌ای جز شکست و عدم موفقیت در پی نخواهد داشت. اما کمّیت و کیفیت درگیری تحصیلی دانش‌آموزان متأثر از عوامل گوناگون و مختلفی است که توجه و  بررسی آن ها امری لازم و ضروری است. چنین ضرورتی با شیوع کووید 19 و آغاز آموزش‌های مجازی که همراه با افت تحصیلی و عدم‌ علاقه و لذت یادگیری در دانش‌آموزان بود بیش از گذشته آشکار شد. با بررسی و مطالعه عوامل تاثیرگذار بر درگیری تحصیلی می‌توان به حمایت معلمان، والدین و همکلاسی‌ها و همچنین فناوری‌های نوینی که امروزه جز جدایی ناپذیر جریان آموزش شده‌اند اشاره کرد که قادر هستند باعث ارتقا کمی و کیفی درگیری تحصیلی شوند؛ اما استفاده از فناوری‌ها نوین نیز، چالش‌های پیش روی خود را دارا بود. یکی از این چالش‌ها اضطراب فناوری بود. زمانی که دانش‌آموزان هنگام مواجه با فناوری‌ها، دچار اضطراب و ترس می‌شدند و لزوم حل چنین مشکلی اجتناب ناپذیر بود. لذا این پژوهش با هدف بررسی رابطه‌ی بین حمایت اجتماعی با میزان درگیرسازی تحصیلی یادگیرنده با نقش تعدیل­گری و میانجی اضطراب فناوری انجام شد تا راهکارهای متفاوت و بروزی را ارائه کند که در چنین شرایطی نیز حمایت‌های اجتماعی اثرگذار باشند و در نتیجه شاهد موفقیت امر آموزش و یادگیری باشیم.
روش‌ها‌: روش پژوهش کمّی و از نوع پیمایشی- همبستگی بود. جامعه آماری این پژوهش شامل 528 نفر (264 دختر و 264 پسر) دانش آموزان پایه هشتم متوسطه شهرستان فامنین بود که در سال تحصیلی 1401-1400 مشغول به تحصیل بودند. حجم نمونه بر اساس جدول کرجسی و مورگان 225 نفر و به روش خوشه‌ای تصادفی انتخاب گردید، اما به دلیل اطمینان بیشتر این نمونه به 402 نفر (221 دختر و181 پسر) تغییر یافت. ابزارهای پژوهش شامل پرسشنامه درگیرسازی تحصیلی ریو 2013، پرسشنامه حمایت اجتماعی دیمرای و مالکی 2002 و پرسشنامه‌ی اضطراب رایانه باندالوس و بنسون 1990 بود. روایی ابزاهای پژوهش بر اساس روایی همگرا و واگرا موردسنجش قرار گرفت. پایایی ابزارها نیز بر اساس آزمون آلفای کرونباخ، آزمون پایایی ترکیبی و آزمون اسپیرمن موردسنجش قرار گرفت و مدل ارائه شده و نتایج حاصل از طریق معادلات ساختاری و آزمون همبستگی اسپیرمن مورد بررسی قرار گرفت.
یافته‌ها: نتایج معادلات ساختاری نشان داد که بین حمایت اجتماعی با میزان درگیرسازی تحصیلی یادگیرنده با نقش میانجی اضطراب فناوری رابطه معناداری وجود دارد و حمایت اجتماعی والدین، معلمان و همکلاسی‌ها نیز به صورت مستقیم و غیرمستقیم بر درگیرسازی تحصیلی دانش‌آموزان تاثیرگذار است. حمایت اجتماعی والدین، معلمان و همکلاسی‌ها که به صورت حمایت‌های ابزاری، اطلاعاتی، عاطفی و ارزیابی ارائه شدند در سه بخش ارتباط دهی با فناوری، موفقیت کار در فناوری و اطمینان و صمیمت در فناوری موجب کاهش اضطراب فناوری و افزایش درگیری تحصیلی دانش‌آموزان در چهار بعد درگیری رفتاری، شناختی، عاطفی و عاملی شد. همچنین این تاثیر به صورت مستقیم و بدون در نظر گرفتن اضطراب فناوری نیز صادق بود.
نتیجه‌گیری: با توجه به نتایج پژوهش والدین، معلمان و همکلاسی‌ها با ارائه حمایت‌های لازم می‌توانند در حل مشکلات و چالش‌های پیش روی دانش‌آموزان نقشی مهم و اساسی ایفا کنند. به ویژه اگر این مشکلات و چالش‌ها در حوزه فناوری و کاربرد و استفاده آن در امر آموزش باشد. به همین دلیل سیاستگزاران و مسئولان آموزش و پرورش برای ارتقا کیفیت آموزش‌های مجازی نباید از این ظرفیت‌های بزرگ چشم پوشی کنند و با برنامه‌ها و طرح‌های لازم موجب تشویق والدین، معلمان و همکلاسی‌ها دانش‌آموزان گردند تا به ارائه حمایت‌های اجتماعی بیشتر روی آورند و کیفیت آموزش و یادگیری را بهبود بخشند.
کلیدواژه‌ها
حمایت اجتماعی؛ درگیری تحصیلی؛ اضطراب فناوری
موضوعات
فناوری آموزش- دوره متوسطه
عنوان مقاله [English]
Exploring the Relationship among Various Forms of Social Support, Academic Engagement, and Technology Anxiety amidst the COVID-19 Pandemic: An investigation of mediation and moderation effects
نویسندگان [English]
M. Norollahi؛ H. Zangeneh؛ M. PourJamshidi
Department of Educational Sciences, Faculty of Human Sciences, Bu-Ali Sina University, Hamedan, Iran
چکیده [English]
Background and Objectives: The central objective of the educational system is to cultivate student success, promote academic progress, and foster meaningful and enjoyable learning experiences. Achieving these aims hinges significantly on student engagement in the learning process, as its absence may lead to academic failure and suboptimal outcomes. Numerous factors influence students' academic engagement quantity and quality, warranting thorough investigation. This need has been accentuated by the widespread implementation of virtual education during the COVID-19 pandemic, which has been associated with declining academic performance and reduced interest in learning among students. In response to this challenge, examining the factors that impact academic engagement, including the support provided by teachers, parents, and classmates, and integrating new technologies that have become integral to the educational landscape is essential. However, utilizing these new technologies also brings unique challenges, notably technology anxiety, wherein students may experience fear and apprehension when confronted with technology-related tasks. The present research explores the relationship between the type of social support and learners' level of academic engagement, considering the mediating and moderating role of technology anxiety. By elucidating such relationships, this study aims to propose innovative and contemporary solutions that effectively harness social support, ultimately ensuring educational success and fostering positive learning experiences amidst the complexities of modern education.
Materials and Methods: The research adopted a quantitative and survey-correlation methodology. The statistical population comprises 528 eighth-grade high school students (264 girls and 264 boys) from Famnin City during the academic year 2021-2022. Initially determined as 225 individuals using Karajesi and Morgan's table and selected through random cluster sampling, the sample size was later increased to 402 participants (221 girls and 181 boys) to enhance generalizability. The research instruments consist of Reeve's 2013 Academic Engagement Questionnaire, Dimrai and Maleki's 2002 Social Support Questionnaire, and Bandalos and Benson's 1990 Computer Anxiety Questionnaire. Convergent and divergent validity assessed the items' validity, while Cronbach's alpha, combined reliability, and Spearman's tests measured item reliability. The presented model and results were analyzed using structural equations and Spearman's correlation test.
Findings: The findings from the structural equations analysis indicate a significant relationship between social support and the extent of student academic engagement mediated by technology anxiety. The social support provided by parents, teachers, and classmates exhibits both direct and indirect effects on students' academic engagement. This support, comprising instrumental, informational, emotional, and evaluative aspects, positively influences students' engagement in various technological aspects, including communication, work success, confidence, and intimacy. Consequently, technology anxiety is reduced, increasing academic engagement across behavioral, cognitive, emotional, and causal dimensions. Furthermore, this positive effect remains evident even when not considering technology anxiety as a mediating factor.
Conclusions: The research findings highlight the crucial and fundamental role of parents, teachers, and classmates in addressing students' challenges, particularly in the realm of technology and its application in education. These key stakeholders can provide essential support to students, facilitating the resolution of technological issues. Recognizing their significant impact, policymakers and educational authorities should harness these valuable resources to enhance the quality of online education. Implementing targeted programs and plans to encourage parents, teachers, and classmates to offer increased social support will ultimately improve the overall learning experience and academic engagement.
کلیدواژه‌ها [English]
Social Support, Academic Engagement, Technology Anxiety
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