Document Type : Research Paper

Authors

1 Faculty Member of Institute for Research & Planning in Higher, Tehran , Iran

2 Faculty member at Mazandaran University

3 Member of the Nonprofit Higher Education Institute of Babol Knowledge Path

Abstract

Purpose: The purpose of the present study was to investigate the effect of the psychological learning environment on students' academic satisfaction through personal meaning mediation.
Method: The research method surveys. The population of the study consisted of 956 students of secondary schools in Babol city who were selected using a cluster sampling method. Data were collected using a questionnaire called "What is Happening in this Class" (Smith, 2013), a Personal Factor Meaning Questionnaire (Riker, 1992), and the Academic Satisfaction Scale (Smith, 2013). Descriptive and inferential statistics (Pearson correlation coefficients and structural equation modeling) were used to analyze the data.
Results: The results indicated that there is a positive relationship between the variables of the psychological learning environment with the personal meaning of a factor and academic satisfaction as well as between academic satisfaction with personal meaning. In addition to the direct impact on academic satisfaction, the variable of the psychological learning environment has a direct relationship with the mediating factor of personal meaning and has a positive effect on academic satisfaction.
Conclusion: In the previous research, similar results were obtained for the relationship of the components between these three domains. The results of this study are focused on the effect of the learning environment on the components of meaningful personal meaning and students' educational satisfaction. Thus, it can be said that the emphasis on self-knowledge and the development of transcendent consciousness should be a central part of the educational paradigm of schools.

Keywords

احمدزاده، معصومه. (1387). بررسی رابطه بین ادراک و انتظار دانش‏آموزان از جو روانی اجتماعی کلاس با پیشرفت تحصیلی و انگیزش پیشرفت. پایانامه‏ کارشناسی ارشد. دانشگاه علامه طباطبائی.
پورحسین, رضا؛ احسانی، سحر؛ انسانی مهر، نرگس؛ نبی زاده، رضا. (1397). بررسی رابطه برآورده شدن نیازهای اساسی روان‌شناختی و رضایت از زندگی: نقش واسطه‌ای انگیزش پیشرفت و سرمایه های روان‌شناختی. فصلنامه روان شناسی تربیتی، 14(50), 87-71..
حاجی‏تبار فیروزجایی، محسن. (1398). ارائه مدل ساختاری تأثیر ادراک دانش‏آموزان از محیط کلاس بر خودکارمدی تحصیلی و نگرش به علوم با میانجیگری ادراک از ارزیابی. نشریه علمی تدریس پژوهی، 7(3)، 250-227.
حجازی،‌ الهه و نقش، زهرا. (1387). الگوی ساختاری رابطه ادراک از ساختار کلاس، ‌اهداف پیشرفت، خودکارآمدی و خودنظم‌بخشی در درس ریاضی. تازه‏های علوم شناختی، 10(4)، 38-27.
حجازی،‌ الهه؛ نقش، زهرا و سنگری، علی اکبر. (1387). ادراک از ساختار کلاس و پیشرفت تحصیلی ریاضی: نقش واسطه‏ای متغیرهای انگیزشی و شناختی، مطالعات روان‌شناختی، 5(4)، 46-29.
فرح‏بخش،‌ سعید؛ قبادیان،‌ مسلم؛ فرح‏بخش، مریم و قنبری راضیه. (1398). بررسی تأثیر جو مدرسه بر خودکارآمدی تحصیلی دانش‌آموزان با میانجی‌گری سبک مدیریت کلاسی. نشریه علمی تدریس پژوهی، 7(3)، 21-1.
فطین, شهاب؛ حسینیان، سیمین؛ اصغر نژاد، فرید؛ علی اصغر، ابوالمعالی الحسینی، خدیجه. (1399). ارزیابی مدل نقش مهارت حل مسئله اجتماعی و سرمایه روان‌شناختی برفرسودگی تحصیلی با میانجی‌گری وجدان تحصیلی و کمک‌طلبی تحصیلی. فصلنامه روان شناسی تربیتی, 16(56), 56-31.
قدیری، پروین، اسدزاده، حسن و درتاج فریبرز. (1390). بررسی رابطه‏ی ادراک از محیط کلاس درس و جهت‏گیری هدف با پیشرفت تحصیلی ریاضی در دانش‏آموزان دختر پایه‏ی سوم متوسطه. فصلنامه روانشناسی تربیتی دانشگاه علامه طباطبایی. 19(6). 137-115.
یعقوبی، ابوالقاسم؛ یارمحمدی واصل، مسیب؛ شمشیری، شمسی. (1399). رابطه سبک دلبستگی با مؤلفه های احساس ذهنی بهزیستی و خلاقیت هیجانی در دانشجویان دانشگاه بوعلی سینا همدان. فصلنامه روان شناسی تربیتی, 16(56), 180-157.
Allen, D., & Fraser, B. J. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learning Environments Research, 10, 67–82.
Barton, Paul E. (2005). One third of a nation: Rising dropout rates and declining opportunities. Princeton, NJ: Educational Testing Service, 3. Retrieved October 26, 2007 from: http:// www. ets. org/ Media/ Education_Topics/ pdf/ onethird.pdf.
Benson, P., Scales, P. C., Hamilton, S. F., & Sesma, A. (2006). Positive youth development: Theory, research, and applications. In Damon, W. & Learner, R. M. (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development, 6th ed. (pp. 894 - 941). New York: Wiley.
Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. (March, 2006). The silent epidemic: Perspectives of high school dropouts. A Report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation.
Brown, M. R., Higgins, K., & Paulsen, K. (2003). Adolescent Alienation: What is it and what can educators do about it? Intervention in School and Clinic, 39(1), 3-9.
Chen, Junjun (2019). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach, British Journal of Educational Psychology, 89(3), 57–74
Damon, W. (2008). The path to purpose: Helping our children find their calling in life. New York: Free Press.
Damon, W., Menon, J., & Bronk, K. C. (2003). The development of purpose during adolescence. Applied Developmental Science, 7(3), 119–128.
Deakin Crick, R. D. & McCombs, B. (2006). The assessment of learner-centered practices survey: An English case study. Educational Research and Evaluation, 12(5), 423-444.
Dorman, J. P., Fisher, D. L., & Waldrip, B. G. (2006). Classroom environment, students’ perceptions of assessment, academic efficacy and attitude to science: A LISREL analysis. In D. Fisher & M. S. Khine (Eds.), Contemporary approaches to research on learning environments: Worldviews (pp. 1–28). Singapore: World Scientific Publishing Company.
Fraser, B. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1, 7–33.
Fraser, B. (1999). Using learning environment assessment to improve classroom and school climates. In J.
Freiberg (Ed.), School climate: Measuring, improving, and sustaining healthy learning environments (pp. 65–83). Oxon: Routledge Falmer.
Fraser, B., & Fisher, D. L. (1982). Predicting students’ outcomes from their perceptions of classroompsychosocial environment. American Educational Research Journal, 19, 498–518.
Fraser, B. J. & Chionh, Y. H. (2000, April). Classroom environment, self-esteem, achievement, and attitudes in geography and mathematics in Singapore. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Fry, P. S. (1998). The development of personal meaning and wisdom in adolescence: A reexamination of moderating and consolidating factors and influences. In P. T. Wong & P. S. Fry (Eds.), The human question for meaning: A handbook of psychological research and clinical applications (pp. 91–110).
London: Lawrence Erlbaum Associates.
Johnson, B., & Stevens, J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9, 111–122.
Hamilton, S. F., Hamilton, M. A., & Pittman, K. (2004). Principles for youth development. In S. F. Hamilton & H. M. A. Hamilton (Eds.), The youth development handbook: coming of age in American communities (pp. 3–22). Thousand Oaks, CA: Sage.
Henderson, D., Fisher, D. L., & Fraser, B. (2000). Interpersonal behavior, laboratory learning environments, and student outcomes in senior biology classes. Journal of Research in Science Teaching, 37, 26–43.
Kim, J., & Lorsbach, A. (2005). Writing self-efficacy in young children: Issues for the early grades environment. Learning Environments Research, 8, 157–175.
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183.
Lorsbach, A. W., & Jinks, J. (1999). Self-efficacy theory and learning environment research. Learning Environment Research, 2(2), 157-167.
Mau, R. (1989). Student alienation in a school context. Research in Education, 42(11), 17-28.
McCombs, B. L. & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press.
Pavot, W., & Diener, E. (2008). The Satisfaction With Life Scales and the emerging construct of life satisfaction. The Journal of Positive Psychology, 3, 137–152.
Pink, D. (2005). A whole new mind. New York: Riverhead.
Nix, R. K., Fraser, B., & Ledbetter, C. E. (2005). Evaluating an integrated science learning environment using the Constructivist Learning Environment Survey. Learning Environments Research, 8, 109–133.
Reker, G. T. (1992). Manual of the life attitude profile–Revised. Peterborough, ON: Student Psychologists Press.
Reker, G. T., & Chamberlain, K. (Eds.). (2000). Existential meaning: Optimizing human development across the life span. Thousand Oaks, CA: Sage Publications.
Reker, G. T., & Wong, P. T. P. (2012). Personal meaning in life and psychosocial adaptation in the later years. In P. T. P. Wong & Fry, P. S. (Eds.), the human quest for meaning (2nd ed., pp. 433–456).Mahwah, NJ: Erlbaum.
Reker, G. T., & Wong, P. T. P. (1988). Aging as an individual process: Toward a theory of personal
Meaning. In J. E. Birren & V. L. Bengston (Eds.), Emergent theories of aging (pp. 214–246). New York: Springer Publishing.
Renger, L., Loose, F., & Dumos, F. (2009). Students' perception of parental and teacher academic involvement: Consequences on achievement goals. European Journal of Psychology of Education, 24, 263-277.
Seligman, M. E. P., & Czikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
Shavelson, R. J., & Seidel, T. (2006). Approaches in measuring learning environment. Learning Environments Research, 9, 195–197.
Smith, P. R. (2013). Psychosocial learning environments and the mediating effect of personal meaning upon Satisfaction with Education. Learning Environ Res.16, 259–280.
Suldo, S. M., Shapper, E. J., & Riley, K. N. (2004). A social-cognitive model of academic predictors of adolescents' life satisfaction. Psychology in the Schools, 41(1), 56-69.
Sunger, S. &, Gunggoren, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.
Taylor, P., Dawson, V., & Fraser, B. J. (April, 1995). A constructivist perspective on monitoring classroom learning environments under transformation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Taylor, P., Fraser, B. J., & Fisher, D. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302.
Trickett, E. J. (1978). Toward a social-ecological conception of adolescent socialization: Normative data on contrasting types of public school classrooms. Child Development, 49, 408–414.
Wallis, C. (2007). Stopping the dropout exodus. Time Magazine, May 3, 2007.
Wang, J., & Wang, x. (2018). Structural equation modeling: applications using mplus. John Wily & Sons.