
تعداد نشریات | 32 |
تعداد شمارهها | 757 |
تعداد مقالات | 7,335 |
تعداد مشاهده مقاله | 12,150,647 |
تعداد دریافت فایل اصل مقاله | 8,300,057 |
مرور نظاممند و تحلیل مداخلات مبتنی بر نظریه دلبستگی برای بهبود کیفیت رابطه معلم-دانشآموز: یافتههای جهانی، چالشها و توصیههایی برای ایران | ||
مطالعات روانشناسی تربیتی | ||
دوره 22، شماره 57، فروردین 1404، صفحه 120-87 اصل مقاله (1.18 M) | ||
نوع مقاله: مقاله علمی | ||
شناسه دیجیتال (DOI): 10.22111/jeps.2025.50037.5841 | ||
نویسندگان | ||
فاطمه جعفرپور1؛ محمدعلی مظاهری* 2؛ سعید قنبری3؛ جلیل فتح آبادی4 | ||
1دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران. | ||
2استاد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران. | ||
3استادیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران. | ||
4دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران. | ||
چکیده | ||
کیفیت رابطه معلم-دانشآموز تأثیرات قابلتوجهی بر نتایج تحصیلی و غیرتحصیلی دانشآموزان دارد و نظریه دلبستگی، به عنوان چارچوبی کارآمد برای توسعه مداخلات اثربخش با هدف بهبود کیفیت این رابطه شناخته شده است. این پژوهش مروری با هدف بررسی نظاممند وضعیت فعلی مداخلات مبتنی بر نظریه دلبستگی برای بهبود کیفیت رابطه معلم–دانشآموز در سطح جهان و ایران، تحلیل و مقایسه محتوای این مداخلات، و ارائه توصیههایی برای کاربرد در شرایط ایران انجام شد. با استفاده از رویکرد نظاممند پریزما، 24 پژوهش واجد شرایط انتخاب و محتوای 19 مداخلهی معرفیشده در آنها بررسی شدند. یافتهها نشان داد که توسعه مداخلات در این زمینه با چالشهای قابلتوجهی همراه است. نتایج حاکی از آن بود که مداخلات متنوع موجود، عمدتاً در فرهنگهای فردگرای غربی توسعه یافتهاند و تاکنون مداخلهای متناسب با نیازها و ویژگیهای فرهنگی ایران طراحی نشده است. همچنین در سطح جهانی، کمبود مداخلات برای مقاطع بالاتر از ابتدایی و عدم توجه کافی به نیازهای تحولی دانشآموزان شناسایی شد. این نتایج بر ضرورت توسعه مداخلات مبتنی بر نظریه دلبستگی، متناسب با فرهنگ و نیازهای تحولی دانشآموزان در ایران تأکید دارد. یافتههای این پژوهش میتواند راهگشای سیاستگذاران آموزشی، پژوهشگران و معلمان در توسعه مداخلات اثربخش برای بهبود رابطه معلم-دانشآموز در کشور باشد. | ||
کلیدواژهها | ||
رابطه معلم-دانشآموز؛ روششناسی پریزما؛ مداخله؛ مرور نظاممند؛ نظریه دلبستگی | ||
مراجع | ||
رجبی، غلامرضا، و پورامامی، مریم. (1403). اثربخشی بازی درمانی گروهی بر کاهش استرس آموزشی رابطه معلم-دانشآموز در مدارس ابتدایی. مطالعات روانشناسی تربیتی، (54)21، 1-34.
شیخ الاسلامی، علی، دادجویی، رباب، و سیداسماعیلی قمی، نسترن . (1399). نقش اشتیاق شغلی و رضایت شغلی معلّمان در پیشبینی پیوند با مدرسۀ دانشآموزان. مطالعات روانشناسی تربیتی، (40)17، 33-20. https://doi.org/10.22111/jeps.2020.5838
صباغ حسنزاده، طلعت. (1403). اثربخشی بازخوردهای اصلاحی معلمان بر تغییر سطح ابراز وجود و پیوند با مدرسه دانشآموزان. مطالعات روانشناسی تربیتی، (54)21، 1-32. https://doi.org/10.22111/jeps.2024.45298.5364
References
Aasheim, M., Drugli, M., Reedtz, C., Handegård, B. H., & Martinussen, M. (2018). Change in teacher–student relationships and parent involvement after implementation of the Incredible Years Teacher Classroom Management programme in a regular Norwegian school setting. British Educational Research Journal, 44, 1064–1083. https://doi.org/10.1002/berj.3479
Aldrup, K., Carstensen, B., Köller, M., & Klusmann, U. (2020). Measuring teachers’ social-emotional competence: development and validation of a situational judgment test. Frontiers in Psychology, 11, 892. https://doi.org/10.3389/fpsyg.2020.00892
Bagnall, C., Skipper, Y., & Fox, C. (2019). ‘You’re in this world now’: students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology, 90(1), 206-226. https://doi.org/10.1111/bjep.12273
Beahm, L. A., Cook, B. G., McLucas, A., Ellis, K., & Bradshaw, C. P. (2024). A Systematic Review of the Evaluation of Social Validity in Experimental Examinations of Tier 2 Schoolwide Positive Behavior Interventions. Journal of Positive Behavior Interventions, 10983007241230596. https://doi.org/10.1177/10983007241230596
*Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2017). Enriching preschool classrooms and home visits with evidence‐based programming: Sustained benefits for low‐income children. Journal of Child Psychology and Psychiatry, 58(2), 129-137. https://doi.org/10.1111/jcpp.12618
*Blair, C., McKinnon, R. D., & Daneri, M. P. (2018). Effect of the tools of the mind kindergarten program on children’s social and emotional development. Early Childhood Research Quarterly, 43, 52–61. https://doi.org/10.1016/j.ecresq.2018.01.002
*Bosman, R. J., Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2021). Using relationship-focused reflection to improve teacher–child relationships and teachers’student-specific self-efficacy. Journal of School Psychology, 87, 28–47. https://doi.org/10.1016/j.jsp.2021.06.001
Bramer, W. M., Giustini, D., de Jonge, G. B., Holland, L., & Bekhuis, T. (2016). De-duplication of database search results for systematic reviews in EndNote. Journal of the Medical Library Association: JMLA, 104(3), 240. https://doi.org/10.3163%2F1536-5050.104.3.014
Buat, M. (2023). Teacher’s sense of efficacy and students’ motivation: the mediating effect of parental involvement. Asian Journal of Education and Social Studies, 44(2), 31-40. https://doi.org/10.9734/ajess/2023/v44i2959
*Cappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology, 80, 597–610. https://doi.org/10.1037/a0027725
Castro, F. G., Barrera Jr, M., & Holleran Steiker, L. K. (2010). Issues and challenges in the design of culturally adapted evidence-based interventions. Annual review of clinical psychology, 6(1), 213-239. https://doi.org/10.1146/annurev-clinpsy-033109-132032
*Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, C. A., & Frank, S. 2018). Cultivating positive teacher-student relationships: Preliminary evaluation of the establish-maintain-restore (EMR) method. School Psychology Review, 47, 226–243. https://doi.org/10.17105/SPR-2017-0025.V47-3
Cornelius-White, J. (2007). Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis. Review of Educational Research, 77(1), 113–143. https://doi.org/10.3102/003465430298563
Dai, P. (2024). The influence of teacher-student relationship on students' learning. Lecture Notes in Education Psychology and Public Media, 40(1), 240-246. https://doi.org/10.54254/2753-7048/40/20240764
*Driscoll, K. C., & Pianta, R. C. (2010). Banking time in head start: Early efficacy of an intervention designed to promote supportive teacher-child relationships. Early Education and Development, 21(1), 38–64. https://doi.org/10.1080/10409280802657449
*Driscoll, K. C., Wang, L., Mashburn, A. J., & Pianta, R. C. (2011). Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program. Early Education and Development, 22(4), 593–619. https://doi.org/10.1080/10409289.2010.502015
*Duong, M. T., Pullmann, M. D., Buntain-Ricklefs, J., Lee, K., Benjamin, K. S., Nguyen, L., & Cook, C. R. (2019). Brief teacher training improves student behavior and student–teacher relationships in middle school. School Psychology, 34(2), 212–221. https://doi.org/10.1037/spq0000296
*Eisenhower, A., Taylor, H., & Baker, B. L. (2016). Starting strong: A school-based indicated prevention program during the transition to kindergarten. School Psychology Review, 45, 141–170. https://doi.org/10.17105/SPR45-2.141-170
El Zaatari, W., & Maalouf, I. (2022). How the Bronfenbrenner Bio-ecological System Theory Explains the Development of Students’ Sense of Belonging to School?, Sage Open, 12(4), 21582440221134089. https://doi.org/10.1177/21582440221134089
Emslander, V., Holzberger, D., Ofstad, S., Fischbach, A., & Scherer, R. (2023). Teacher-Student Relationships and Student Outcomes: A Systematic Review of Meta-Analyses and Second-Order Meta-Analysis. https://osf.io/preprints/psyarxiv/qxntb/
Ewe, L. (2019). ADHD symptoms and the teacher–student relationship: a systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136-155. https://doi.org/10.1080/13632752.2019.1597562
Gabrielli, S., Rizzi, S., Carbone, S., & Piras, E. (2021). School interventions for bullying–cyberbullying prevention in adolescents: insights from the upright and creep projects. International Journal of Environmental Research and Public Health, 18(21), 11697. https://doi.org/10.3390/ijerph182111697
García-Rodríguez, L., Redín, C. I., & Abaitua, C. R. (2023). Teacher-student attachment relationship, variables associated, and measurement: A systematic review. Educational Research Review, 38, 100488. https://doi.org/10.1016/j.edurev.2022.100488
Gregoriadis, A., Grammatikopoulos, V., Tsigilis, N., & Verschueren, K. (2021). Teachers’ and children’s perceptions about their relationships: Examining the construct of dependency in the Greek sociocultural context. Attachment & Human Development, 23(5), 556-571. https://doi.org/10.1080/14616734.2020.1751990
Hajovsky, D. B., Chesnut, S. R., Helbig, K. A., & Goranowski, S. M. (2023). On the examination of longitudinal trends between teacher–student relationship quality and social skills during elementary school. School Psychology Review, 52(6), 679-695. https://doi.org/10.1080/2372966X.2021.1883995
*Hart, K. C., Graziano, P. A., Kent, K. M., Kuriyan, A., Garcia, A., Rodriguez, M., & Pelham, W. E. (2016). Early intervention for children with behavior problems in summer settings: Results from a pilot evaluation in head start preschools. Journal of Early Intervention, 38(2), 92–117. https://doi.org/10.1177/1053815116645923
*Hoogendijk, K., Holland, J. G., Tick, N. T., Hofman, A. W., Severiens, S. E., Vuijk, P., Maras, A., & van Veen, D. (2020). Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: A randomized controlled trial. European Journal of Psychology of Education, 35(1), 111–135. https://doi.org/10.1007/s10212-019-00415-x
*Jones, S. M., Bub, K. L., & Raver, C. C. (2013). Unpacking the black box of the CSRP intervention: the mediating roles of teacher-child relationship quality and self-regulation. Early Education and Development, 24(7), 1043–1064. https://doi.org/10.1080/10409289.2013.825188
Keane, K., Evans, R., Orihuela, C., & Mrug, S. (2023). Teacher–student relationships, stress, and psychosocial functioning during early adolescence. Psychology in the Schools, 60(12), 5124-5144. https://doi.org/10.1002/pits.23020
Kincade, L., Cook, C., & Goerdt, A. (2020). Meta-analysis and common practice elements of universal approaches to improving student-teacher relationships. Review of Educational Research, 90(5), 710–748. https://doi.org/10.3102/0034654320946836
*Kirkhaug, B., Drugli, M. B., Handegård, B. H., Lydersen, S., Åasheim, M., & Fossum, S. (2016). Does the incredible years teacher classroom management training programme have positive effects for young children exhibiting severe externalizing problems in school?: A quasi-experimental pre-post study. BMC Psychiatry, 16, 362–373. https://doi.org/10.1186/s12888-016-1077-1
*Koenen, A.-K., Borremans, L. F., De Vroey, A., Kelchtermans, G., & Spilt, J. L. (2021). Strengthening individual teacher-child relationships: An intervention study among student teachers in special education. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.769573
Kristensen, S. M., & Jeno, L. M. (2024). The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress. Social Psychology of Education, 1-32. https://doi.org/10.1007/s11218-024-09923-1
*Leff, S. S., Waasdorp, T. E., & Paskewich, B. S. (2016). The broader impact of friend to friend (F2F) effects on teacher–student relationships, prosocial behaviors, and relationally and physically aggressive behaviors. Behavior Modification, 40, 589–610. https://doi.org/10.1177/0145445516650879
Li, X., Bergin, C., & Olsen, A. A. (2022). Positive teacher-student relationships may lead to better teaching. Learning and Instruction, 80, 101581. https://doi.org/10.1016/j.learninstruc.2022.101581
Liu, J., Francis, D., Lloyd, K., & Eker, A. (2022). Mathematically productive relationships (MPRS): a potentially effective classroom management approach. Learning Environments Research, 26(2), 573-593. https://doi.org/10.1007/s10984-022-09444-8
Löper, M. (2024). Teachers’ role model behavior and the quality of the student–teacher relationship as prerequisites for students’ attitudes toward peers with learning difficulties. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1400471
Magro, S., Nivison, M., Englund, M., & Roisman, G. (2022). The quality of early caregiving and teacher-student relationships in grade school independently predict adolescent academic achievement. International Journal of Behavioral Development, 47(2), 158-168. https://doi.org/10.1177/01650254221137511
Manvelian, A. (2023). Promoting attachment security during the transition to college: a pilot study of emotionally focused mentoring. Journal of Social and Personal Relationships, 40(12), 4075-4101. https://doi.org/10.1177/02654075231195530
*Marttila, J., Fukkink, R., & Silvén, M. (2023). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention. European Early Childhood Education Research Journal, 1–17. https://doi.org/10.1080/1350293X.2023.2266782
*McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2015). Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments. Early Childhood Research Quarterly, 30, 128–139. https://doi.org/10.1016/j.ecresq.2014.10.006
*Nix, R. L., Bierman, K. L., Heinrichs, B. S., Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2016). The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning. Journal of Consulting and Clinical Psychology, 84(4), 310–322. https://doi.org/10.1037/a0039937
Obsuth, I., Murray, A. L., Knoll, M., Ribeaud, D., & Eisner, M. (2023). Teacher-student relationships in childhood as a protective factor against adolescent delinquency up to age 17: A propensity score matching approach. Crime & Delinquency, 69(4), 727-755. https://doi.org/10.1177/00111287211014153
*Özen-Uyar, R., Aslan, D., Reinke, W. M., & Aktaş-Arnas, Y. (2024). Training and coaching early childhood teachers to foster social, emotional, and behavioral competence of children in Turkey. School Psychology. https://doi.org/10.1037/spq0000625
*Rimm-Kaufman, S. E., & Chiu, Y. J. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44, 397–413. https://doi.org/10.1002/pits.20231
Robinson, C. D. (2022). A Framework for Motivating Teacher-Student Relationships. Educational Psychology Review, 34(4), 2061–2094. https://doi.org/10.1007/s10648-022-09706-0
Roorda, D. L., Zee, M., & Koomen, H. M. (2021). Don’t forget student-teacher dependency! A Meta-analysis on associations with students’ school adjustment and the moderating role of student and teacher characteristics. Attachment & Human Development, 23(5), 490-503. https://doi.org/10.1080/14616734.2020.1751987
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Søe, M., Schad, E., & Psouni, E. (2023). Transition to preschool: paving the way for preschool teacher and family relationship-building. Child & Youth Care Forum, 52(6), 1249-1271. https://doi.org/10.1007/s10566-023-09735-y
Spilt, J., & Koomen, H. (2022). Three decades of research on individual teacher-child relationships: a chronological review of prominent attachment-based themes. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.920985
*Spilt, J. L., Koomen, H. M., Thijs, J. T., & van der Leij, A. (2012). Supporting teachers’ relationships with disruptive children: The potential of relationship-focused reflection. Attachment & Human Development, 14, 305–318. https://doi.org/10.1080/14616734.2012.672286
Sun, H., & Sun, J. (2024). A Path to Building the Relationship between Teachers and Students in College English Teaching from the Perspective of Social Exchange Theory. Frontiers in Educational Research, 7(6), 65-70. https://doi.org/10.25236/FER.2024.070609
Supriatna, E. (2024). Analyzing factors affecting social skills development among students in Indonesian schools. Islamic Guidance and Counseling Journal, 7(1). https://doi.org/10.25217/0020247447100
*Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42(1), 31–43. https://doi.org/10.1016/j.ecresq.2017.08.001
Tormey, R. (2021). Rethinking student-teacher relationships in higher education: a multidimensional approach. Higher Education, 82(5), 993-1011. https://doi.org/10.1007/s10734-021-00711-w
*Vancraeyveldt, C., Verschueren, K., Wouters, S., Van Craeyevelt, S., Van den Noortgate, W., & Colpin, H. (2015). Improving Teacher-child relationship quality and teacher-rated behavioral adjustment amongst externalizing preschoolers: Effects of a two-component intervention. Journal of Abnormal Child Psychology, 43(2), 243–257. https://doi.org/10.1007/s10802-014-9892-7
Verschueren, K., & Koomen, H. (2021). Dependency in teacher–child relationships: Deepening our understanding of the construct. Attachment & Human Development, 23(5), 481-489. https://doi.org/10.1080/14616734.2020.1751986
Wallerstein, N., Oetzel, J., Duran, B., Magarati, M., Pearson, C., Belone, L., et al. (2019). Culture-centeredness in community-based participatory research: contributions to health education intervention research. Health Education Research, 34(4), 372-388. https://doi.org/10.1093/her/cyz021
Wagle, S. and Bhattarai, L. (2023). Teacher-student relationships and students’ learning experiences: a narrative inquiry. American Journal of Multidisciplinary Research and Innovation, 2(4), 48-55. https://doi.org/10.54536/ajmri.v2i4.1864
Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model. Frontiers in Psychology, 12, 810559. https://doi.org/10.3389/fpsyg.2021.810559 | ||
آمار تعداد مشاهده مقاله: 61 تعداد دریافت فایل اصل مقاله: 42 |