علوم تربیتی

سهم متغیرهای دانش‌آموز و معلم در پیش‌بینی سواد خواندن در پرلز 2021

10.22055/edus.2025.48385.3687
دوره 32، شماره 2
دی 1404
صفحه 29-52
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

زهرا محمدنیا 1
مریم محسن پور 2

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه الزهرا، تهران، ایران.

2 دانشیار گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران

چکیده
باتوجه به پتانسیل بالای سواد خواندن در اثرگذاری بر سایر زمینه‌های یادگیری، آموزش خواندن و ترویج آن نقش مهمی در موفقیت تحصیلی دارد. بنابراین هدف از انجام این پژوهش، پیش‌بینی سواد خواندن دانش‌آموزان ایرانی شرکت‌کننده در مطالعه پرلز 2021 بر اساس متغیرهای دانش‌آموز (شامل خودپنداره خواندن، نگرش به خواندن) و متغیرهای معلم (شامل دیدگاه معلم درباره جوّ مدرسه، تأکید مدرسه بر موفقیت تحصیلی، محدودکننده‌های تدریس معلم) بود. بدین منظور پژوهش حاضر با رویکرد ثانویه به تحلیل داده‌های پرلز در میان دانش آموزان ایرانی پرداخت. جامعه آماری دانش‌آموزان پایه چهارم کشور ایران، در مطالعه پرلز 2021 شامل 1348842 نفر در سال تحصیلی 1400-1399 بود که به روش نمونه‌گیری طبقه‌ای خوشه‌ای دو مرحله‌ای، 5962 دانش‌آموز از 218 مدرسه انتخاب شدند. تحلیل داده‌ها با استفاده از مدل خطی سلسله مراتبی دو سطحی صورت گرفت. نتایج پژوهش نشان دادند که در سطح دانش‌آموز متغیر خودپنداره رابطه‌ای معنی‌دار با سواد خواندن داشت ولی متغیر نگرش به خواندن رابطه معنی‌داری نداشت. با اضافه شدن متغیرهای پیش‌بین سطح دانش‌آموز به مدل، همبستگی بین کلاسی، 36/0 حاصل شد یعنی 36% واریانس نمره پیشرفت سواد خواندن از عوامل بین مدرسه‌ای ناشی می‌شود. با اضافه شدن متغیرهای پیش‌بین سطح معلم به مدل، همبستگی بین کلاسی، مجدداً 36/0 به دست آمد. این بدان معنا است که 36% واریانس نمره پیشرفت سواد خواندن از عوامل بین مدرسه‌ای ناشی ولی این واریانس ناشی از سه متغیر بررسی شده در سطح دو در این پژوهش نیست. نتایج این پژوهش اهمیت خودپنداره مثبت در یادگیری خواندن را برجسته می‌کند و نشان می‌دهد که ایجاد اعتماد به نفس و تصور مثبت در دانش‌آموزان نسبت به خود می‌تواند به بهبود عملکرد آن‌ها در خواندن کمک کند. بنابراین، طراحی برنامه‌های آموزشی و مداخلات مبتنی بر ارتقای خودپنداره دانش‌آموزان باید مد نظر دست اندرکاران نظام آموزشی قرار گیرد.

کلیدواژه‌ها

سواد خواندن
مدل چندسطحی و مطالعه پرلز

عنوان مقاله English

The Contribution of Student’s Variables and Teacher’s Variables in Predicting Reading Literacy of PIRLS 2021

نویسندگان English

Zahra Mohammadnia 1
Maryam Mohsenpour 2
1 Master of Educational Psycology, Alzahra University, Tehran, Iran.
2 Associate professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
چکیده English

Considering the high potential of reading literacy in influencing other fields of learning, reading instruction and its promotion play an important role in academic success. Therefore, the purpose of this research was to predict the reading literacy of Iranian students participating in the Progress in International Reading Literacy Study (PIRLS) 2021 based on student variables (reading self-concept, attitude towards reading) and teacher variables (school climate, school emphasis on academic success, teacher’s instructional limitations). The present research with a secondary approach to the analysis of PIRLS data among Iranian students performed. The statistical population of Iranian students in the PIRLS 2021 consisted of 1,348,842 fourth grade students from 43,697 schools in the academic year of 2019-2020, which were selected using a two-stage stratified cluster sampling method with a total of 5,962 students from 218 schools. Given the hierarchical structure of the PIRLS data, it was analyzed through hierarchical linear modeling by spss and R softwre. The findings of the study indicated that at the student’s level, self-concept had a significant relationship with reading literacy, while the variable of attitude towards reading did not have a significant relationship with reading literacy. Additionally, at the teacher’s level, none of the three variables (school climate, school emphasis on academic success, teacher limitations) had a significant relationship with reading literacy. By adding predictor variables of the student level to the model, the inter-class correlation was 0.36, which means that 36% of the variance of the reading literacy progress score derives from inter-school factors. By adding the predictor variables of the teacher level to the model, the inter-class correlation again was 0.36. It means that 36% of the variance of the reading achievement score was caused by inter-school factors, but this variance was not caused by the three variables at the second level. The results highlight the importance of a self-concept in reading literacy and suggest that fostering confidence and positive attitude towardas students can help them to improve their reading performance. Therefore, designing educational interventions based on improving students ‘self concept should be considered by those involved in planning educational system.

کلیدواژه‌ها English

  • Reading Literacy
  • HLM
  • PIRLS
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