علوم تربیتی

نقش والدین در تسهیل تقلب تحصیلی: کاوشی کیفی از زمینه‌ها و پیامدها

10.22055/edus.2025.49643.3759
دوره 33، شماره 2
شهریور 1405
صفحه 63-84
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

علی نجفی 1
محسن شاکری 2
علی روحانی 3
سیدعلیرضا هوشی السادات 4

1 دانشجوی کارشناسی ارشد، روان‌شناسی تربیتی، دانشگاه یزد، یزد، ایران.

2 دانشیار دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران.

3 دانشیار دانشکده علوم اجتماعی، دانشگاه یزد، یزد، ایران.

4 استادیار گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.

چکیده
پژوهش حاضر با هدف شناسایی علل، ابعاد و مکانیزم‌های مشارکت والدین در تقلب آموزشی دانش‌آموزان انجام شد. این مطالعه کیفی با استفاده از روش نظریه داده‌بنیاد و بر اساس رهیافت سیستماتیک استراوس و کربین صورت گرفت. جامعه پژوهش شامل والدین دانش‌آموزان شهر یزد در سال تحصیلی 1401-1402 بود که از میان آن‌ها 13 نفر به روش نمونه‌گیری هدفمند نظری و با رعایت حداکثر تنوع تا دستیابی به اشباع نظری مورد مصاحبه عمیق نیمه‌ساختاریافته قرار گرفتند. داده‌ها طی سه مرحله کدگذاری باز، محوری و گزینشی تحلیل شدند. یافته‌ها نشان داد «مشارکت مستقیم و غیرمستقیم والدین در تقلب» به عنوان پدیده محوری، تحت تأثیر عوامل علّی نظیر فشار اجتماعی، اضطراب والدین و نمره‌گرایی شکل می‌گیرد. در بستر آموزش مجازی، ناکارآمدی روش‌های ارزیابی و ضعف در مهارت‌های معلمان، والدین راهبردهایی همچون توجیه اخلاقی و عادی‌انگاری تقلب را اتخاذ می‌کنند. این پدیده به پیامدهای مخربی مانند نهادینه‌سازی رفتارهای غیرصادقانه در فرزندان می‌انجامد. در نهایت، بازنگری در الگوی ارزشیابی آموزشی و اصلاح نگرش والدین برای کاهش این پدیده ضروری است.

کلیدواژه‌ها

بی‌صداقتی تحصیلی
تسهیل‌گری والدین در تقلب
نظریه مبنایی
فضای مجازی
ارزشیابی تحصیلی

عنوان مقاله English

The role of Parents in Facilitating Academic Cheating: A Qualitative Exploration of Contexts and Consequences

نویسندگان English

Ali Najafi 1
mohsen shakeri 2
Ali Rouhani 3
Alireza Hooshisadat 4
1 Master's student in Educational Psychology, Yazd University, Yazd, Iran.
2 Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran.
3 Associate Professor, Department of Social Sciences, Yazd University, Yazd, Iran.
4 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
چکیده English

This qualitative study explored the causes and dimensions of parental involvement in academic cheating during virtual education. Utilizing Strauss and Corbin’s systematic grounded theory approach, in-depth semi-structured interviews were conducted with 13 parents in Yazd, Iran (2022–2023 academic year), selected via theoretical sampling with maximum variation until theoretical saturation was reached. Data were analyzed using open, axial, and selective coding. Findings identified direct and indirect parental participation in cheating as the core phenomenon, driven by causal factors such as social pressure, parental anxiety, and grade orientation. In a context characterized by virtual learning environments, ineffective assessment methods, and teacher skill deficits, parents adopted strategies including moral justification and normalization of cheating. The primary consequences were the transmission and institutionalization of dishonest behaviors in children. Reducing this phenomenon requires revising educational assessment methods and reforming parental attitudes

کلیدواژه‌ها English

  • Academic dishonesty
  • Parental facilitation of cheating
  • Grounded theory
  • Virtual environment
  • Academic assessment
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