ارائه مدل نهادینه کردن تسلط شخصی دانشجویان در دانشگاه‌ها و مراکز آموزش عالی

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانش آموخته دکتری تخصصی مدیریت آموزش عالی، گروه مدیریت آموزش عالی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

2 دانشیار گروه مدیریت آموزش عالی واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.

3 استاد گروه دکتری مدیریت آموزش عالی واحد علوم و تحقیقات، دانشگاه آزاد اسلامی تهران، ایران.

4 دانشیار گروه دکتری مدیریت آموزش عالی واحد علوم و تحقیقات، دانشگاه آزاد اسلامی تهران، ایران.

چکیده

هدف: این پژوهش با هدف، ارائه مدلی جهت نهادینه کردن تسلط شخصی دانشجویان دانشگاه‌ها و مراکز آموزش عالی در ایران انجام پذیرفت. پژوهش از نوع کاربردی و توصیفی، پیمایشی با دو بخش کیفی و کمی (آمیخته) می‌باشد. در مرحله کیفی ابتدا به بررسی پیشینه، مبانی نظری و ادبیات تحقیق پرداخته و مؤلفه‌های اصلی مفهوم تسلط شخصی از منظرخبرگان دانشگاه‌های خارجی و داخلی استخراج و در مرحله کمی با توجه به اجماع نظر خبرگان مبادرت به تدوین ابعاد، مؤلفه‌ها و شاخص‌های پرسشنامه محقق ساخته، جهت دانشجویان گردید.
مواد و روش‌ها: نمونه آماری در بخش کیفی و در مرحله اول 7 نفر از خبرگان دانشگاه‌های خارجی، هدفمند از طریق پرسشنامه بازپاسخ و در مرحله دوم، 15 نفر از خبرگان دانشگاه‌های داخلی دولتی و غیردولتی، هدفمند با معیار سطح علمی دانشیار به بالا و تألیف کتاب‌های تخصصی از طریق پرسشنامه بسته پاسخ، با استفاده از آزمون تحلیل روایی محتوایی "سی وی آر" و "سی وی آی" و "تکنیک دلفی" مورد سنجش قرار گرفتند. نمونه آماری در بخش کمی 380 نفر دانشجویان دانشکده‌های دانشگاه علوم و تحقیقات تهران که از طریق فرمول کوکران با سطح اطمینان 95/0درصد از پایایی مطلوب و  به روش نمونه‌گیری طبقه‌ای نسبی تصادفی با پرسشنامه محقق ساخته مورد سنجش قرار گرفتند، در تجزیه و تحلیل داده‌ها از شاخص گرایش مرکز، تحلیل عاملی اکتشافی و تأییدی، t تک نمونه‌ای، تکنیک مدل یابی معادلات ساختاری (SEM) با نرم‌افزار‌های Spss 22 و Lisrel 8.8 استفاده شد.
بحث و نتیجه‌گیری: نتایج در مرحله کیفی با توجه به پرسشنامه بازپاسخ و بسته پاسخ با 8 بعُد و 16 مؤلفه و 95 شاخص مورد تأیید و اجماع نظر خبرگان قرار گرفت و در مرحله کمی نتایج بررسی وضع موجود تسلط شخصی دانشجویان در دانشگاه در حد متوسط به بالا، مثبت و معنادار و نتایج برای ارائه مدل نهادینه کردن تسلط شخصی در دانشجویان براساس بار عاملی مرتبه دوم به ترتیب به شرح زیر بدست آمد: بعُد بخشش(42/0)، بعُد خوداگاهی(37/0)، بعُد دوست داشتن خود(99/0)، بعُد پیش کنشی(97/0)، بعُد تمرین انضباط(82/0)، بعُد حفظ ذهنیت مثبت(93/0)، بعُد باورهای خودتنظیمی فراشناختی(81/0)، بعُد زندگی کردن با اهداف مدون(66/0)، که بالاترین ضریب استاندارد بار عاملی و بیشترین نقش را بعُد "دوست داشتن خود" و همچنین پایین‌ترین ضریب استاندارد بارعاملی و کمترین نقش را بعُد "خودآگاهی" در تسلط شخصی دانشجویان در دانشگاه‌ بدست آمد. یافته‌ها نشان داد که مدل نهادینه کردن تسلط شخصی دانشجویان دانشگاه‌های ایران شامل ابعاد؛ بخشش، خودآگاهی، دوست داشتن خود، پیش کنشی، تمرین انضباط، حفظ ذهنیت مثبت، باورهای خودتنظیمی فراشناختی و زندگی کردن با اهداف مدون می‌باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Presentation of a Model for personal mastery Internalization among Students of Universities and Higher Education Institutions

نویسندگان [English]

  • Majid Sadeghi 1
  • Kamran Mohammadkhani 2
  • Nadergholi Ghorchian 3
  • Parivash Jafari 4
1 Ph.D Graduate of Higher Educational Administration, Department of Higher Educational Administration, Islamic Azad University, Research Branch, Tehran, Iran.
2 Assoicate professor, Higher Educational Administration, Islamic Azad University, Science and Research Branch, Tehran, Iran.
3 Professor, Higher Educational Administration, Islamic Azad University, Science and Research Branch, Tehran, Iran.
4 Assoicate professor, Higher Educational Administration, Islamic Azad University, Science and Research Branch, Tehran, Iran.
چکیده [English]

Objective: This Research Aimed to Provide A Model For Institutionalizing The Personal Mastery of University Students And That of Higher Education Institutions in Iran. The Study Was Applied And Descriptive, Survey With Both Qualitative And Quantitative Parts (Mixed Method). For The Qualitative Phase of The First Study, The Theoretical Foundations, Literature of Research And The Main Components of Personal Mastery Concept Were Extracted For The Experts of Foreign And Domestic Universities to Assess. According to The Consensus of Their Opinions, A Model Was Then Designed to Develop the Dimensions, Components, And Indicators of A Researcher-Made Questionnaire.
Materials and Methods: In The Qualitative Section, The Sample of The First Stage Was of 7 Experts From Foreign Universities Targeted With The Codification of A Re-Response Questionnaire And, in The Second Stage, Was 15 Ones of Domestic And Non-Governmental Universities. Criteria For Entering Was The Scientific Level of Associate Professor-Up, And Compilation of Specialized Books Related to The Subject Under Study. Codification of The Questionnaire Was Determined Through Content Validity Analysis With CVR And CVI Indices, And The Delphi Technique Was Employed. Statistical Sample in Quantitative Part Included 380 Students of Islamic Azad University, at Science & Research Campus, Which Were Chosen Based on Cochran Formula. Sampling Method Was Relative Random Stratified. Analyzing Data Were Applied in Addition to Descriptive Statistics (Center Orientation Indicators), Inferential Tests, Exploratory Factor Analysis, Confirmatory Factor Analysis, One-Sample T-Test, Structural Equation Modeling (SEM). The Software Used Was Spss 22 And Lisrel 8.8.
Result and Discussion: Results in The Qualitative Phase Brought About 8 Dimensions, 16 Components And 95 Indicators Confirmed Through The Consensus of Experts Opinion. In The Quantitative Phase of The Results, Findings Through Sample T-Test Showed The Current Status of Students Personal Mastery. The Average Difference Observed in The Components Indicated of Forgiveness (0.42), Self-Awareness (0.37), Loving Yourself (0.99), Be Proactive (0.97), Practicing Discipline(0.82), Maintenance of  A Positive Mindset(0.93), Meta Cognition Self-Regulation Believes (0.81), Living With Documented Purposes (0.66), Among Which Dimension Loving Yourself Received The Highest StAndard Coefficient of The Bar Factor And Played the Most Role in The Personal Mastery of University Students. The Lowest StAndard And Lowest Role in Personal Mastery of University Students Went For Self-Awareness. In The Whole, Findings Showed That The Model of Institutionalization of Personal Mastery of Iranian University Students Was Including Following Dimensions: Forgiveness, Self- Awareness, Loving Yourself, Be Proactive, Practicing Discipline, Maintenance of A Positive Mindset, Meta Cognition Self-regulation Believes And Living With Documented Purposes.

کلیدواژه‌ها [English]

  • Students
  • University And Higher Education Institutions
  • Model of Institutionalization of Personal Mastery

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