Seyyedmoharrami Iman, Kareshki Hossein, Kimiaei Seyed Ali, Bordbar Maryam
Department of Education and Counseling Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
Department of Educational and Counseling Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
J Educ Health Promot. 2024 Sep 28;13:336. doi: 10.4103/jehp.jehp_1330_23. eCollection 2024.
In this research, a model of factors affecting students' academic success with low socioeconomic status (SES) was explained and evaluated.
A mixed-methods research design was used to explain academic success and evaluate it. From this point of view, the research was divided into two parts: grounded theory (GT) and structural equation modeling (SEM). For the qualitative part, semi-structured interviews were held with 49 students, parents, and teachers from Roshtkhar City, one of the less privileged areas of the department of education in Razavi Khorasan Province in Iran. In the second part, this model was tested using the multistage cluster random sampling method on 314 students from Roshtkhar City with the SEM method. The instrument used in the quantitative section was a researcher-made questionnaire whose validity and reliability have been confirmed.
It was found that the causal conditions had significant effects on the phenomenon of the academic positive perspective of students with low SES ( = 0.77), academic positive perspective on the implementation of academic success strategies in low SES areas ( = 0.6), context background on the implementation of strategies ( = 0.28), intervening conditions on the implementation of strategies ( = 0.12), and implementation of interactions and strategies of students with low SES on the consequences of academic success ( = 0.86). The phenomenon of academic positive perspective clarified the complexity of the academic success of students with low SES.
The examined paradigm model can be a suitable model for the academic success of students with low SES.
本研究对影响社会经济地位低下（SES）学生学业成功的因素模型进行了解释和评估。
采用混合方法研究设计来解释和评估学业成功。从这个角度来看，研究分为两个部分：扎根理论（GT）和结构方程模型（SEM）。在定性部分，对来自伊朗拉扎维霍拉桑省教育部较贫困地区之一罗斯特哈尔市的49名学生、家长和教师进行了半结构化访谈。在第二部分中，使用多阶段整群随机抽样方法，对罗斯特哈尔市的314名学生采用SEM方法对该模型进行了测试。定量部分使用的工具是研究者自制的问卷，其效度和信度已得到确认。
发现因果条件对社会经济地位低下学生学业积极态度现象有显著影响（=0.77），对社会经济地位低下地区学业成功策略实施的学业积极态度有显著影响（=0.6），情境背景对策略实施有显著影响（=0.28），干预条件对策略实施有显著影响（=0.12），社会经济地位低下学生的互动和策略实施对学业成功后果有显著影响（=0.86）。学业积极态度现象阐明了社会经济地位低下学生学业成功的复杂性。
所考察的范式模型可以成为社会经济地位低下学生学业成功的合适模型。
