شکوفایی کلاس درس و پیامدهای مثبت تحصیلی آن: آزمودن برازش الگوی آلیسون، واترز و کرن (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از پژوهش حاضر، بررسی برازش مدل سیستمی شکوفایی کلاس درس آلیسون و همکاران و تعیین پیامدهای مثبت تحصیلی آن بود. پژوهش حاضر، توصیفی و از نوع مطالعات همبستگی بود. با استفاده از روش نمونه گیری خوشه ای چندمرحله ای، تعداد 1000 نفر از دانش آموزان مقطع دوم متوسطه شهر اراک از 20 مدرسه و 100 کلاس درس (هر کلاس 10 نفر) انتخاب شدند و به ابزارهای پژوهش شامل مقیاس شکوفایی کلاس درس، سرزندگی تحصیلی، انگیزش تحصیلی، رضایت تحصیلی و درگیری تحصیلی پاسخ دادند. به منظور تحلیل داده ها از روش معادلات ساختاری مبتنی بر رویکرد حداقل مربعات جزیی استفاده شد. نتایج نشان دادند مدل شکوفایی کلاس درس و پیامدهای مثبت تحصیلی آن از برازش پذیرفتنی و رضایت بخشی برخوردار است. براساس مدل ذکرشده، شکوفایی کلاس درس از چهار عامل انسجام، انعطاف پذیری، ارتباط و بهزیستی و عوامل انسجام، انعطاف پذیری و ارتباط هر کدام از سه خرده مقیاس و عامل بهزیستی از شش خرده مقیاس تشکیل شده اند که همگی از بارهای عاملی رضایت بخشی برخوردار هستند. به علاوه، مهم ترین پیامدهای مثبت تحصیلی شکوفایی کلاس درس عبارت اند از درگیری تحصیلی، انگیزش تحصیلی، سرزندگی تحصیلی، رضایت تحصیلی و پیشرفت تحصیلی. روایی واگرای مدل شکوفایی کلاس درس و پیامدهای مثبت تحصیلی آن با استفاده از معیار هتروتریت-مونوتریت و روایی همگرای آن با استفاده از میانگین واریانس، تبیین و شاخص قابلیت اطمینان رائو بررسی و تأیید شد. نتایج نشان دادند همه ضرایب به دست آمده برای متغیرهای اصلی مدل، مطلوب و رضایت بخش هستند. برازش کلی مدل نیز با استفاده از شاخص نیکویی برازش نشان دهنده برازش قوی مدل است. نتیجه گرفته می شود که از مدل سیستمی شکوفایی کلاس درس می توان به عنوان یک ابزار نوین در روانشناسی مثبت و بهبود شکوفایی کلاس استفاده کرد.Classroom flourishing and its academic consequences
The purpose of the current research was to examine the fit of the systemic classroom flourishing model (FCSM) of Allison et al. (2020) and determine its academic consequences. The current research was descriptive and of the type of correlation studies and specifically structural equation modeling based on the partial least squares (PLS) approach. Using the multi-stage cluster sampling method, 1000 students of the second year of high school in Arak city were selected from 20 schools and 100 classrooms (10 students in each class) and used research tools including the classroom flourishing scale (Bayat and Rezaei , 1401), Martin and Marsh's academic vitality questionnaire (2006), Harter's academic motivation questionnaire (1981), academic satisfaction subscale, derived from Heubner's multidimensional life satisfaction scale (MSLSS), and Rio's academic engagement questionnaire (2013). In order to analyze the data, partial least squares (PLS) method was used. The results showed that the classroom flourishing model and its academic consequences have an acceptable and satisfactory fit. According to the mentioned model, classroom flourishing consists of 4 factors of cohesion, flexibility, communication and well-being, with factor loadings of 0.885, 0.902, 0.854 and 0.965, respectively. Also, the factors of cohesion, flexibility and communication each consisted of three subscales and the well-being factor consisted of six subscales, all of which had satisfactory factor loadings. In addition, according to the mentioned model, the most important academic consequences of classroom flourishing are academic involvement, academic motivation, academic vitality, academic satisfaction and academic progress. The divergent validity of the classroom flourishing model and its academic outcomes were investigated and confirmed using the heterotrit-monotrit (HTMT) criterion and its convergent validity using the average explained variance (AVE) and the Rau reliability index (rho). The reliability of the model tools was calculated using Cronbach's alpha coefficient and composite reliability (Dillon-Goldstein coefficient). The results showed that all the obtained coefficients for the main variables of the model are favorable and satisfactory (between 0.837 and 0.973). The overall fit of the model was also obtained using the GOF goodness of fit index (Tennhaus et al., 2004) equal to 0.64, which indicates a strong fit of the model. In general, based on the results, it can be said that the classroom flourishing model has a good fit, and the developed model and tools can be used to monitor the classroom flourishing and improve it. IntroductionPositive education aims to combine the concepts of positive psychology with practical approaches of education to create strengths, competence, well-being and resilience in students (Waters, 2019). Positive education should go beyond person-centered psychological interventions (Allison et al., 2020). In this regard, Fish and Dunn's (2000) Classroom Systems Model of Observation (CSOM) helps teachers to understand collective well-being and determine where and how to change the classroom system. In this model, classroom system is explained by three elements: coherence, flexibility and communication. The extended version of the model includes well-being and is called Flourishing Classroom Systems Model (FCSM) (Allison et al., 2020). Clearly, if teachers want to raise flourishing students, they need to consider the components of the FCSM. Flourishing classroom has important adaptive consequences such as academic progress, valuable relationships, and optimal state of mental health (Agenor et al., 2017). Despite the importance of flourishing of the classroom and its positive academic consequences, few researches have been conducted on this topic. Thus, it was necessary to present a model to improve the flourishing of the classroom and achieve positive academic outcomes. MethodThis study used a descriptive-correlational design. Using the multi-stage cluster sampling, 1000 second grade secondary school students were selected from 20 schools and 100 classrooms in Arak, Iran. According to Hair et al. (2021), this sample size was sufficient for the purposes of the present study. The instruments used included the Classroom Flourishing Scale, Academic Vitality, Academic Motivation, Academic Satisfaction and Academic Engagement Questionnaires. The questionnaires were preliminarily evaluated in a small scale (50 people) online and their comprehensibility and possible problems were evaluated. Then, the researcher uploaded the the questionnaires’ links in Shad program. To analyze the data and check the fit of the model, the Partial Least Square method (PLS) was used. PLS software version 3.3 was used to compile the confirmatory factor analysis model and SPSS was used for descriptive statistics. ResultsThe results showed that the coefficients of FCSM and its positive academic outcomes were acceptable and satisfactory. All t values were higher than the required limit (1.96), indicating that all the drawn relationships are confirmed at the confidence level of 0.99 and above. According to the model, classroom flourishing (third-order component) consisted of 4 second-order latent factors. Factor loadings related to second-order latent factors were all favorable and satisfactory. The factor loadings associated with the second-order latent factors included cohesion (0.88), flexibility (0.90), communication (0.85) and well-being (0.96). Cohesion, flexibility, and communication each included three first-order latent factors, while well-being consists of six first-order latent factors. Factor loadings related to all first-order latent factors were also favorable and satisfactory. The coefficients of the effect of classroom flourishing on each of the academic outcomes involved academic engagement (0.30), academic motivation (0.25), academic vitality (0.24), academic satisfaction (0.26) and academic achievement (0.5), which were all significant. The academic engagement consisted of four factors: emotional engagement, causal engagement, cognitive engagement, and behavioral engagement, with factor loadings of 0.90, 0.74, 0.87, and 0.89, respectively. The academic motivation had two factors: internal motivation and external motivation, with factor loadings of 0.96 and 0.67 respectively. Other positive consequences of classroom flourishing, including academic vitality, academic satisfaction and academic progress, were single factors. All t values were higher than the required limit (1.96), indicating that all the drawn relationships were confirmed at the confidence level of 0.99 and above. Table 1Correlation Matrix of Research Variables VariablescommunicationcoherenceflexibilityAcademic motivationWell-beingAcademic engagementAcademic satisfactionVitalityclassroom flourishingprogresscommunication1/000 cohesion0/7191/000 flexibility0/8030/8161/000 Academic motivation0/1390/1660/1611/000 Well-being0/7980/8110/8210/1521/000 Academic engagement0/1590/1710/2000/2460/2031/000 Academic satisfaction0/1510/1940/1960/2380/1750/3221/000 Vitality0/1470/2140/1630/1270/1680/2170/3281/000 classroom flourishing0/8540/8850/9020/2550/9650/3020/2680/2431/000 progress0/0450/0180/0600/0550/0310/0740/0600/1320/0541/000The results of examining the divergent validity of the model and its positive academic outcomes showed that all HTMT values for the components of the classroom flourishing model were less than 0.90. Therefore, the classroom flourishing model and its positive learning outcomes had adequate divergent validity. The results of the convergent validity of the model showed that all the values of Average Explained Variance (AVE) for all variables of the model were higher than 0.40. Therefore, the classroom flourishing model had a suitable convergent validity. To check the reliability of the classroom flourishing questionnaire and also the positive academic consequences of the classroom flourishing, Cronbach's alpha coefficient and Composite reliability were calculated. In addition, Cronbach's alpha coefficient for all four main components of classroom flourishing including coherence, flexibility, communication and well-being were 0.91, 0.91, 0.86 and 0.97 respectively, which is very suitable and satisfactory. Also, Cronbach's alpha coefficient for the positive academic consequences of classroom flourishing, including academic vitality, academic engagement, academic motivation and academic satisfaction were 0.83, 0.92, 0.89 and 0.85, respectively, which were all favorable and satisfactory. The composite reliability values for the four main components of classroom flourishing were 0.92, 0.92, 0.88 and 0.97 respectively, indicating the appropriate composite reliability of the components. The composite reliability values for the positive academic outcomes of classroom flourishing were 0.87, 0.93, 0.91 and 0.88 respectively, all favorable and satisfactory. Finally, in order to check the overall fit of the model, the GOF index was used. The GOF index in the present study was 0.64 which indicates a strong fit of the model. ConclusionsThis study aimed to examine the fit of the Flourishing Classroom Systems Model (FCSM) of Allison et al. (2020) and explore its positive academic outcomes. The obtained results were consistent with the theoretical foundations of the research, confirming the fit of the FCSM, and the model can be used to measure classroom flourishing. Regarding the positive academic consequences of FCSM, the results of the present study are in line with those of Soshani and Elson (2017); Basson and Rothman (2018); Hassinger and Hirsch-Pasek (2018); Dato (2018); Bethel et al. (2019); and Waters (2019). By focusing on the collective feelings of the class, the teacher creates a positive emotional atmosphere which can increase academic vitality, academic engagement, academic motivation, and ultimately enhance learning and academic progress. Likewise, Van Zyl and Stander's research (2019) has shown that in order to increase flourishing individuals and expand flourishing classrooms, it is necessary to use positive and flourishing psychological interventions. As with the majority of studies, the design of the current study was subject to limitations. First, the study only employed questionnaires to gather data. Due to the corona pandemic, it was not possible to conduct interviews and observe classrooms and the questionnaires were distributed online. Future researches can use other data collection methods such as interviews and observations. Another limitation is the cross-sectional nature of data collection, other researchers can conduct longitudinal studies. Finally, considering that the statistical population of the present study included second grade high school students in Arak, Iran, the generalization of the results to other communities requires more investigations. Ethical ConsiderationCompliance with Ethical Guidelines: All ethical issues like informed consent and confidentiality of participants' identifications were compiled based on the ethical committee of Semnan University.Authors' Contributions: Both authors contributed to the study. The first author wrote the first draft of the manuscript. The second author edited the manuscript and the first author is the corresponding author.Conflict of Interest: The authors declare no conflict of interest for this study.Funding: This study was conducted with no financial support.Acknowledgment: The authors thank all participants in the study.
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