شناسایی و رتبه بندی چالش ها و راهبردهای تاب آوری تحصیلی بزرگسالان بر مبنای تلفیق تحلیل مضمون و خانۀ کیفیت (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
تاب آوری تحصیلی به سطح بالای انگیزش، پیشرفت و عملکرد، با وجود حوادث و شرایط استرس زایی اشاره دارد که دانش آموزان، دانشجویان و سایر فراگیران در محیط آموزشی با آن مواجه هستند. این پژوهش با هدف شناسایی چالش های تاب آوری تحصیلی سوادآموزان گروه سنی 49-60 سال و بر آن اساس، تدوین و اولویت بندی راهبردهای بهبود تاب آوری تحصیلی برای این رده سنی انجام شده است. در راستای نیل به این هدف، چالش هایی که ارتباط قوی با تاب آوری تحصیلی در این رده سنی داشتند، از طریق مصاحبه های عمیق با مدرسان منتخب و با استفاده از روش تحلیل مضمون شناسایی و در سه مضمون فراگیر (عوامل فردی، محیطی و سازمانی) و 15 مضمون پایه دسته بندی شدند و درجه اهمیت هر یک از آن ها با استفاده از تکنیک بهترین بدترین محاسبه شد. نتایج تعیین وزن نشان داد چالش «مشکلات خانوادگی سوادآموزان» بیشترین تأثیر را در کاهش تاب آوری تحصیلی آنان داراست. سپس، مهم ترین راهبردهای برطرف کردن موانع تاب آوری در چهار مضمون فراگیر (توجه و انگیزه، یادگیری و حافظه، فرهنگ و زمینه، سازمان و زیرساخت) در قالب 11 بسته ارتقای تاب آوری شناسایی و با استفاده از ماتریس خانه کیفیت رتبه بندی شدند و در اختیار قرار گرفتند. نتایج نشان داد بسته تاب آوری «مشاوره خانوادگی و توان بخشی سوادآموزان» دارای بیشترین درجه تأثیر در افزایش تاب آوری تحصیلی این دسته از سوادآموزان است.Identifying and Ranking the Challenges and Strategies of Academic Resilience based on the Integration of Thematic analysis and the House of quality
Academic resilience is characterized by an individual's ability to maintain high levels of motivation, progress, and performance in the face of challenging circumstances within an educational setting. This study aimed to explore the specific challenges faced by adults aged 49-60 in terms of maintaining academic resilience, and subsequently, to develop and prioritize strategies to enhance this resilience. Through in-depth interviews with a select group of teachers and utilizing thematic analysis, various challenges strongly linked to academic resilience were identified. These challenges were further categorized into three overarching themes: individual, environmental, and organizational factors, comprising a total of 15 basic themes. The importance of each theme was then determined using the best-worst technique. The findings from the weight analysis revealed that "family problems of students" pose the greatest challenge to the academic resilience of students. Subsequently, key strategies for overcoming barriers to resilience were identified across four overarching themes: attention and motivation, learning and memory, culture and context, and organizational infrastructure. These strategies were formulated into 11 packages aimed at promoting resilience, which were then ranked and categorized using the quality house matrix. Among these packages, "family counseling and student rehabilitation" emerged as the most impactful in bolstering academic resilience among this demographic. The implications of this study extend to a better comprehension of the educational needs of these adults, serving as a foundation for the development of adaptive and supportive educational programs at the policy level. Keywords : Academic resilience, Adult literate , Learning challenges, Strategies, Theme analysis. Introduction: Romano conceptualizes resilience as a capacity that endows individuals with the requisite competencies to confront stressful situations. Resilience is defined as the ability to recover from sustained difficulties and to restore oneself (Romano et al., 2021). It is a significant construct within positive psychology and has emerged as a crucial factor in navigating the challenges of modern life, directly influencing individuals' responses to stressful events.Academic resilience specifically pertains to high levels of motivation, progress, and performance, even in the face of stressful circumstances encountered by students and other learners in educational settings (Amini et al., 2016). This concept underscores an individual's ability to adapt to educational challenges and pressures while maintaining a trajectory of learning (Nazari Bojani et al., 2020). While academic resilience has been extensively studied among students and young adults, research focusing on middle-aged individuals, particularly those aged 49 and above, remains limited and insufficient. Furthermore, the factors influencing academic resilience in adults, as well as the challenges they face, differ significantly from those encountered by younger students and warrant further investigation. The findings from such research could contribute to the development of resilience-building programs tailored for this demographic. Given that teaching and learning methodologies vary across different age groups, a deeper understanding of the challenges and strategies for fostering academic resilience among middle-aged individuals can inform the design of more flexible and effective educational programs. Research methodology This research aims to identify the challenges associated with academic resilience among literate people aged 49 years and older, and to subsequently develop and prioritize strategies for enhancing their academic resilience. The study is on applied research. In terms of data collection methodology, it adopts a survey-exploratory approach with the objective of identifying the facts related to academic resilience in this demographic and providing a comprehensive description of the targeted statistical population. Given the nature of the research, semi-structured interviews, the best-worst method, and the quality house matrix were employed for data collection and analysis. Statistical population comprised of 32 selected managers, experts, and instructors from the Literacy Movement Organization of Isfahan Province. These participants were chosen as a research sample using a purposive sampling method, specifically targeting key experts, and guided by the criterion of theoretical saturation. In accordance with the theoretical saturation criterion, a total of 12 participants were selected for participation in semi-structured interviews. For the evaluation of resilience challenges utilizing the best-worst method, a purposeful and judicious selection of 10 expert members from the statistical community was made. Finally, a sample of 15 members from the statistical community contributed to completing the matrices of the quality house and assessing the significance of resilience improvement strategies in relation to the identified challenges. Research findings Through employing thematic analysis, a total of 106 primary codes were identified, 103 basic themes, and 26 overarching themes. The relative importance (weight) of the challenges were assessed using the best-worst method, as illustrated in Table 1. Table 1. Degree of importance (weight) of academic resilience challenges degree of importance Challenges of academic resilience 0.067 Lack of self-confidence 0.078 Memory and learning problems 0.096 Individual needs and special learning interests 0.059 Fear and embarrassment 0.047 concentration and attention reduction 0.092 Financial problems and job concerns 0.056 Apathy and lack of motivation 0.073 Unsupportive family culture 0.11 Family problems 0.064 Problems of absorption system 0.057 Weakness of the communication infrastructure 0.054 Formality and supervision 0.034 Weak technical infrastructure 0.036 Lack of quality and richness of educational resources 0.078 Lack of attractive and useful content To evaluate both the significance and the impact of academic resilience packages on addressing these challenges, a quality house matrix was utilized. The prioritization of the identified resilience packages is shown in Table 2 Table 2. Prioritization of educational resilience packages for literate students over 49 years old Rank Weighted score Academic resilience packages 1 5.910 Family counseling and literacy rehabilitation 2 5.427 Material and Spiritual Incentives for Literate Students 3 5.395 Fostering Social Interaction in Post-Literacy Contexts 4 5.288 Providing Coaching and Promoting a Positive Classroom Environment 5 5.144 Utilizing Educational Resources and Experimental Learning Methods 6 5.124 Implementing Extracurricular Activities to Enhance Learning 7 4.951 Developing Alternative Learning Materials, Such as Workbooks 8 4.322 Promoting Identity and Cultural Awareness 9 4.111 Increasing Training Budgets and Enhancing Support for Educators 10 3.570 Revising the Targeted and Practical Content of Transition Courses 11 3.506 Implementing Age-Appropriate Classroom Segregation Discussion and Conclusion: In this study, the theme network comprises seven overarching themes at its core, six organizing themes that serve as subsets of the overarching themes, and 26 basic themes. The development of these themes was based on 106 interpretation codes established at the outset of the research, following the initial coding of the collected data. The findings regarding the significance of challenges to academic resilience indicate that "family problems" emerged as the most critical factor influencing the academic resilience of literate people aged 49 and older, given its highest weight among the identified themes. Consequently, it is recommended that officials involved in the Literacy Movement allocate resources for family counseling for literate students, as identified by the course instructors, during the implementation of literacy programs.The ranking results of the resilience packages indicate that, following psychological and family counseling for literate students, the resilience package centered on "establishing material and spiritual incentives" received the highest impact score of 5.427 among the primary themes. This package was assessed as the most significant influencing factor in addressing the challenges of academic resilience among literate students aged 49 to 60. Consequently, it is recommended that officials in the Literacy Movement prioritize the implementation of awards and material and spiritual incentives for literate students. The findings of this research suggest that future studies should explore the potential causal relationships between the overarching themes and their corresponding sub-indicators, specifically in relation to resilience challenges. Additionally, the relationship between the dependent variable of academic resilience and the proposed resilience packages warrants investigation through the development of conceptual models. Furthermore, the challenges identified in this study could be conceptualized in a framework incorporating both moderator and dependent variables in subsequent research, allowing for the measurement of their effects.
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