فصلنامه پژوهش و برنامه ریزی در آموزش عالی

رویکردی آمیخته در شناسایی آسیب های فرایند هدایت تحصیلی - شغلی دانشجویان و فارغ التحصیلان دانشگاه تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا علوم سلامت و کار اجتماعی، دانشکده علوم سلامت و کار اجتماعی، دانشگاه گریفیث، گلدکوست، استرالیا

2 دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

10.61838/irphe.29.2.5

چکیده

پژوهش حاضر با هدف شناسایی آسیب ­های فرایند هدایت تحصیلی-شغلی دانشجویان دانشگاه تهران با رویکردی آمیخته از نوع تشریحی انجام شد. بخش اول با هدف مقایسه میزان رضایت از رشته تحصیلی میان دانشجویان دانشگاه تهران در سال تحصیلی 1400-1399 با رویکرد کمی انجام شد. جامعه پژوهش نیز شامل کلیه دانشجویان دوره‌‌های کارشناسی، کارشناسی ارشد و دکتری دانشکده­ های دانشگاه تهران و علوم پزشکی تهران بود که نمونه ­ای از این جامعه به شیوه غیرتصادفی از نوع در دسترس به حجم 361 نفر انتخاب شدند و به پرسشنامه رضایت از رشته تحصیلی نوتا پاسخ دادند. نتایج این بخش نشان داد که بین میزان رضایت از رشته تحصیلی به تفکیک سطوح متغیرهای جنسیت، دوره‌ تحصیلی و داشتن تجربه تغییر رشته تفاوت معناداری وجود ندارد. اما میان دانشجویان باتوجه به ترم ­ها و رشته­ های تحصیلی مختلف تفاوت معنادار وجود داشت. بخش دوم از پژوهش با رویکرد کیفی به روش پدیدارشناسی به منظور شناسایی پیامدهای منفی فرایند هدایت تحصیلی-شغلی نامطلوب و شیوه مواجهه دانشجویان با پیامدها انجام شد. داده­ ها در این بخش با استفاده­ از مصاحبه­ های نیمه ­ساختاریافته با 25 نفر از دانشجویان و فارغ­ التحصیلان دانشگاه تهران که به شیوه هدفمند انتخاب شدند، جمع ­آوری شد. یافته ­های پژوهش در این بخش نشان داد که پیامدهای منفی یک هدایت تحصیلی-شغلی نامطلوب در 25 زیرمضمون و شش مضمون کلی پیامدهای تحصیلی، روانی، خانوادگی، اقتصادی، فردی-اجتماعی و جسمانی و شیوه مواجهه با پیامدها در 11 زیرمضمون و پنج مضمون کلی فعالیت­ های تحصیلی، اجتماعی، شغلی، سازگارانه و مقابله ­ای طبقه­ بندی شدند.

کلیدواژه‌ها

عنوان مقاله [English]

A Mixed-Method in Identifying the Harms of Educational-Vocational Guidance Process Students and Graduates of the University of Tehran

نویسندگان [English]

  • Sogol Yazdankhoo 1
  • Marzieh Dehghani 2
  • Keyvan Salehi 2

1 PhD Student in Health Sciences and Social Work, Faculty of Health Sciences and Social Work, Griffith University, Gold Coast, Australia

2 Associate Professor, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

چکیده [English]

The present study aimed to identify the harms of the educational-vocational guidance of students of University of Tehran with a mixed-methods approach. In the first part the level of academic major satisfaction was compared with a quantitative approach which was applied in terms of purpose and a descriptive survey in terms of method. The population of the study included all bachelor, master and doctoral students of the University of Tehran in four departments of engineering, experimental sciences, humanities and basic sciences that a sample was selected by non-randomly convenience strategies with a volume of 361 people who answered the Nauta’s Academic Major Satisfaction questionnaire. The results showed that there is no significant difference between academic major satisfaction according to the variables of gender, grade and having the experience of changing major. However, there was a significant difference between students studying in different semesters and departments. The second part was conducted with a qualitative approach using phenomenological method in order to identify the negative consequences of undesirable educational-vocational guidance and the ways of facing with consequences. Research data were collected by semi-structured interviews with 25 students and graduates of University of Tehran who were selected by purposeful method. Findings showed that the negative consequences were classified into 25 sub-themes and six general themes of educational, psychological, family, economic, individual-social and physical consequences. Moreover, by extracting 11 sub-themes, it was shown that individuals did a variety of activities, including academic, social, vocational, adaptive and coping activities in order to reduce the consequences.

کلیدواژه‌ها [English]

  • Mixed method
  • Educational
  • Vocational guidance
  • Negative consequence
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فصلنامه پژوهش و برنامه ریزی در آموزش عالی
دوره 29، شماره 2 - شماره پیاپی 108
تیر 1402
صفحه 87-114