ارزش آموزش عالی تحلیلی بر تمایل به تحصیل در نظام دانشگاهی

نویسندگان
فاطمه خوشنویسان 1
سعید شریفی 2
محمدرضا نیستانی 3
نعمت الله فاضلی 4
1 دانشجوی دکتری مدیریت آموزش عالی، دانشگاه علامه طباطبایی، تهران، ایران
2 استادیار دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران.
3 استادیار دانشکده علوم تربیتی دانشگاه اصفهان، اصفهان، ایران
4 استاد پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران
چکیده
پژوهش حاضر به­ منظور سنجش ارزش آموزش عالی در میان دانشجویان دو دانشگاه غیردولتی و یک دانشگاه دولتی در شهر اصفهان به روش توصیفی از نوع همبستگی انجام شد. حجم نمونه برآوردی 307 نفر از دانشجویان کارشناسی ارشد در کلیه گروه‌های تحصیلی بودند که به‌صورت تصادفی طبقه‌ای انتخاب شدند. ابزار گردآوری اطلاعات پرسشنامه 30 سؤالی لوترل و ریچارد (2011) در پنج بعد انتظارات خانواده، تمرکز مدرسه‫ای، ارزش تحصیلی، ارزش‌های عمومی آموزش و موانع پیشرفت بود که پایایی آن با استفاده از ضریب آلفای کرونباخ (r=0.78) برآورد شد. برای تحلیل داده‌ها از آزمون تی تک راهه، تحلیل رگرسیونی و خوشه‌ای، با استفاده از ضابطه اطلاعات آکائیکه (AIC[1]) استفاده شد. نتایج نشان داد که ارزش برای ادامه تحصیل در دانشگاه از سطح متوسط بالاتر است. نتایج خوشه‌بندی نشان داد که در هر دو گروه انتظارات خانواده اهمیت بیشتری در تمایل دانشجویان به سمت آموزش عالی دارد و به همین دلیل، موانع پیشرفت ناشی از سوی خانواده برای آنها زیاد نیست. علاوه بر این، رفتارهای ضد مدرسه‌ای در هر دو گروه بالا بود. نتایج همچنین نشان داد که در گروه اول برعکس گروه دوم مهم‌ترین پیش‌بینی کننده انتظارات خانواده و ارزش‌های عمومی، آموزش هستند. به‌طورکلی، آنچه موجب تمایل به سمت دانشگاه می‌شود، ناشی از میل موفقیت طلبی و انتظارات خانواده است.

 

[1]. The Akaike Information Criterion (AIC)

کلیدواژه‌ها

عنوان مقاله English

The value of higher education: analysis of reasons for tendency to study at university

نویسندگان English

Fatheme Khoshnevisan 1
Saeed Sharifi 2
Mohammad Reza Neyestani 3
Nematollah Fazeli 4
1 Doctoral Student in Higher Education, Allameh Tabatabaei University, Tehran, Iran.
2 Assistant Professor, Islamic Azad University of Isfahan, Khorasgan Branch, Isfahan, Iran.
3 Assistant Professor, University of Isfahan, Isfahan, Iran.
4 Professor, Institute for Humanities and Cultural Studies, Tehran, Iran.
چکیده English

The aim of this study was to measure the value of higher education among students in two public and non-public universities in Isfahan. The research method was descriptive correlational.  The sample size was 307 master students in all disciplines whom were randomly selected. Data gathering tool was Luttrell & Richard 30 item questionnaire in five dimensions including family expectations, focus on scholastic, Achievement values, general values of education and obstacles to progress.  The reliability of the questionnaire was estimated by Cronbach's alpha coefficient (r = 0.78). For data analysis one-way t-test, regression and clustering, using Akaike's Information Criterion (AIC) were used. The results showed that the value of continuing education at university was higher than the average level. Clustering results indicated that-in both groups- family expectations are more important in students' desire for higher education. For this reason, barriers to progress from the family is not very high. In addition, anti-school behaviors were high in both groups.The results also showed that in group one, in contrast to group two, the most important predictor of family expectations and general values is education. In general, what caused the tendency to go to university is due to the desire for achievement and family expectations.

کلیدواژه‌ها English

value
Higher Education
Value of higher education
Need for achievement
Family expectations
1. Akaike, H. (1974). A new look at the statistical model identification. IEEE Transactions on Automatic Control, 19 (6), 716-723
2. Alstadsæter, A. (2010). Measuring the consumption value of higher education. CESifo Economic Studies, 57(3), 458-479.‌
3. Alves, H. (2011). The measurement of perceived value in higher education: A unidimensional approach. The Service Industries Journal, 31(12), 1943-1960.‌
4. Arum, R., & Roska, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press.
5. Atkinson, J.W. (1957). Motivational determinants of risk-taking behavior. Psychological review, 64(6p1), 359.‌
6. Barnett, R. (1990). The idea of higher education. Buckingham: Open University Press.
7. Brennan, J. (2004). The social role of the contemporary university: Contradictions, boundaries and change. Center for Higher Education Research and Information (Ed.).
8. Buon, T., & Compton, B. (1990). Credentials, credentialism and employee selection. Asia Pacific Journal of Human Resources, 28(4), 126-132.
9. Coates, H., & McCormick, A.C. (Eds.) (2014). Engaging university students: International insights from system-wide studies. Dordrecht: Springer.
10. Collins, R. (2000). Comparative and historical patterns of education. In Maureen, T. Hallinan (Ed.). Handbook of the sociology of education. New York: Kluwer Academic/Plenum Publishers, 213 – 239.
11. Eccles, J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J.L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J.T. Spence (Ed.). Achievement and achievement motivation (pp. 75-146). San Francisco: W.H. Freeman.
12. Eccles, J.S., Adler, T., & Meece, J.L. (1984). Sex differences in achievement: A test of alternate theories. Journal of Personality and Social Psychology, 46, 26-43
13. Farasatkhah, M. (2015). Life and perceived experiences of students: Case study of an Iranian university. Iranian Higher Education, 7 (2), 25-70 (in Persian).
14. Feather, N.T. (1982). Expectancy-value approaches: Present status and future directions. In N. T. Feather (Ed.). Expectations and actions: Expectancy-value models in psychology. Hillsdale, NJ: Erlbaum.
15. Ghaneirad, M.A. (2014). Higher education in midst of new occupational conflicts and civic and community professionalism. Higher Education of Iran, 6 (1) (in Persian).
16. Iranian Higher Education Statistics (2017). Ministry of Culture and Higher Education, Institute for Research and Planning. Higher education at different years. Retrieved from http://irphe.ac.ir/ find.php?item=25.835.1457.fa. (in Persian).
17. Jacobs, N., & Harvey, D. (2005). Do parents make a difference to children’s academic achievement? Differences between parents of higher and lower achieving students. Educational Studies, 31, 431-448.
18. Kauffman, D.F., & Husman, J. (2004). Effects of time perspective on student motivation: Introduction to a special issue. Educational Psychology Review, 16, 1-7.
19. Kim, W.A. (2002). Why do some occupations pay more than others do? Social closure and earnings inequality in the United States. American Journal of Sociology, Journals.uchicago.edu.108, 55-101.
20. Lai, L.S., To, W.M., Lung, J.W., & Lai, T.M. (2012). The perceived value of higher education: The voice of Chinese students. Higher Education, 63(3), 271-287.‌
21. Lamont, M. (2012). Towards a comparative sociology of valuation and evaluation. Annual Review of Sociology, 38, 201-221.
22. Luttrell, V.R., & Richard, D.C. (2011). Development of the higher education value inventory: Factor structure and score reliability. Psychology, 2(09), 909.‌
23. Neuville, S., Frenay, M., Schmitz, J., Boudrenghien, G., Noël, B., & Wertz, V. (2007). Tinto’s theoretical perspective and expectancy- value paradigm: A confrontation to explain freshmen’s academic achievement. Psychological Belgica, 47, 31-50.
24. Novak, J.D. (1977). A theory of education. New York, NY: Cornell University Press.
25. Piaget, J. (1928/2009). Children understands of causality. British Journal of Psychology, 100, 207-224.
26. Rheinberg, F., Vollmeyer, R., & Rollett, W. (2000). Motivation and action in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. H. Zeidner (Eds.). Handbook of self-regulation (pp. 503-529). San Diego, CA: Academic Press.
27. Rostami, F., Zarafshani, K., Saadvandi, M., & Hosseini Laragani, M. (2013). Determination of components affecting in incidence of contradictory behaviors in scientific behavior at higher education (Studied: Students of Agricultural and Natural Resources Campus of Razi University). Iranian Higher Education, 5 (3) (in Persian).
28. Rotter, J. B. (1954). Social learning and clinical psychology. New York.
29. Schneider, C.G. (2008). Introduction. Liberal education and high-impact pedagogies. In D. Scott, G. Hughes, C. Evans, P. J. Burke, C. Walter, & D. Watson (Eds.). Learning transitions in higher education. London: Palgrave
30. Schwartz, S.H. (2010). Basic values: How they motivate and inhibit prosocial behavior. In M. Mikulincer, & P. R. Shaver (Eds.). Prosocial motives, emotions, and behavior: The better angels of our nature (pp. 221-241). Washington, DC: American Psychological Association.
31. Schwartz, S.H., & Sagiv, L. (1995). Identifying culture specifics in the content and structure of values. Journal of Cross-Cultural Psychology.
32. Statistics Center of Iran (2017). Annual unemployment rate of 15-15 year-olds of the whole country, Retrieved from https://www.amar. org.ir/agentType/ViewType/PropertyTypeID/1611 (in Persian).
33. Tomlinson, M. (2018). Conceptions of the value of higher education in a measured market. Higher Education, 75(4), 711-727.‌
34. Weber, M. (1948). From Max Weber: Essays in sociology. Translated, edited and with an introduction by H.H. Gerth and C.W Mills. London: Routledge and Kegan Paul.

  • تاریخ دریافت 15 اسفند 1401
  • تاریخ انتشار 15 اسفند 1401