رفتارهای خارج از قاعده دانشآموزان در نظام آموزش و پرورش- مدل فراترکیب نظریه ساز (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف مطالعه حاضر ارائه مدل رفتارهای خارج از قاعده دانش آموزان دوره متوسطه است. این پژوهش از نوع کاربردی و در زمره پژوهش های با رویکرد سنتزپژوهی و از نوع فراترکیب کیفی است. این روش، فراتر از خلاصه سازی یافته های پژوهشی بوده و بر ترکیب و تفسیر عمیق داده ها، نظریه ها و روش شناسی پژوهش ها متمرکز است، به طوری که تصویر کلی و جامعی از موضوع پژوهش ارائه می دهد. این مطالعه با استفاده از روش شش مرحله ای فینگلد- کانت (2018) انجام شده است. تجزیه وتحلیل داده ها با استفاده از روش تحلیل محتوای کیفی صورت پذیرفت. یافته های پژوهش نشان داد که در مرحله ترکیب یافته ها 85 کد بازاستخراج شدند و براساس مقوله بندی 7 کد محوری (شامل عوامل فردی، عوامل خانوادگی، عوامل آموزشی، عوامل اجتماعی – سیاسی، عوامل مبتنی بر فناوری) به عنوان پیشایندهای رفتار های خارج از قاعده، خصایص دانش آموزان خارج از قاعده و پیامدهای مدرسه محور مشخص گردید و درنهایت مدل پیشایندها، فرایندها و پیامدهای رفتارهای خارج از قاعده دانش آموزان ترسیم شد. نتایج پژوهش بیان می می کند که رفتارهای خارج از قاعده دانش آموزان، پدیده ای چندوجهی و متأثر از عوامل متعددی در سطوح فردی، خانوادگی، آموزشی و اجتماعی است؛ بنابراین، لازم است تحقیقات آتی با تأکید بر یک چشم انداز چندرشته ای با الهام گرفتن از حوزه های علمی مختلف مانند جامعه شناسی، روان شناسی سلامت و حقوق راهکارهایی برای پیشگیری از این گونه رفتارها ارائه کنند.Deviant Behaviors of Students in Educational System: A Meta-synthesis Model-Building Theory
IntroductionDeviant behavior among adolescents is a complex phenomenon shaped by a variety of individual, familial, peer, and societal influences. Psychological theories, including attachment theory, social control theory, and social learning theory, offer valuable frameworks for analyzing and understanding these behaviors. Previous research has largely concentrated on the impact of family dynamics, peer relationships, and school experiences in influencing adolescent deviance. However, despite significant advancements in this area, a comprehensive understanding of the underlying mechanisms and the interactions among these factors remains elusive. This study aimed to develop a holistic model that clarified the antecedents, processes, and consequences of deviant behavior in adolescents. By deepening our understanding of this issue, we could create and implement more effective prevention and intervention strategies to reduce the prevalence of such behaviors among young people. Materials & MethodsThis study employed a meta-synthesis approach based on the 7-stage Finkelstein-Kant model (2018) to collect data and develop a model for understanding deviant behaviors among secondary school students. Initially, we formulated research questions aimed at creating a comprehensive model that explained these behaviors. In the second stage, we conducted a systematic literature review using 9 databases: Emerald, Science Direct, Springer, Taylor & Francis, Sage, Wiley, Google Scholar, Magiran, NoorMagz, and the Comprehensive Humanities Science Portal and Scientific Information Center. This review utilized both Persian and English keywords. After gathering a substantial number of sources, we applied screening criteria to eliminate less relevant materials, narrowing our focus. As a result, 32 articles were discarded from an initial pool of 177 studies. Next, we reviewed the abstracts of the remaining articles, leading to the removal of 27 additional irrelevant articles. We then analyzed the content of the remaining studies, ultimately selecting 118 articles for final analysis. In the fourth stage, we meticulously examined these selected articles multiple times to identify recurring themes and concepts within their implicit content. Purposeful data extraction was conducted from qualitative discussions. Using qualitative content analysis, we aimed to identify open, axial, and selective codes related to the deviant behaviors of students within the education system. The analyzed data were further refined through categorization techniques and quantitative meta-synthesis, culminating in a structured framework for our findings. Alongside the categorization technique, meta-synthesis involved a systematic process of extracting, separating, editing, grouping, and summarizing textual findings related to deviant behaviors. This approach enabled the research team to achieve consensus before the final meta-synthesis stage, allowing for a focused analysis of similarities, differences, intensity, gender distribution, participant numbers, countries of study, and research methodologies. During the classification phase, we specified the hierarchical relationships among the findings within each behavioral category. The findings were interpreted and synthesized through a non-linear thinking process, which ultimately led to the development of a model of deviant behaviors among students in the education system. In the sixth stage, the researchers investigated whether the findings related to deviant behaviors among secondary school students possessed adequate validity. By revisiting earlier steps, they ensured the reliability of their results. After analyzing the qualitative data and extracting components of the model organized into open codes, axial codes, and selective codes, a robust model was designed. The pragmatic validity of the findings was confirmed through thorough documentation of all processes, procedures, and workflow changes, as well as through team meetings that utilized think-aloud protocols. Discussion of Results & ConclusionThe findings from our qualitative analysis and data coding revealed that the antecedents of deviant behaviors among secondary school students could be categorized into 48 open codes and 5 axial codes: individual, familial, educational, socio-political, and technology-related factors. The components of deviant behaviors identified among students included open codes, such as toxic emotions, destructive behaviors, harmful interpersonal behaviors, web-based deviant activities, and illegal actions. Additionally, the consequences of these deviant behaviors were organized into 1 axial code and 4 open codes: impacts on teachers, effects on students' families, repercussions for the students themselves, and consequences for schools. The causes and antecedents of deviant behaviors were interconnected, which were shaped by the individuals’ interactions with their environment and social context. These interactions occurred in both real and virtual spaces. Individual factors contributing to deviant behaviors in students were linked to cognitive, psychological, and physiological elements. A lack of understanding of right and wrong, along with an inability to empathize with others' feelings and motivations, could lead to poor decision-making and unethical behavior. Adolescence often characterized by a crisis of puberty, could prompt students to view deviant behaviors as means to attract attention or exert influence. Furthermore, when peers endorsed deviant behaviors, adolescents might shape their identities based on the perceptions of others or peer groups, resulting in actions, such as substance abuse, risky sexual activities, or involvement in deviant groups or cults. Additionally, feelings of hopelessness about the future and a lack of control over one's life could lead adolescents to believe they had little chance of success, prompting them to engage in risky behaviors. One of the most significant environments shaping an adolescent's personality was the family setting. The family served as the first social and educational influence a child encountered, instilling fundamental values, behavioral norms, and emotional foundations that shaped their psyche. The behaviors and characteristics of the family environment could positively or negatively impact a youth's development. Peer groups also played a crucial role during adolescence, exerting pressure on individuals to modify their attitudes, values, or behaviors to conform to group norms. Socio-political factors, such as lawlessness and societal chaos, further predisposed students to deviant behaviors. As society grew more complex, these social factors could contribute to the emergence of such behaviors among students. Moreover, technology and the nature of students' access to it could expose them to unethical behaviors. The deviant traits exhibited by students and influenced by these various factors could manifest in a wide range of actions, from minor offenses to serious crimes that violated social and moral norms. These behaviors might serve as a form of protest against specific actions or directives encountered in family, school, and peer interactions. The consequences of deviant behavior, particularly in the school context, affected teachers, students, families, and the overall school environment. Besides internal impacts, these behaviors could create broader crises in the learning and teaching processes. Students exhibiting deviant behavior often threatened teachers, school officials, and even their parents, disrupted the school environment, and damaged school property.
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