هدایت فرهنگ سیاسی دانشجویان با اتخاذ رویکرد الگوسازی: تحلیل محتوای بیانات رهبر انقلاب اسلامی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
الگوها و گروه های مرجع امروزه به عاملی جهت خودآگاهی و یا ازخودبیگانگی افراد مبدل گردیده اند و شخصیت های اثرگذار و رهبران سیاسی کشورها از این گروه ها در حیات و پویایی فرهنگ سیاسی جوانان و دانشجویان استفاده می نمایند. سوال اصلی پژوهش حاضر چنین قابل طرح می باشد که تا چه میزان معرفی الگوها و گروه های مرجع توسط رهبر انقلاب اسلامی برای دانشجویان امکان تعیین و هدایت فرهنگ سیاسی آنها را منطبق با مشخصه فرهنگ سیاسی مطلوب فراهم نموده است؟ فرضیه پژوهش حاضر اکتشافی بوده و با اتخاذ رویکرد توسعه ای و با بهره گیری از روش کمی و کیفی و جمع آوری داده ها از طریق روش های کتابخانه ای، تحلیل محتوای «کمی و کیفی» 205 سخنرانی رهبر انقلاب اسلامی در بازه زمانی (1397-1402) و همچنین روش پیمایشی در چارچوب تنظیم پرسشنامه و تجزیه و تحلیل داده ها با بکارگیری نرم افزار SPSS و ExCel اقدام به پاسخ به سوال اصلی نمودیم. یافته ها نشان می دهد که رهبر انقلاب اسلامی 11 گروه مرجع به همراه 18 ویژگی اثرگذار بر فرهنگ سیاسی را ترسیم نمودند که مشخص گردید از میان 209 دانشجو از 44 دانشگاه و 18 استان کشور، 66/40 درصد فاقد الگو و 33/59 درصد دارای الگو بودند. همچنین 26/16درصد از دانشجویان موافق ویژگی های ترسیم شده، 11/75درصد نسبتاً موافق و 61/8درصد نسبتاً مخالف بودند. همچنین 3 گروه مرجع دانشجویان به ترتیب اهمیت الگوهای دینی و شهدا، خانواده و مفاخر علمی می باشد. بر این اساس یافته ها نشان می دهد که دولت و دستگاه های فرهنگی اثرگذار بر الگوسازی برای جوانان عملکرد مناسبی نداشته و ضرورت برنامه ریزی دقیق تر با کمک متخصصان حوزه فرهنگ احساس می شود.Leading the Political Culture of Students through a Role Model Approach: A Content Analysis of the Statements of the Supreme Leader of the Islamic Revolution
Introduction: As social beings, humans require community and interaction with reference groups for survival through socialization. Iran, currently transitioning from traditional to modern structures, has experienced significant political and cultural changes. In the past, people’s material and spiritual needs were primarily met within the family and the framework of traditional political culture. However, advancements in technology and media have shifted the dynamics toward a participatory political culture, with socialization now influenced by a broader range of factors. Reference groups-including family, friends, the educational system, media, public figures, religious institutions, and celebrities-play a crucial role in shaping political culture and social behavior. In Iranian society, the coexistence of diverse identity elements, such as Islam, Iranian heritage, and Western modernity, has led to challenges like identity crises and feelings of alienation. Reference groups, functioning as a “collective spirit,” guide individuals socially by presenting different lifestyles and interpretations of events. Given the importance of cultivating the political culture of Iranian students-who represent both the current society and its future leadership-this study aims to assess the impact of the Supreme Leader’s introduction of role models and reference groups on students’ political culture. Through a mixed-method content analysis of his speeches from 2008 to 2023, combined with a student survey, we aim to understand how reference groups influence students’ political beliefs and behaviors. Question and Purpose: Given the significant influence of Iran’s political system and the leadership of Ayatollah Khamenei in shaping the political culture of Iranian society-particularly among university students-this study explores the alignment of students’ political culture, as well as their role models and reference groups, with the characteristics emphasized by Ayatollah Khamenei. The main research question is: To what extent does Ayatollah Khamenei’s introduction of role models and reference groups empower Iranian university students to shape and direct their political culture in accordance with the attributes he defines? Methodology: This study examines the impact of role models and reference groups on the political culture of Iranian students through the lens of Ayatollah Khamenei’s discourse. The research was conducted in two phases. First, a quantitative and qualitative content analysis was performed on 205 speeches delivered by Ayatollah Khamenei between 2008 and 2023. Subsequently, a survey was administered to 209 students from 44 universities across 18 provinces. The sample included undergraduate (N = 138), master’s (N = 46), and PhD (N = 25) students, with an average age of 23.11 years (SD = 4.33). Data were collected both in person and online via student academic associations on social media platforms such as Telegram, WhatsApp, and Instagram, and were analyzed using SPSS and Excel software. Findings: A content analysis of the Supreme Leader’s statements reveals that the most significant reference groups and role models include martyrs, scientific figures, religious and Islamic models, athletes, artists, poets, teachers, women, local icons, and ordinary people. Among the 18 key characteristics identified by Ayatollah Khamenei as essential for role models, students agreed most with the following three: (1) being thoughtful, logical, determined, and committed to national and collective interests; (2) possessing an independent and dignified identity, with political, economic, and cultural autonomy, self-reliance, and trust in others; and (3) sincerity toward both God and people. Students “somewhat agreed” with 11 characteristics and “somewhat disagreed” with four, with no student completely rejecting any of the characteristics. Additionally, students who regarded religious figures and martyrs as role models were more likely to agree with these attributes. In contrast, students who lacked a role model or identified family members, scientific figures, artists, and athletes as their role models tended to “somewhat agree,” while those who viewed friends, wealthy individuals, or political figures as role models “somewhat disagreed.” Conclusion: The findings indicate that role models and reference groups significantly influence students’ political culture. Among the surveyed students, 59.33% reported having a role model, while 40.66% did not. Those with role models most frequently identified family members, academic figures, religious and Islamic leaders, martyrs, artists, friends, athletes, wealthy individuals, and politicians as key influences. While ideal role models promoted by the leadership-particularly religious figures and martyrs-were not the most popular choices overall, students aligned with these figures were more inclined to adopt their characteristics. Students with role models rated the characteristics of these figures higher (average score of 4.38) compared to those without role models (average score of 3.72). These results suggest that having a role model not only fosters greater appreciation for ideal characteristics but also reduces resistance to figures promoted by the leadership. Aligning with the leadership’s broader goals-particularly those of the Supreme Council of the Cultural Revolution-to guide Iran’s political culture is crucial. This effort involves shaping societal values and aspirations through the identification and promotion of exemplary figures. A key challenge is the lack of widely accepted, relatable role models for the younger generation. Therefore, increased efforts to introduce and elevate figures embodying ideal role model traits can play a pivotal role in strengthening youth political culture and fostering broader acceptance of the role model concept.
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