Razi Journal of Medical Sciences

fa الگوی یادگیری مبتنی بر ارتباط امن بین معلم و دانش‌آموز با نقش میانجی عزت‌نفس A Learning Model Based on A Secure Relationship between Teacher and Student with the Mediating Role of Self-Esteem روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: یکی از مهم‌ترین فعالیت‌های آموزشی و تربیتی در سیستم آموزشی، توسط معلمان و در فضای کلاس درس انجام می‌شود. در این میان، یکی از اساسی‌ترین اهداف، ارتقاء یادگیری دانش‌آموزان و یافتن روش‌های مؤثر برای افزایش آن است. بنابراین، هدف این تحقیق الگوی یادگیری مبتنی بر ارتباط امن بین معلم و دانش‌آموز با نقش میانجی عزت‌نفس می‌باشد. روش کار: این مطالعه از نظر هدف، بنیادی-کاربردی، از نظر داده‌ها، کمی، از نظر زمان مطالعه مقطعی و از نظر روش مطالعه، توصیفی-تحلیلی بود. پژوهش حاضر از نوع همبستگی، همخوانی و پیش‌بینی است و از مدل‌سازی معادلات ساختاری استفاده می‌کند. جامعه آماری این تحقیق شامل تمامی دانش‌آموزان 9 تا 12 ساله در سال 1402، منطقه 4 شهر تهران بود. پس از انتخاب نمونه، ابزارهای سبک‌های یادگیری فلدر و سولومون (1996)، رابطه معلم-دانش‌آموز موری و زوواک (2011) و عزت نفس پپ و همکاران (1989) به‌طور میان آنها اجرا شد. برای انتخاب حجم نمونه از فرمول کوکران استفاده گردید. جهت تحلیل داده‌ها از نرم‌افزارهای SPSS26 و 24AMOS  بهره گرفته شد. یافتهها: نتایج تحقیق نشان داد که اثر مستقیم رابطه امن معلم و دانش‌آموز بر یادگیری حسی-شهودی، یادگیری دیداری-کلامی، یادگیری فعال-تأملی و یادگیری کلی-متوالی به‌ترتیب برابر 23/0، 28/0، 25/0 و 22/0 بود. همچنین اثر غیرمستقیم رابطه امن معلم و دانش‌آموز با میانجی‌گری عزت‌نفس بر یادگیری حسی-شهودی، یادگیری دیداری-کلامی، یادگیری فعال-تأملی و یادگیری کلی-متوالی به‌ترتیب 06/0، 08/0، 06/0 و 05/0 بود. نتیجه‌گیری: یافته‌ها نشان می‌دهد که رابطه امن بین معلم و دانش‌آموز تأثیر معناداری بر سبک‌های مختلف یادگیری دانش‌آموزان دارد. این رابطه به‌طور مستقیم بر تقویت سبک‌های یادگیری حسی-شهودی، دیداری-کلامی، فعال-تأملی و کلی-متوالی اثرگذار است.</div> <div style="text-align: justify;">Background & Aims: The relationship between teachers and students plays a crucial role in academic achievement and the development of students' social competencies. This interaction can enhance a sense of empowerment and self-worth, leading to positive changes such as increased learning, greater effort toward success, improved self-esteem, high motivation, and a stronger inclination toward maintaining good health. Since an individual's most significant personal experiences originate from family and parents, self-esteem is largely shaped by one's interactions with them. Individuals with high self-esteem exhibit characteristics such as psychological maturity, emotional stability, realism, calmness, and a strong ability to cope with failure and setbacks, whereas those with low self-esteem lack these qualities. Given the importance of education and the upbringing of adolescents and students, the quality of a secure teacher-student relationship and its impact on academic progress and student adjustment has been examined in numerous national and international studies. However, the connection between learning, creativity, and personal goal pursuit, based on a secure teacher-student relationship and mediated by self-esteem and personality traits, has been less explored. This study is the first to be conducted among elementary school students, highlighting its significance and practical implications. Furthermore, the findings of this research can provide valuable strategies for educational, service-oriented, support, health, cultural, and counseling centers. This study contributes to a better understanding of educational challenges associated with low self-esteem, clarifying issues such as poor academic performance, aggression, social withdrawal, lack of participation in learning and teaching processes, and long-term consequences such as academic decline and wasted potential and creativity in students. Additionally, this research aids scholars in identifying the factors influencing learning and leveraging them to improve the educational process. Moreover, the study’s findings will be beneficial for educational and economic policymakers, particularly those dealing with issues such as student dropout rates or grade repetition.bAccordingly, the primary objective of this study is to model the structural equations of learning based on a secure teacher-student relationship, with self-esteem as a mediating factor. Methods: This study is classified as fundamental-applied in terms of purpose, quantitative in terms of data, cross-sectional in terms of time, and descriptive-analytical in terms of research method. The present research is of a correlational, congruence, and predictive nature and employs structural equation modeling (SEM). The statistical population consisted of all students aged 9 to 12 in District 4 of Tehran in the year 2023. After selecting the sample, the following instruments were administered: Felder and Soloman’s (1996) Learning Styles Questionnaire, Murray and Zvoch’s (2011) Teacher-Student Relationship Scale, and Pope et al.'s (1989) Self-Esteem Scale. Cochran’s formula was used to determine the sample size. Data analysis was conducted using SPSS 26 and AMOS 24 software. Results: The results showed that the direct effect of a secure teacher-student relationship on sensory-intuitive learning, visual-verbal learning, active-reflective learning, and global-sequential learning was 0.23, 0.28, 0.25, and 0.22, respectively. Additionally, the indirect effect of a secure teacher-student relationship on sensory-intuitive learning, visual-verbal learning, active-reflective learning, and global-sequential learning, mediated by self-esteem, was 0.06, 0.08, 0.06, and 0.05, respectively. Conclusion: The findings indicate that a secure teacher-student relationship has a significant impact on various learning styles of students. This relationship directly enhances sensory-intuitive, visual-verbal, active-reflective, and global-sequential learning styles. Additionally, students' self-esteem plays a crucial mediating role in this process. In other words, a secure teacher-student relationship can exert even greater positive effects on these learning styles by enhancing students' self-esteem. Analyses suggest that this influence, both directly and indirectly through self-esteem, has a remarkable overall impact on the development of different learning styles in students. These results highlight that a positive and supportive teacher-student relationship not only provides a safe learning environment but also boosts students' self-esteem and improves their learning in all dimensions. Conducting scientific research comes with various challenges and limitations, and this study is no exception. The following limitations were encountered in this research: One common issue in social research is skepticism, fear, and apprehension among the study population. This mindset often leads individuals to withhold information regarding their tendencies and opinions. Another limitation was the research topic itself—since the study focused on the secure teacher-student relationship, some students exhibited bias and refrained from providing accurate responses. Additionally, a lack of cooperation from some students in completing the questionnaires was observed. Some participants, due to lack of interest, refused to engage, resulting in unanswered questions. It is recommended that cognitive education programs aimed at enhancing learning be included as part of school counselors' in-service training programs. By utilizing such programs, student motivation can be increased, leading to greater academic engagement. Given the significant impact of a secure teacher-student relationship on learning and self-esteem, it is advised that families, teachers, and educational institutions foster greater motivation, activity, and effort in students. Factors that contribute to student disengagement from studies should be eliminated. Therefore, engaging, practical, and useful assignments and educational topics should be developed to stimulate students’ interest and motivation, ultimately fostering cognitive and behavioral investments in their education. </div> <div style="text-align: justify;"> </div> یادگیری دانش‌آموزان, رابطه امن معلم و دانش‌آموز, عزت نفس, سبک‌های یادگیری Student Learning, Secure Teacher-Student Relationship, Self-Esteem, Learning Styles 1 10 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8426-3&slc_lang=fa&sid=1 Seydeh Fahimeh Hosseini سیده فهیمه حسینی 3900319475328460089785 0009-0003-7843-9320 No Ph.D. Student, Department of Educational Psychology, Qom Branch, Isamic Azad University, Qom, Iran. دانشجوی دکتری، گروه روانشناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران. Gholamreza Sharifirad غلامرضا شریفی راد Dr.sharifirad@gmail.com 3900319475328460089786 3900319475328460089786 Yes Professor,Faculty of Health ,Qom University of Medical Sciences,, Qom, Iran دانشکده بهداشت، دانشگاه علوم پزشکی قم، قم، ایران Javad Saadatmandan جواد سعادتمندان 3900319475328460089787 3900319475328460089787 No Department of Mathematics, Qom Branch, Islamic Azad University, Qom, Iran. گروه ریاضی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران