نویسندگان:
حافظ پادروند1 ، بنفشه حسنوند2 ، منصوره حسینی3 .1دکتری تخصصی روانشناسی تربیتی، مدرس دانشگاه فرهنگیان، لرستان، ایران
2استادیار گروه روانشناسی دانشگاه پیام نور . تهران .ایران
3دانشجوی دکتری برنامهریزی درسی، گروه علوم تربیتی، دانشگاه بیرجند، بیرجند، ایران
چکیده فارسی: هدف از این پژوهش بررسی نقش شایستگی هیجانی - اجتماعی و ادراک از جوّ مدرسه در پیشبینی انگیزۀ مشارکت ورزشی دانشآموزان نوجوان در ساعت ورزش مدرسه بود. روش پژوهش زمینهیابی از نوع همبستگی بود. جامعه آماری پژوهش شامل تمامی دانشآموزان پسر دورۀ متوسطه دوم شهر خرمآباد در سال تحصیلی ۱۴۰۴-۱۴۰۳ بود. از میان جامعه آماری تعداد ۲۴۰ دانشآموز پسر به شیوۀ نمونهگیری خوشهای تصادفی با میانگین سنی ۲۱/۱۵ و انحراف معیار ۶۸/۱ بهعنوان نمونه پژوهش انتخاب شدند. شرکتکنندگان به پرسشنامههای انگیزۀ مشارکت ورزشی گیل (۱۹۸۳)، شایستگی هیجانی - اجتماعی دانشآموز زو و جی (۲۰۱۲) و ادراک از جوّ مدرسه بییر و همکاران (۲۰۱۶) پاسخ دادند. نتایج با استفاده از همبستگی پیرسون و رگرسیون چندمتغیره مورد تجزیهوتحلیل قرار گرفتند. نتایج نشان داد که بین شایستگی هیجانی - اجتماعی و ادراک از جوّ مدرسه با انگیزۀ مشارکت ورزشی دانشآموزان رابطۀ مثبت و معناداری وجود دارد (۰1 /۰> P). نتایج تحلیل رگرسیون چندمتغیره نشان داد که ۱۹ درصد از کل واریانس انگیزۀ مشارکت ورزشی بهوسیله شایستگی هیجانی - اجتماعی و ادراک از جوّ مدرسه تبیین میشود. همچنین مؤلفههای مشارکت دانشآموزان در کل مدرسه و امنیت مدرسه از متغیر (ادراک از جوّ مدرسه) بهصورت مثبت و معنادار توان پیشبینی انگیزۀ شرکت در فعالیتهای ورزشی را در دانشآموزان داشت در مقابل مؤلفه نزاع و درگیری دانشآموزان در مدرسه بهصورت منفی توان پیشبینیکنندگی انگیزۀ مشارکت دانشآموزان در فعالیتهای ورزشی مدرسه را داشت؛ مؤلفههای خودآگاهی، آگاهی اجتماعی و مدیریت روابط از متغیر (شایستگی اجتماعی / هیجانی) نیز بهصورت مثبت و معنادار قابلیت پیشبینی انگیزۀ مشارکت در فعالیتهای ورزشی دانشآموزان پسر دورۀ دوم متوسطه شهر خرمآباد را داشتند (۰1 /۰> P). نتایج حاصل از این پژوهش اطلاعات مفیدی را در جهت نقش متغیرهای شایستگی هیجانی - اجتماعی و ادراک از جوّ مدرسه در پیشبینی انگیزۀ مشارکت ورزشی دانشآموزان نوجوان ارائه مینماید.
The Role of Socio-Emotional Competence and Perception of School Climate in Predicting the Sports Participation Motivation of Adolescent Students During the School's Physical Education Class
English Abstract: The purpose of this research was to investigate the role of socio-emotional competence and perception of school climate in predicting the sports participation motivation of adolescent students during the school's physical education class. The research method was a correlational survey. The statistical population included all male high school students in the city of Khorramabad during the academic year 2024-2025, of whom a sample of 240 male students was selected using random cluster sampling. Participants responded to the following questionnaires: Gill's Sports Participation Motivation Questionnaire (1983), Zhou and Ji's Student Social Emotional Competence Questionnaire (2012), and Bier et al.'s Perception of School Climate Questionnaire (2016). Data was analyzed using Pearson’s correlation and multiple regression analysis. The results indicated a positive and significant relationship between socio-emotional competence, perception of school climate, and students' sports participation motivation (P<0.01). Multiple regression analysis revealed that 19% of the total variance in sports participation motivation is explained by socio-emotional competence and perception of school climate (P<0.01). The findings of this research provide useful information regarding the role of socio-emotional competence and perception of school climate variables in predicting the sports participation motivation of adolescent students. Introduction Motivation to participate in sports activities addresses desires and social or cognitive variables that emerge in playing and competing with others (Mohammadi et al., 2025, p. 280). One of the psychological factors that may predict the level of sports participation motivation among adolescent students during the school's physical education class is their social-emotional competence. Social-emotional competence refers to a set of essential knowledge, attitudes, and skills that individuals need to develop socially and emotionally in order to meet both personal and interpersonal needs and expectations (Zhou et al., 2024). In addition to social-emotional competence, the perception of school climate is another variable that can predict the level of participation among adolescent students in physical education class. School climate refers to the quality of life at school and encompasses broad dimensions such as the level of participation among students, teachers, and staff in various school activities, safety, and the school environment (Gonzales et al., 2023). Therefore, this research aims to address the research gap in this area by examining the question of whether social-emotional competence and the perception of school climate can predict sports participation motivation among adolescent students during physical education class. Methodology The present research falls under the category of descriptive-correlational studies. A sample of 240 male students was selected from the statistical population using random cluster sampling to serve as the research sample. Data was collected using the Participation Motivation Questionnaire (PMQ), School Climate Questionnaire (Bier et al., 2016), and the Social-Emotional Competence Questionnaire. Results The demographic data of the sample group revealed that 37.5% of the subjects (n=90) were 10th-grade students, 35.41% of them (n=85) were 11th graders, and 27.08% (n= 65). Moreover, the mean age was 15.21 years, with a standard deviation of 1.68. As the above table displays, there is a significant positive relationship between the students’ motivation to participate in sports activities and the research variables. This finding indicates that when students have a positive perception of the school climate and enjoy adequate social-emotional competence, they will be more motivated to participate in sports activities, and vice versa. As shown in the Table below, the Sig threshold is lower than 0.05, indicating that the regression model is statistically significant; that is, at least one of the predictor variables can significantly predict the criterion variable. Discussion and conclusion The results indicate a positive and significant relationship between social-emotional competence and students' sports participation motivation. This finding can be explained in that school sports are a team activity which require a set of emotional, cognitive, and behavioral capabilities and competencies. Furthermore, another research finding showed a positive and significant relationship between the perception of school climate and students' sports participation motivation. Based on the perspective of Gråstén and Watt (2016), school climate is an important factor in shaping students' physical activity behaviors. Student’s positive perception of this environment positively affects their effort in physical activities, their tendency to be active, the amount of physical activity both inside and outside of school, and their experience of pleasure and vitality (joy/liveliness). The limitations of the current research include the cross-sectional nature of the study, its restriction to male high school students in the city of Khorramabad, and the use of self-report instruments for data collection. The application of this study's findings can be helpful for physical education teachers and education system planners. It is recommended that, within the framework of school education, topics related to social-emotional competence, perception of school climate and so forth be included in the curriculum.