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The pattern of individual and family factors affecting the academic success of high school students in less-privileged areas: Grounded theory
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Iman Seyyedmoharrami1    , Hossein Kareshki 2, Seyed Ali Kimiaei3 , Maryam Bordbar4 |
1- PhD Student in Counseling, Dept. of Education and Counseling Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
2- Associate Professor of Educational Psychology, Dept. of Educational and Counseling Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran , kareshki@um.ac.ir
3- Associate Professor of Counseling, Dept. of Education and Counseling Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
4- Assistant Professor of Educational Psychology, Dept. of Educational and Counseling Psychology, Faculty of Education Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran |
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Abstract: (814 Views) |
Introduction: Research shows that students who live in less-privileged areas have less success compared to other groups, while academic success is an indicator of employment, well-being and reducing sensitivity to poverty. The purpose of this research is to explain the pattern of individual and family processes affecting the academic success of high school students.
Methods: The sample of the present study was composed of 49 people, including first and second high school students, teachers and parents of Roshtkhar city in the academic year of 2021-2022. The sample of the current study was selected using the purposeful sampling method and considering the theoretical saturation point. The data was collected using a semi-structured interview and its analysis was done using the data paradigm model of the Strauss and Corbin foundation.
Results: The results of interview analysis led to the extraction of 180 concepts, 105 sub-categories and 25 main categories. Causal conditions from 6 main categories including (academic lesson learning, academic pride, effective academic experiences, family cultural function, family educational function, family academic function), the main phenomenon of the category of academic positive perspective, intervening conditions from 4 main categories (family structural function, Family affective function, family communication function, family religious function), contextual conditions of 4 main categories (academic spirituality, academic temperament, feeling of satisfaction, family self-improvement function), action/interaction of 4 main categories (academic sublimation, academic activity, academic life skills, academic persistence) and consequences from 6 main categories (overcoming dominant macronarratives, academic lifestyle, progress context, attachment to success, role competence and academic creativity) is formed.
Conclusion: The qualitative data analyzed show that success is attainable for everyone and to promote the academic success of students with low socio-economic status, the successful development of individual factors and the role of family functions are important. |
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| Keywords: Students from less-privileged areas, academic success, grounded theory |
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Full-Text [PDF 532 kb]
(237 Downloads)
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Article Type: Qualitative Research |
Subject:
Theories of Learning and Teaching in Medical Sciences
Received: 2023/04/19 | Accepted: 2023/06/11 | Published: 2024/10/1
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