رابطۀ مهارت‌های زندگی اجتماعی با مولفه‌های آموزش سیاسی دانشجویان مطالعۀ موردی: دانشگاه شهید باهنر کرمان

هدف اصلی پژوهش حاضر، بررسی رابطۀ مهارت‌های زندگی اجتماعی با مولفه‌های آموزش سیاسی در دانشجویان است. بر اساس این، رابطۀ مولفه‌های مختلف مهارت‌های زندگی اجتماعی شامل خودآگاهی، ارتباط‌های انسانی، روابط میان‌فردی، تصمیم‌گیری، مشارکت و همکاری، تفکر انتقادی و شهروندی جهانی با مولفه‌های چهارگانۀ آموزش سیاسی یعنی دانش سیاسی، نگرش سیاسی، مهارت سیاسی و رفتار سیاسی سنجیده شده است. جامعۀ آماری پژوهش، کلیّۀ دانشجویان دوره‌های کارشناسی و تحصیلات تکمیلی دانشگاه شهید باهنر کرمان در سال تحصیلی 94-93 و نمونۀ‌ مدّنظر، 375 نفر بودند. ابزار پژوهش نیز شامل پرسشنامۀ‌ مهارت‌های زندگی اجتماعی (پایایی 0.93) و پرسشنامۀ محقق‌ساختۀ سنجش مولفه‌های آموزش سیاسی دانشجویان (پایایی 0.86) بود. نتایج نشان دادند همۀ مهارت‌های زندگی اجتماعی دانشجویان، رابطۀ مثبت، معنادار و در حد متوسطی با هر یک از مولفه‌های آموزش سیاسی دانشجویان دارند. همچنین مهارت‌های تفکر انتقادی، شهروندی جهانی و خودآگاهی، مهم‌ترین متغیرهای پیش‌بین مولفه‌های آموزش سیاسی به شمار می‌روند و جنسیت نیز برای آموزش سیاسی دانشجویان، پیش‌بین معناداری نیست.

The Relation between Students’ Social Life Skills and Components of their Political Education (the Case of Shahid Bahonar University of Kerman)

IntroductionSocial life skills include social, psychological, communicative and interpersonal abilities to connect that help people to make informed decisions and communicate effectively. World Health Organization describes these skills as abilities to make decision, problem solving, creative thinking, critical thinking, selfawareness, and interpersonal relations (2001). One of the most important contexts of university students’ life that could be affected by social life skills is the students’ political participation that is related to their quality of political education. On the other hand, the conceptualization of political education reveals that political education is a broad concept that focuses on participation and action, so it is inherently a nonacademic process (Lee, 1997). It implies development of knowledge, attitudes, and skills that are needed for political participation.Political knowledge is one of the key variables in researches on political education (Mondak, 1999). Wolak & McDevitt (2011) argue that political knowledge is a useful resource in shaping the responsibility of citizens. In general, those who have better grades in political knowledge, participate better in political life and in decision making processes (Hooghe & Dassonneville, 2011). Peoples’ political attitudes are affected by their philosophical ideas and also psychological elements. Political attitude would include motivation to political corporation, sense of competitiveness, valuing different ideas and a sense of respect for pluralism. On the other hand, political skills include a set of abilities and social competencies that allow people to guide themselves in the almost stormy seas of politics (McAllister et al., 2014). These abilities include competency in political decision making and the ability to evaluate the country’s political system. Finally, political behavior is basically a behavior of social communication and is different with rational behavior (Chang, 2014). In fact, political behavior is a group of interactional processes that influence ones’ political behavior (Ellen, 2013). According to above themes, the main purpose of this study is to examine the relationship between students’ social life skills and components of their political education. In this regard, the research hypotheses are:There is significant relation between students’ social life skills and their political knowledge.There is significant relation between students’ social life skills and their political attitude.There is significant relation between students’ social life skills and their political skill.There is significant relation between students’ social life skills and their political behavior. Materials and MethodsThe research design is correlational. Research population is consisted of undergraduate and graduate students of Shahid Bahonar University of Kerman. A total of 375 students were selected to be included in the sample. Research instruments are researcher made questionnaires, titled “Social Life Skills Questionnaire” and “Questionnaire of Measurement of Students’ Political Education Components”. The reliability of instruments was tested by Cronbach’s alpha coefficient (α) and revealed 0.93 for the first instrument and 0.86 for the second. The collected data was analyzed through SPSS software version 22. All participant’s responses were subjected to correlation analysis and multivariate regression. Discussion of Results & Conclusions The results show that all social life skills that were investigated in this study have a positive, significant and medium relationship with students’ political education components. Also, the skills such as critical thinking, world citizenship and selfawareness are the most important predictors for political education components and the sex is not a significant predictor for student political education. Based on the results, it is recommended that the components of world citizenship should be considered in the university programs, especially in the curricula related to the social and humanities courses. Also, due to the observed strong relationship between political knowledge with decision making skills and critical thinking, it is recommended that university officials design programs that would promote challenging decision making skills through workshops or courses of the academic programs.