هویت عاطفی زنان دانشجوی دوره دکتری مبتنی بر تجارب زیسته در آموزش عالی | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 10، دوره 14، شماره 2 - شماره پیاپی 27، 1400، صفحه 285-312 اصل مقاله (1.29 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/MPES.14.2.285 | ||
| نویسندگان | ||
| آمیتیدا روزگار1؛ کوروش فتحی واجارگاه* 2؛ کامبیز پوشنه3 | ||
| 1دانشجوی دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 2استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران | ||
| 3استادیار برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، تهران، ایران | ||
| چکیده | ||
| هدف: بحث درباره هویت و داشتن تعریفی از خود همواره از اصلی‌ترین دغدغه‌های بشری است. هویت اشاره به شیوه‌هایی دارد که افراد و گروه‌ها در روابط اجتماعی خود از افراد و گروه‌های دیگر متمایز می‌شوند. فرآیند ساخت هویت از نظر احساسی خنثی نیست و همیشه تحت تأثیر احساسات است. هویت عاطفی به فرایند شناسایی از طریق احساسات اشاره دارد، به اینکه چگونه احساسات، شخص را راهنمایی می‌کنند که چه کسی است و جهان را چگونه می‌بیند. این مطالعه باهدف دستیابی به درک بهتر از هویت عاطفی زنان دانشجو مبتنی بر تجربیات معنادار آنان در آموزش عالی و به روش پدیدارشناسی هرمنوتیک انجام‌شده است. مواد و روش‌ها: مشارکت‌کنندگان این پژوهش 4 نفر از دانشجویان دوره دکتری مشغول به تحصیل در رشته‌های علوم انسانی و علوم پایه دانشگاه‌های دولتی هستند. روایت‌های این زنان از تجارب عاطفی زیسته‌شان در دانشگاه به‌وسیله مصاحبه نیمه‌ساختاریافته و به‌صورت تلفنی جمع‌آوری و مراحل تکمیلی از طریق پیام‌رسان واتساپ انجام شد. داده‌ها با استفاده از تحلیل تماتیک و بهره‌گیری از رویکرد مکس ون منن در پدیدارشناسی، تحلیل گردید. بحث و نتیجه‌گیری: یافته‌ها نشان می‌دهد که حمایت عاطفی استاد از دانشجو، الگوبرداری عاطفی از استاد، علاقه به فضای زیسته‌ی دانشگاهی، بروز صدا و تقاطع قومیت با عاطفه ازجمله عوامل تأثیرگذار بر هویت عاطفی در حال ساخت و بازسازی زنان مشارکت‌کننده در این پژوهش است. تأثیرگذارترین تجربیات بر هویت عاطفی این زنان، حاصل تعاملات‌شان با اساتید و به‌ویژه استاد راهنما است و مشارکت‌کنندگان، استادان خود را به‌عنوان منبعی برای تأیید و تقویت هویت عاطفی خود در نظر می‌گیرند. براساس نتایج پژوهش حاضر، از آنجاکه تغییرات عاطفی با یادگیری گره‌خورده است، حمایت عاطفی استاد از زنان دانشجوی دوره دکتری منجر به بهبود توانایی‌های شخصی و علمی آن‌ها شده است. هم‌چنین ایجاد محیط منعطف، امن و تکثرپذیر برای دانشجویان و به‌ویژه زنان موجب ایجاد تعلق‌خاطر و برقراری تعامل بهتر با خود و دیگران می‌شود. به‌این‌ترتیب مبارزه برای گرفتن تأیید هویت خود تبدیل به کنکاش عمیق برای شناخت خود و دیگران در یک محیط تسهیلگر می‌شود. | ||
| کلیدواژه‌ها | ||
| آموزش عالی؛ تجربه زیسته؛ زنان دانشجوی دوره دکتری؛ هویت عاطفی | ||
| عنوان مقاله [English] | ||
| Female Ph.D. Students’ Emotional Identity Based on their Lived Experiences in Higher Education | ||
| نویسندگان [English] | ||
| Amitida Roozegar1؛ Kourosh Fathi Vajargah2؛ Kambiz Poushaneh3 | ||
| 1Ph.D Student of Curriculum Development, Department of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran | ||
| 2Professor, Department of Education, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran. | ||
| 3Assistant Professor, Department of Education, Faculty of Psychology and Education ,Islamic Azad University, Tehran, Iran | ||
| چکیده [English] | ||
| Objective: Identity discourse and having a perception of one’s own self have always been one of the main human concerns. Identity refers to various ways in which individuals and groups are distinguished from other individuals and groups in their social relationships.The identity construction process is not emotionally neutral and is always under the influence of emotions. Emotional identity refers to the identification process through emotions. It considers how emotions guide a person toward an understanding of who he is and how he perceives the world. This study was conducted to achieve a better understanding of the female students’ emotional identity based on their meaningful experiences in higher education and hermeneutic phenomenology. Materials and Methods: The participants of this research are 4 Ph.D. students studying in the humanities and sciences fields in public universities. These women’s narratives regarding their emotional lived experiences in the university were collected through a semi-structured phone interview and the additional steps had been conducted through WhatsApp Messenger. The Data were analyzed using thematic analysis and Max van Manen’s approach in phenomenology. Discussion & Conclusion: Findings indicate that the professor's emotional support of the student, emotional imitation of the professor, interest in the university living environment, having a voice, and ethnic intersection with emotion are among the factors that are affecting the emotional identity construction and reconstruction of the women participating in this study. These women’s most influential experiences on the emotional identity developed from their interactions with the professors, especially their supervisors, furthermore, participants considered their professors as a source to confirm and strengthen their emotional identity. According to the present study’s conclusions, since emotional change is tied to learning, the professor’s emotional support of female Ph.D. students has improved their personal and scientific abilities. Moreover, creating a flexible, safe, and pluralistic environment for the students, especially female students, creates a sense of belonging and better interaction with oneself and others. Therefore, the struggle for self-identity confirmation becomes a profound discourse to understand oneself and others in a facilitating environment. | ||
| کلیدواژه‌ها [English] | ||
| Higher Education, Lived Experience, Female Ph.D. Students, Emotional Identity | ||
| مراجع | ||
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