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1- Islamic Azad University, Sari Branch
Abstract:   (1059 Views)
Background & Objective: Considering that virtual social networks and the leadership style of managers are one of the important factors in reducing students 'inability to learn and students' inability to learn in addition to creating academic problems; The student faces personality, emotional and social challenges and can cause irreparable damage to society, as well as a lack of research that combines the three variables of virtual social networks, managers' leadership style and learning in one To discuss the model, this study modeled the structural relationships between virtual social networks, leadership style of managers and learning of high school students in Babol city and the main purpose of this study was to determine the effectiveness of virtual social networks, leadership style. The principals focused on the learning of secondary school students in the city of Babol.
Methods: The method of this research is descriptive-correlation using structural equation modeling method which has investigated the direct causal relationship of variables. The statistical population of the study was all high school students in the city of Babol including 15,300 students. The number of statistical samples was determined based on Cochran's formula, which included 375 students. Sampling was randomly multi-stage clusters, so that among the different areas of Babol city, five sections (Central, Eastern Bandapi, Western Bandapi, Lalehabad and Gotab) were randomly selected, then from each From these sections, one school was randomly selected (75 people in each school). To learn the learning variable, Pintrich and DeGrut (1990) Learning Strategy Questionnaire was used, and to quantify the variables of virtual social networks and leadership style, the Savita and Liakat (2017) and Social Style Questionnaire were used, respectively. The leadership of Salzman and Underclock (1982) was used. In order to analyze the data, descriptive statistical indicators including mean and standard deviation were used. Considering that in the present study, the relationships between variables have been studied in the framework of a causal model, for the hypothetical model, inferential statistics of the correlation type and structural equation modeling were used; Data were also analyzed using SPSS software version 22 and LISREL version 8.80. Before analyzing the structural model, first the total score of each variable was obtained as a score of one variable. Then the normality of the variables was checked using Kolmograph-Smirnov test which the results showed that the data were normal. Also, the suitability of the proposed model was evaluated based on Khido square index, adaptive fitness index (CFI), good fit index (GFI), adjusted good fit index (AGFI) and root mean square approximation error (RMSEA). A significant level of 0.05 was considered for statistical analysis.
Results: The results showed that the virtual social network with a coefficient of effect of 0.55 and 1.61 and statistics t, 2.55 and 3.21 at the level of P <0.05, respectively, has a positive and significant effect on self-regulatory learning and motivational beliefs of secondary school students in Babol city. Also at the P <0.05 level, supportive, managerial, participatory, and ethical leadership styles have a positive and significant effect on students' self-regulatory learning and motivational beliefs, but commanding leadership style has a negative and significant effect on self-regulatory learning and motivational beliefs. It has a negative but an indefinite.
Conclusion: Indices of path analysis fit indicated the overall fit of the research model. The results showed that the path coefficient between virtual social network with learning (P <0.001, β = 0.55) was positive and significant, the path coefficient between moral leadership and learning (P <0.001, β = 0.81) was positive. And significant, the path coefficient between participatory leadership with learning (P <0.001, β = 1.35) positive and significant, the path coefficient between command leadership and learning (P <0.001, β = -0.83) Negative and significant, path coefficient between managerial leadership with learning (P <0.001, β = 1.29) positive and significant and path coefficient between supportive leadership with student learning (P <0.001, 0.18 = β) was positive and significant.
Type of Study: Original Research Article | Subject: Social Sciences

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