Abstract:
The present paper examines the sociological factors affecting the decline in academic failure. In this study, the theoretical approaches of functionalism, structuralism, interactivity and critique are used. Using literature and research history, four hypotheses were extracted. From the point of view of the target, it is a survey method. The statistical population of this research includes secondary school students of Mazandaran Province in the academic year (2017-2018). The sample size calculated according to the Cochran formula was 170 students. To obtain the samples, a simple random method was used. Data were collected through a researcher-made questionnaire and using tables and inferential statistics in SPPS statistics software. Findings suggest that there is a significant relationship between non-family variables, socioeconomic status, occupational attitude and social capital with decreasing academic failure in the statistical society. Regarding the results of regression analysis and path analysis, the variables with coefficients (36%), (32%), (31%), (30%), the highest coefficient of the effect of standardized regression on dependent variables has had.
Machine summary:
Findings suggest that there is a significant relationship between non-family variables, socioeconomic status, occupational attitude and social capital with decreasing academic failure in the statistical society.
, (2013) did a research entitled "Study of family factors affecting the academic failure in high school students".
Abrooshiani (2015) indicated there is a significant relationship between social, educational and family factors with academic failure.
Hanson (2012) based on his research indicated that Social and psychological factors will be effective in the academic drop in students especially in high school.
Research Hypotheses The decline of education as a dependent variable is a direct product of social factors that is considered in a wide range of socio-economic classes in relation to the education system.
Therefore, the modified value indicates that 242 changes in academic failure return to the non-family variable, and the beta coefficient in Table 4 equals478.
It was assumed that there is a meaningful relationship between the social capital of the family and the decline in students' academic failure.
In this regard, after calculating regression coefficients of two social capital variables and academic failure in students, the following result is obtained in the corresponding tables.
198) changes in the failure in education are returned to the social capital variable of the family, and the beta coefficient in the table 6 is also equal to -.
So, after calculating the regression coefficients of the two variables of the socio-economic base and the academic failure in the students, the results are presented in the table below.