چکیده:
Alienation is isolation from a group or an activity، while in a normal situation an individual is expected to feel solidarity with that group or engage in that activity. Academic alienation causes students to have the least participation in the organizational processes، which leads to their deprivation and isolation from the group of learners in today’s knowledge-based society. The objective of the present paper is to study the relationship between university organizational culture and academic alienation taking into account the meditational role of mastery goals in the form of causal model. The goals of progress theory states that the more environmental factors such as organizational culture support the freedom of action of an individual، the more the individual would form his/her mastery goals and would experience lower degree of alienation. In order to test the theoretical model، the structural equation modeling method was employed to select 357 master’s program students of Tabriz University through cluster sampling method. Geert Hofstede’s Cultural Dimensions، Academic Alienation and Mastery Goals Questionnaires were used for the collection of data. The results of the theoretical test indicate that the mastery goals have negative impacts on academic alienation. The dimensions of organizational culture (uncertainty avoidance، collectivism and power distance) too have negative impacts on mastery goals. But the impact of masculinity is not significant. Overall، the findings of the present paper indicate that if the university organizational culture supports the students’ freedom (self-determination)، they would experience a lower degree of academic alienation.
خلاصه ماشینی:
The aim of the present research is to investigate the relationship between university organizational culture and students' academic alienation, considering the mediating role of mastery goals within a structural model.
To test the theoretical model through structural equation modeling, 357 master's degree students from the University of Tabriz were selected using cluster sampling, and they responded to questionnaires regarding academic alienation, mastery goals, and Hofstede's cultural dimensions.
Research conducted on Iranian universities over the last two decades indicates that instead of internalizing values, attitudes, and norms suitable for a desirable and effective global academic culture, we are witnessing the alienation of students from the academic structure, processes, and culture desired by practitioners in the field of social-human sciences.
, 2014) Given the points mentioned, the purpose of the present research is to investigate the relationship between university organizational culture based on Hofstede's dimensions and students' academic alienation, considering the mediating role of mastery goals.
Table 4: Indices of the measurement and structural model fit of the research (Refer to page image) Discussion and Conclusion The aim of the present research was to investigate the relationship between the dimensions of organizational culture (masculinity, uncertainty avoidance, collectivism, and power distance) and students' academic alienation, considering the mediating role of mastery goals.
The research results showed that in if the university culture has high power distance, uncertainty avoidance, and is also collectivist, it can have a negative effect on students' mastery goals and, in that way, cause an increase in their academic alienation.
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