چکیده:
The aim of the present research was to analyze the phenomenon of 'students' academic delinquency' and to explain management strategies for it in the school environment. This qualitative study with an interpretive approach was conducted through semi-structured interviews with students, teachers, and administrators, and thematic analysis of the data. The findings showed that academic delinquency is a complex and multifaceted phenomenon that stems from the interaction of individual factors (such as weak self-control, low motivation, and emotional challenges), family factors (including parenting styles and family tensions), school factors (such as inflexible structures, authoritarian methods, and weak teacher-student interactions), and peer factors (group norms and the need for social acceptance). It was inferred that effective management of this phenomenon requires a transition from purely punitive approaches to preventive, supportive, and participatory strategies. Empowering teachers, teaching social and self-regulatory skills to students, and involving them in school processes are considered key solutions for creating a positive educational climate and reducing academic delinquency. This research emphasizes the necessity of a comprehensive and systemic approach to understanding and intervening in delinquent behaviors within the educational environment.
خلاصه ماشینی:
The findings showed that academic deviance is a complex and multifaceted phenomenon arising from the interaction of individual factors (such as weak self-control, low motivation, and emotional challenges), family factors (including parenting styles and family tensions), school factors (such as inflexible structures, authoritarian methods, and weak teacher-student interactions), and peer factors (group norms and the need for social acceptance).
Empowering teachers, teaching social skills and self-regulation to students, and involving them in school processes are considered key solutions for creating a positive educational climate and reducing academic deviance.
Personality differences, level of self-control, academic motivation, and an individual's attitude toward school play an important role in how a student confronts educational rules and requirements.
The aim of this research is to deeply analyze the phenomenon of academic deviance among students by focusing on identifying individual, family, school, and peer relationship factors, and explaining the role of school management in the formation or control of this phenomenon.
Research Findings The findings of this qualitative research, based on the thematic analysis of semi-structured interviews and field notes, showed that the phenomenon of students' academic deviance is not a single-factor behavior, but rather the result of a complex interaction of individual, family, school, and social factors.
Empowering teachers in classroom management, implementing social skills training programs, strengthening students' self-regulation, and involving them in rule-making were proposed as key solutions for effective management of academic deviance in the school environment, leading to the creation of a more positive educational climate and a reduction in behavioral conflicts.
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