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مطالعه پدیدارشناسی از بازنمایی معنایی تجربه فراغت در میان دختران نوجوان طبقات اجتماعی مختلف | ||
| مطالعات اجتماعی روان شناختی زنان | ||
| دوره 22، شماره 3 - شماره پیاپی 80، آذر 1403، صفحه 180-233 اصل مقاله (1.03 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jwsps.2025.45502.2809 | ||
| نویسندگان | ||
| پروانه علائی* 1؛ فهیمه وجدی2 | ||
| 1. استادیار گروه مطالعات خانواده، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. (نویسنده مسئول) Allaei@Azaruniv.ac.ir | ||
| 2دانش‌آموخته کارشناسی ارشد مطالعات زنان، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. f.vajde@gmail.com | ||
| چکیده | ||
| اوقات فراغت فرصت خوبی برای خودشکوفایی، تجربه آزادی شخصی، بیان اجتماعی، روابط و تعاملات اجتماعی محسوب می‌شود و اهمیت آن به حدی است که رضایت از آن عامل مهم و مؤثری در تجربه رضایت از زندگی به‌شمار می‌رود. لذا، پژوهش حاضر با رویکرد پدیدارشناسی به مطالعه کیفی احساسات و ادراکات دختران نوجوان طبقات اجتماعی مختلف شهر تبریز درباره فراغت پرداخته است. روش نمونه‌گیری به صورت هدفمند و گلوله برفی بوده و برای این منظور، با 45 دانش‌آموز دختر از طبقات اجتماعی ضعیف، متوسط و مرفه مصاحبه نیمه‌ساختاریافته به‌عمل آمد. مصاحبه‌ها تا رسیدن به اشباع نظری ادامه یافت و داده‌های به‌دست‌آمده به روش هفت مرحله‌ای کلایزی و به‌صورت دستی تحلیل شد. یافته‌های پژوهش بیان‌گر آن است که دانش‌آموزان از اوقات فراغت مناسب و برنامه‌ریزی‌شده‌ای برخوردار نیستند؛ متناسب با درک آنان، پنج مقوله اصلی شامل تحصیلی، خانوادگی، ساختاری، وابستگی مذهبی و عوامل اجتماعی – فرهنگی شناسایی شد که دربرگیرنده مفاهیم متعددی مشتمل بر سیزده خرده‌مقوله هستند. استفاده از نتایج حاصله در سیاست‌گذاری‌ها و برنامه‌ریزی‌های با هدف بهینه کردن اوقات فراغت گروه‌های مختلف اجتماعی به‌ویژه دختران نوجوان، مفید خواهد بود. | ||
| کلیدواژه‌ها | ||
| فراغت؛ وقت آزاد؛ طبقه اجتماعی؛ نوجوان؛ تجربه زیسته؛ پدیدارشناسی | ||
| عنوان مقاله [English] | ||
| A Phenomenological Study of the Semantic Representation of Leisure Experience among Adolescent Girls of Different Social Classes | ||
| نویسندگان [English] | ||
| parvaneh alaie1؛ Fahimeh Vajde2 | ||
| 1Assistant Professor, Department of Family Studies, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran. Allaei@Azaruniv.ac.ir. (Corresponding Author) | ||
| 2M.Sc in Women's Studies, Azarbaijan Shahid Madani University, Tabriz, Iran. f.vajde@gmail.com | ||
| چکیده [English] | ||
| Leisure time is considered a good opportunity for self-actualization, experiencing personal freedom and social expression, relationships and social interactions, and its importance is so great that its satisfaction is considered as an important and effective factor in experiencing life satisfaction. The present research, with a phenomenological approach, has studied qualitatively the emotions and attitudes of adolescent girls of different social classes in Tabriz city about leisure. The sampling methods were purposeful and snowball, and for this purpose, a semi-structured interview was conducted with 45 female students from poor, middle and wealthy social classes. The interviews continued until theoretical saturation was reached, and obtained data were manually analyzed using the seven-step Claysey method. The findings of the research showed that adolescent girls don’t have proper and planned leisure time. According to their understanding, five main categories were identified: Educational, family, structural factors, religious affiliation and socio-cultural factors, each of which includes numerous concepts including thirteen sub-categories. The results obtained will be useful in policies and planning to optimize the leisure time of different social groups, especially among adolescent girls. Keywords Leisure, Free time, Social class, Adolescent, Lived experience, Phenomenology Introduction Bourdieu believes that a person's upbringing in a family and a certain class has a great impact on choosing her leisure time. The specific life style of people and their access to different facilities affect their leisure activities. Importance of leisure activities is to the extent that its satisfaction is considered as an effective factor in experiencing life satisfaction, nevertheless, the researches related to leisure time are mostly based on measurement of the type and duration of activities, and the concept and experience of leisure time have been less discussed. Therefore, it is important to conduct related research, especially studding the different people’s understanding and comprehension to the meaning and concept of leisure and identifying the effective factors. In addition to compensating the existing research gap, it will be useful to in achieve a precise definition of leisure concept and identify effective factors on it in different social classes, and its results can be used in the optimization of leisure time of different social group. Adolescence is a stormy period of growth and the most fundamental developmental changes take place in this stage; these rapid developmental changes, along with environmental differences, affect people's lived experience and their feelings and perceptions. The current research aims to understand and identify the meaning of leisure from the perspective of adolescent girls of different social classes (poor, middle and wealthy) in Tabriz city. Main questions are: What are the feelings and perceptions of adolescent girls of different social classes in Tabriz about leisure? And what factors affect its experience? Methodology The present qualitative study employed the phenomenological method to investigate the lived experiences of adolescent girls from different social classes of Tabriz city about leisure. The sampling method was purposeful-snowball and semi-structured interviews were conducted with 45 female adolescents from poor, middle and prosperous social classes, 15 people from each class participated. The interviews continued until theoretical saturation was reached, and obtained data were manually analyzed using the seven-step Claysey method. After examining the primary codes and comparing differences and similarities, the semantic relationship between the codes was determined and by classification of the primary codes, 13 subcategories and 5 main categories were extracted. Findings The 5 main categories and 13 sub-categories were identified to understand the concept of leisure from the perspective of female students of the second period of high school in different social classes: Table 1: Main and sub categories The 5 main categories and 13 sub-categories were identified to understand the concept of leisure from the perspective of female students of the second period of high school in different social classes: Table 1: Main and sub categories main components Subcategory Axial codes Educational factors Attitudes - Management attitude - Attitude of students School facilities Entrance Exam Family factors Family education patterns (parenting styles) - Perception of parental control (authoritarian parenting style) - Perception of filial piety (permissive parenting style) Family communication pattern - Interpersonal relationships (the centrality of the mother's role) - Gratitude towards parents Social status of the family Family lifestyle - Extracurricular activities (sports, art, recreation and entertainment) - Friends and relationships outside the family Financial issues and conditions Structural factors (infrastructures) Society structure - Community facilities - Social attitudes Family structure - Financial and economic - Culture and attitude School structure Religious affiliation Socio-cultural factors Social factors and expectations - Social strictures - Social dependencies Cultural factors - Appearance and cover - Cultural restrictions - Migration Results The results of this study show that social class factor has a direct and indirect effect on different aspects of leisure time of adolescent girls; So that each of the five main categories with respect to the social class of individuals has different effects on their leisure time. This means that the effect of the social class on the quality of leisure time of participating female teenagers cannot be neglected; In other words, the upbringing of a person in a particular family and class has a great impact on quality of her leisure time. The findings of this research will be useful in policy making and proper planning in order to optimize leisure time of different social groups, especially for adolescent girls; In this regard, it is important to pay attention to several points: First, every school in accordance with its social and regional classification requires a different planning for improving the quality of leisure time of students; therefore, it is necessary for school administrators to pay extra attention to it. Second, entrance exam is important in schools of all social classes for different reasons and degrees and has priority, however, healthy and balanced growth of adolescents requires attention to all aspects of growth and the leisure time of adolescents should not be neglected under the pretext of entrance exam. Thirdly, families are not well aware of the importance of the leisure time of their daughters and as a result, leisure activities are on the sidelines of the family plans, while it is necessary for families to consider the issue of leisure time for adolescents as important; And according to their capacity and conditions, families should properly include leisure activities in their schedule, and plan for it and participate actively. Fourth, recreational facilities are not the same in different parts of the city, and girls of different social classes don’t have equal access to the available facilities. In addition, almost all the participants were dissatisfied with the amount of available facilities and the social and cultural strictures affecting the use of it. Therefore, it is necessary for the officials and trustees to pay more attention to the provision and distribution of adequate, appropriate and proportionate infrastructure and structural facilities in girls' leisure activities, So that girls of all social classes in different parts of the city can benefit from it. Also, the cultural and educational officials of the society should provide appropriate and constructive educational programs in the direction of creating a culture about the importance and priority of leisure activities for families, especially adolescent girls as future mothers, in which a correct and healthy model of leisure activities to be introduced and be compatible with religious, cultural and social values and norms. References Álvarez Muñoz, J. S. & Hernández Prados, M. Á. (2023). Types of family leisure activities in families with adolescents. Journal of Family Issues, 45(1), 285-302. Bélair, M. A., Kohen, D. E., Kingsbury, M. & Colman, I. (2018). Relationship between leisure time physical activity, sedentary behaviour and symptoms of depression and anxiety: Evidence from a population-based sample of canadian adolescents. BMJ Open, 8(10), 1-8. Chen, C. Y., Lin, Y., Lee, C. Y., Lin, Y. K., Chen, W. & Shih, J. R. (2019). Family leisure and subjective well-being: Do patterns and timing matter? Social Behavior and Personality: An International Journal, 47(9), 1-7. Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(98), 1-21. Gholipour, M., Mahdavi, M. S. & Saroukhani, B. (2017). Role of the globalization of communications (Internet and satellite) on young womenâ™s leisure time (Case study: Young women in Mazandaran). Sociological Studies of Youth, 7(22), 101-118. (In Persian) Greenwood Parr, M. & Lashua, B. D. (2004). What is leisure? the perceptions of recreation practitioners and others. Leisure Sciences,26(1),1-17. Hezar Jribi, J. & Arfaie_Eindin, R. (2012). Eisure time and social health. Social Development & Welfare Planning, 3(10), 39-64. (In Persian) Heydary, H., & Mansoori, S. (2022). Leisure time and gender: A reflection on the lived experience of female students of Shiraz university. Quarterly Journal of Woman and Society, 12(48), 67-82. (In Persian) Jafari Haftkhani, N., Rezania, S. & Saffari, M. (2020). Leisure for metropolitan women; explaining leisure problems for married women in Tehran. Urban Sociological Studies, 10(34), 123-150. (In Persian) Khelghati, M. (2020). Evaluation of spending leisure time in social media. Journal of Culture-Communication Studies, 21(49), 123-146. (In Persian) Kleiber, D. Larson, R. & Csikszentmihalyi, M. (1986). The experience of leisure in adolescence. Journal of Leisure Research,18(3),169-176. Kono, S., Ito, E. & Gui, J. (2022). Leisure’s relationships with hedonic and eudaimonic well-being in daily life: An experience sampling approach. Leisure Sciences, 1-20. Mansouri, M., Farzan, F. & Hamidi, M. (2021). Paradigm model of students’ leisure time spending. Sport Physiology & Management Investigations, 12(4), 125-140. (In Persian) Mirhosseini, Z. & Ashouri, S. (2023). Recovering the socio-economic role of female academic entrepreneurs through small and medium-sized entrepreneurship: A narrative research. Women's Studies Sociological and Psychological, 21(2), 7-33. (In Persian) Mobily, K. E. (2006). Meanings of recreation and leisure among adolescents. Leisure Studies, 8(1), 11-23. Murray, C. & Zvoch, K. (2011). Teacher--student relationships among behaviorally at-risk African American youth from low-income backgrounds: Student perceptions, teacher perceptions, and socioemotional adjustment correlates. Emotional and Behavioral Disorders, 19(1), 41– 54. Rabbani, R. & Shiri, H. (2010). Leisure time and social identity. Journal of Iranian Cultural Research, 2(4), 209-242. (In Persian) Rafatjah, M. (2011). Leisure and cultural norms. Journal of Iranian Cultural Research, 4(1), 151-220. (In Persian) Rasoulzade Aghdam, S., Adlipour, S. & Hedayati Khoshmehr, A. (2018). Sociology of Leisure time and Studying. Tehran: Asatir Parsi and Chapar. (In Persian) Seyedan, F. (2109). Needs assessment of leisure needs of male and female members of student organization in Tehran. Quarterly Journal of Family and Research, 16(3), 125-152. (In Persian) Su, Y., Li, X., Li, H., Xu, J. & Xiang, M. (2023). Association between sedentary behavior during leisure time and excessive weight in chinese children, adolescents, and adults. Nutrients, 15(2), 424. Shaw, S. M. (2018). Leisure, recreation or Free time? measuring time usage. Journal of Leisure Research, 18(3), 177-189. Teimouri, H., Forouzan, F. & Safari, A. (2019). Analysis the model of employees' leisure time management at the workplace in mix method approach. Management Studies in Development and Evolution, 28(94), 63-84. Yerkes, M. A., Roeters, A. & Baxter, J. (2020). Gender differences in the quality of leisure: A cross-national comparison. Journal of Community, Work & Family, 23(4), 367-384. Zanjari, N., Sadeghi, R. & Delbari A. (2019). Analysis of gender differences in time use among Iranian older adults. Salmand: Iranian Journal of Ageing, 13(5), 588-603. (In Persian) | ||
| کلیدواژه‌ها [English] | ||
| Leisure, Social class, Adolescent, Lived experience, Phenomenology | ||
| مراجع | ||
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تیموری، هادی.، فروزان، فرخنده و صفری، علی. (1398). الگوی مدیریت اوقات فراغت کارکنان در محل کار با رویکرد ترکیبی. مطالعات مدیریت بهبود و تحول، 28(94)، 84-63. جعفری هفت‌خوانی، نادر.، رضانیا، صدیقه و صفاری، مرجان. (1399). فراغت زنان در کلان شهرها؛ تبیین مسائل اوقات فراغت زنان متأهل شهر تهران. مطالعات جامعه‌شناختی شهری (مطالعات شهری)، 10(34 )، 150-123. حیدری، حمید و منصوری، سیروس. (1400). اوقات فراغت و جنسیت: تأملی بر تجربه زیسته دانشجویان دختر دانشگاه شیراز. زن و جامعه (جامعه شناسی زنان)، 12(4)، 81-67. خلقتی، مرضیه. (1399). ارزیابی گذران اوقات فراغت در رسانه‌های اجتماعی. مطالعات فرهنگ - ارتباطات، 21(49)، 146-123. رسول‌زاده اقدم، صمد.، عدلی‌پور، صمد و هدایتی خوش‌مهر، عزیز. (1397). جامعه‌شناسی اوقات فراغت و مطالعه. تهران: اساطیر پارسی و چاپار. رفعت جاه، مریم. (1390). فراغت و ارزش‌های فرهنگی. تحقیقات فرهنگی ایران، 4(1)، 220-151. ربانی، رسول و شیری، حامد. (1388). اوقات فراغت و هویت اجتماعی. تحقیقات فرهنگی ایران، 2(4)، 242-209. زنجری، نسیبه.، صادقی، رسول و دلبری، احمد. (1398). تحلیل تفاوت‌های جنسیتی در الگو‌های گذران وقت سال‌مندان ایرانی. سالمند: مجله سالمندی ایران، 13(5)، 603-588. سیدان، فریبا. (1398). نیازسنجی از نیازهای فراغتی دانش‌آموزان دختر و پسر عضو سازمان دانش‌آموزی شهر تهران. خانواده و پژوهش، 16(3): 152-125. قلی‌پور، ماجده.، مهدوی، محمدصادق و ساروخانی، باقر. (1395). نقش جهانی‌شدن ارتباطات (اینترنت و ماهواره) بر نحوه گذران اوقات فراغت زنان جوان (مورد مطالعه: زنان جوان استان مازندران؛ 1395). جامعه‌شناسی مطالعات جوانان، 7 (22)، 118-101. منصوری، مریم.، فرزان، فرزام و حمیدی، مهرزاد. (1399). مدل پارادایمی گذران اوقات فراغت دانشجویان. پژوهشهای فیزیولوژی و مدیریت در ورزش، 12(4 )، 140-125. میرحسینی، زهرا و عاشوری، صغری. (1402). روایت زنان کارآفرین دانشگاهی از بازیابی نقش اجتماعی- اقتصادی خود در بستر کارآفرینی سطح خرد و متوسط. مطالعات اجتماعی روان‌شناختی زنان، 21(2)، 33-7. هزارجریبی، جعفر و ارفعی عین‌الدین، رضا. (1391). اوقات فراغت و سلامت اجتماعی. برنامه‌ریزی رفاه و توسعه اجتماعی، 4(10)، 63-39. Álvarez Muñoz, J. S. & Hernández Prados, M. Á. (2023). Types of family leisure activities in families with adolescents. Journal of Family Issues, 45(1), 285-302. Bélair, M. A., Kohen, D. E., Kingsbury, M. & Colman, I. (2018). Relationship between leisure time physical activity, sedentary behaviour and symptoms of depression and anxiety: Evidence from a population-based sample of canadian adolescents. BMJ Open, 8(10), 1-8. Chen, C. Y., Lin, Y., Lee, C. Y., Lin, Y. K., Chen, W. & Shih, J. R. (2019). Family leisure and subjective well-being: Do patterns and timing matter? Social Behavior and Personality: An International Journal, 47(9), 1-7. Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: Informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(98), 1-21. Gholipour, M., Mahdavi, M. S. & Saroukhani, B. (2017). Role of the globalization of communications (Internet and satellite) on young womenâ™s leisure time (Case study: Young women in Mazandaran). Sociological Studies of Youth, 7(22), 101-118. (In Persian) Greenwood Parr, M. & Lashua, B. D. (2004). What is leisure? the perceptions of recreation practitioners and others. Leisure Sciences,26(1),1-17. Hezar Jribi, J. & Arfaie_Eindin, R. (2012). Eisure time and social health. Social Development & Welfare Planning, 3(10), 39-64. (In Persian) Heydary, H., & Mansoori, S. (2022). Leisure time and gender: A reflection on the lived experience of female students of Shiraz university. Quarterly Journal of Woman and Society, 12(48), 67-82. (In Persian) Jafari Haftkhani, N., Rezania, S. & Saffari, M. (2020). Leisure for metropolitan women; explaining leisure problems for married women in Tehran. Urban Sociological Studies, 10(34), 123-150. (In Persian) Khelghati, M. (2020). Evaluation of spending leisure time in social media. Journal of Culture-Communication Studies, 21(49), 123-146. (In Persian) Kleiber, D. Larson, R. & Csikszentmihalyi, M. (1986). The experience of leisure in adolescence. Journal of Leisure Research,18(3),169-176. Kono, S., Ito, E. & Gui, J. (2022). Leisure’s relationships with hedonic and eudaimonic well-being in daily life: An experience sampling approach. Leisure Sciences, 1-20. Mansouri, M., Farzan, F. & Hamidi, M. (2021). Paradigm model of students’ leisure time spending. Sport Physiology & Management Investigations, 12(4), 125-140. (In Persian) Mirhosseini, Z. & Ashouri, S. (2023). Recovering the socio-economic role of female academic entrepreneurs through small and medium-sized entrepreneurship: A narrative research. Women's Studies Sociological and Psychological, 21(2), 7-33. (In Persian) Mobily, K. E. (2006). Meanings of recreation and leisure among adolescents. Leisure Studies, 8(1), 11-23. Murray, C. & Zvoch, K. (2011). Teacher--student relationships among behaviorally at-risk African American youth from low-income backgrounds: Student perceptions, teacher perceptions, and socioemotional adjustment correlates. Emotional and Behavioral Disorders, 19(1), 41– 54. Rabbani, R. & Shiri, H. (2010). Leisure time and social identity. Journal of Iranian Cultural Research, 2(4), 209-242. (In Persian) Rafatjah, M. (2011). Leisure and cultural norms. Journal of Iranian Cultural Research, 4(1), 151-220. (In Persian) Rasoulzade Aghdam, S., Adlipour, S. & Hedayati Khoshmehr, A. (2018). Sociology of Leisure time and Studying. Tehran: Asatir Parsi and Chapar. (In Persian) Seyedan, F. (2109). Needs assessment of leisure needs of male and female members of student organization in Tehran. Quarterly Journal of Family and Research, 16(3), 125-152. (In Persian) Su, Y., Li, X., Li, H., Xu, J. & Xiang, M. (2023). Association between sedentary behavior during leisure time and excessive weight in chinese children, adolescents, and adults. Nutrients, 15(2), 424. Shaw, S. M. (2018). Leisure, recreation or Free time? measuring time usage. Journal of Leisure Research, 18(3), 177-189. Teimouri, H., Forouzan, F. & Safari, A. (2019). Analysis the model of employees' leisure time management at the workplace in mix method approach. Management Studies in Development and Evolution, 28(94), 63-84. Yerkes, M. A., Roeters, A. & Baxter, J. (2020). Gender differences in the quality of leisure: A cross-national comparison. Journal of Community, Work & Family, 23(4), 367-384. Zanjari, N., Sadeghi, R. & Delbari A. (2019). Analysis of gender differences in time use among Iranian older adults. Salmand: Iranian Journal of Ageing, 13(5), 588-603. (In Persian) | ||
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آمار تعداد مشاهده مقاله: 62 تعداد دریافت فایل اصل مقاله: 25 |
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