آزمون مدل رابطهی علّی حمایت اجتماعی ادراک شده و مولفههای بهزیستی تحصیلی با میانجیگری باورهای خودکارآمدی، حرمت خود و استرس تحصیلی در دانش‌آموزان پسر
الموضوعات :ناصر بهروزی 1 , مرتضی مرادی 2 , علیرضا حاجی یخچالی 3 , سیروس عالیپور 4
1 - دانشیار دانشگاه شهید چمران اهواز
2 - دانشگاه شهید چمران اهواز
3 - دانشگاه شهید چمران اهواز
4 - دانشیار دانشگاه شهید چمران اهواز
الکلمات المفتاحية: حمایت اجتماعی, بهزیستی تحصیلی, باورهای خودکارآمدی تحصیلی,
ملخص المقالة :
هدف پژوهش حاضر تعیین رابطهی علّی حمایت اجتماعی ادراک شده با بهزیستی تحصیلی با توجه به نقش میانجیگری باورهای خودکارآمدی، حرمت خود و استرس تحصیلی بود. 230 دانشآموز مقطع متوسطهی دوم به شکل نمونهبرداری تصادفی خوشهای چندمرحلهای انتخاب شده و مقیاسهای حمایت اجتماعی ادراک شده، باورهای خودکارآمدی تحصیلی، حرمت خود تحصیلی، استرس تحصیلی و بهزیستی تحصیلی را تکمیل کردند. ارزیابی مدل پیشنهادی با روش مدلسازی معادلات ساختاری صورت گرفت. یافتهها نشان داد که حمایت اجتماعی ادراکشده با مولفههای ارزش مدرسه، رضایتمندی تحصیلی و مشارکت در امور مدرسه رابطهی مثبت و با فرسودگی تحصیلی رابطهی منفی دارد. همچنین حمایت اجتماعی ادراک شده از طریق متغیرهای میانجیگر باورهای خودکارآمدی، حرمت خود و استرس تحصیلی قادر به پیشبینی مولفههای بهزیستی تحصیلی است. بر این اساس میتوان گفت که حمایتهای اجتماعی از طریق ارتقای باورهای خودکارآمدی و حرمت خود تحصیلی به کاهش استرس تحصیلی میانجامند و از این طریق به ارتقای مولفههای بهزیستی تحصیلی کمک میکنند. این یافتهها بر نقش حمایتهای اجتماعی در برانگیختن و توانمندسازی افراد جهت مقابله با استرس و دستیابی به بهزیستی در محیط تحصیلی تاکید میکند.
Achenbaum, W. A. (2009). A metahistorical perspective on theories of aging._In V. L. Bengtson, D. Gans, N.
Adler, A. (1930). The education of children. South Bend, IN: Gateway.
Atkinson, M., & Hornbee, G. (2009). Mental health in schools, translated by Akbar Rahnama and Mohammad Reza Faridi, Aezh Publishing (Release Date in Main Language, 2002).
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H.Freeman.
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1−26.
Bong, M., & Skaalvik, E. M. (2003). Academic self-efficacy, task value. Achievement goal orientations, and attributional beliefs. Journal of Educational Research, 97, 287-297.
Bruce, S. P. (2009). Recognizing Stress and Avoiding Burnout. Currents in Pharmacy Teaching and Learning, 1(1). 57-64.
Bruwer, B., Emsley, R., Kidd, M., Lochner, C., & Seedat, S. (2008). Psychometric properties of the multidimensional scale of perceived social support in youth. Comprehensive Psychiatry, 49 (2), 195-201.
Calvete, E., & Connor-Smith, J. K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress & Coping, 19(1), 47-65.
Eccles, J. S. & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C.Ames, & R .Ames (Eds.), Research on motivation in education (pp. 139–186). San Diego, CA: Academic Press.
Eccles, J. S. & Roeser, R. W. (2009). Schools, academic motivation, and stage environment fit. In R. M. Lerner, & L. Steinberg (Eds.), Individual bases of adolescent development (3rd Ed.). Handbook of adolescent psychology, Vol. 1. (pp. 404–434).
Fredricks, J. A., Blumenfeld, P. C. & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74, 59–90.
Hassannya, S., & Foladchang, M. (2015). The Relationship between Perception of learning environment and academic burnout through mediating mindfulness: Structural equation modeling. Quarterly of Developmental Psychology: Iranian Psychologists, 12, 45, 73-61.
Helen, P. , Petru, L. C., & Remus, I. (2015). Social and study relates stressors and resources among university entrants: Effects on well-being and academic performance. Learning and Individual Differences, 37, 262-268.
Hosseinzadeh, A. A., Azizi, M., & Tavakoli, H. (2014). Social support and life satisfaction in adolescents: the role of mediator of self-efficacy and self-reliance. Quarterly of Developmental Psychology: Iranian Psychologists, 11, 41, 103-114.
Isakson, K. & Jarvis, P. (1999). The adjustment of adolescents during the transition into high school: A short-term longitudinal study. Journal of Youth and Adolescence, 28, 1–26.
Kakabarei, k., Shokri, O., Purshahriar, H., Taghighloo, S., & Bagheri, M. (2012). Structural relations between objective stresses, academic stress, coping styles, responses to stressors and academic satisfaction. Quarterly of Applied Psychology, 7 (2), 111-128.
Kelly, S. S., Andreia, N. P., Leandro, M. T. G., Jorge, M., & Maria, P. S. (2014). Which social support and psychological factors are associated to active commuting to school? Preventive Medicine, 63, 20–23.
Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: Potential factors for reducing stress in premedical students. Medical Education, 42, 572-579.
Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychology Measurement, 30, 607-610.
Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.
Ling-ling, G., Ke, & Sally (2014). Social support and parenting self-efficacy among Chinese women in the perinatal period. Midwifery, 30, 532–538.
Liu, Y. (2015). The longitudinal relationship between Chinese high school students' academic stress and academic motivation. Learning and Individual Differences, 38, 123-126.
Long, J. S. (1983). Covariance structure models: An introduction to LISREL. Beverly Hills, CA: Sage.
M. Putney & M. Silve, Handbook of theories of aging (2nd ed., pp. 25-38). New York: Springer.
Martin, A. J., & Marsh, H. W. (2008a). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
Meera, K., & Dustin, N. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72.
Midgley, C., Maehr, M. L., Hruda, L., Anderman, E. M., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
Moradi, M. (1395). A Presentation of Causal Modal of Investigating Academic Engagement Mediatory Role in the Relation with Academic Self-Efficacy Beliefs and Academic Self-Esteem among High School Adolescents. Journal of Instruction and Learning Studies, 9, 1, 72-95.
Pahlavan Sassidq, A., & Kajbaf, M. B. (2011). Mediating role of the process of mathematical education and school culture in relation between the socioeconomic status of the family and beliefs and values about mathematical learning with mathematical attitude. Quarterly of Educational Innovations, 40 (10), 149-168.
Parker, P. D. & Salmela-Aro, K. (2011). Developmental processes in school burnout: A comparison of major developmental models. Learning and Individual Differences, 21, 244–248.
Patrick, H., Hicks, L., & Ryan, A. M. (1997). Relations of perceived social efficacy and social goal pursuit to self-efficacy for academic work. Journal of Early Adolescence, 17, 109-128.
Pekrun, R., Goetz, T., & Titz, W., & Perry, R. P. (2002). Academic emotions in student’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychology, 37(2) 91-105.
Preacher, K. J., & Hayes, A. F. (2008). Spss macro for multiple mediation written by Andrew F. Hayes, The Ohio University. http://www.comm.ohio-state. Edu/ahayes/.
Putwain, D. W., Symes, W., Connors, L., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping, 25 (3), 349–358.
Rabbani, Zaynab, Tale-Pesand, Siavash, Rahimian-Bugar, Ishaq and Mohammadifar, Mohammad Ali (2017). Relationship between classroom social context and academic engagement: The mediation roles of self-system processes, academic motivation and emotions. Quarterly of Developmental Psychology: Iranian Psychologists, 4, 53, 37-51.
Rajabi, Gh. & Hashemi Sheikh Eshaybin, I. (2011). Investigating the psychometric properties of the Multi-component Scale of perceived social support. Journal of Behavioral Sciences, 5 (4), 357-364.
Ratter, J. B. (1966). "Generalized expectancies for internal versus external control of reinforcement". Psychological monographs: general and applied. 80:1(whole No. 906).
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press.
Rudolph, K. D., Lambert, S. F., Clark, A. G. & Kurlakowsky, K. D. (2001). Negotiating the transition to middle school: The role of self-regulatory processes. Child Development, 72, 929–946.
Salmela-Aro, K. & Upadyaya, K. (2012). The schoolwork engagement inventory: Energy, dedication and absorption (EDA). European Journal of Psychological Assessment, 28, 60–67.
Salmela-Aro, K., Kiuru, N., Leskinen, E. & Nurmi, J. -E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25, 48–57.
Schwarzer, R, & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42 (4), 243-252.
Shikholeslami & Taheri (2017). Explaining the causal of academic buoyancy based on attachment to parents and peers and cognitive emotional regulation. Psychological methods and models, 8, 3, 1-21.
Tuominen-Soini, H., Salmela-Aro, K. & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22, 290–305.
Vantieghem, W., Vermeersch, H., & Houtte, V. M. (2014). Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy. Contemporary Educational Psychology, 39, 369–378.
Watson, R., Deary, I., Thapson, D., & Li, G. (2008). A study of stress and burnout in nursing students in Hong Kong: A questionnaire survey. International journal of nursing studies, 45(10), 1534-1542.
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R.W. & Davis-Kean, P. (2006). Development of achievement motivation. In N. Eisenberg, W. Damon, & R.M. Lerner (Eds.), Handbook of child psychology. Social, emotional, and personality development, 3. (pp. 933–1002). Hoboken, NJ: Wiley.
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multi-dimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30-41.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology 25(1): 82–91
_||_