ارائه مدل علّی تابآوری تحصیلی بر اساس منبع کنترل (با واسطه‌گری درگیری تحصیلی): کاربرد تحلیل مسیر
محورهای موضوعی : روانشناسی تربیتی
مهدی یوسف‌وند
1
(دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران)
عزت اله قدم پور
2
(دانشیار روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران)
مسعود صادقی
3
(استادیار مشاوره خانواده، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران)
سیمین غلامرضایی
4
(استادیار روانشناسی کودکان استثنایی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران)
کلید واژه: منبع کنترل بیرونی, درگیری تحصیلی, تابآوری تحصیلی,
چکیده مقاله :
پژوهش حاضر با هدف تبیین رابطه علّی بین درگیری تحصیلی، منبع کنترل و تاب آوری تحصیلی صورت گرفت. شرکت کنندگان شامل 400 نفر از دانشجویان دانشگاه لرستان در سال تحصیلی 97-1396 بودند که با روش نمونه گیری تصادفی ساده انتخاب شدند. به منظور اندازه گیری متغیرهای پژوهش، از پرسشنامه‌های تاب آوری تحصیلی، منبع کنترل و درگیری تحصیلی استفاده شد. برای ارزیابی مدل پیشنهادی از نرم افزار آموس و روش تحلیل مسیر استفاده شد. یافته ها نشان داد که، با توجه به مقادیر شاخص های بدست آمده، داده ها با مدل تحقیق برازش دارد؛ منبع کنترل بیرونی، متغیرهای درگیری تحصیلی، مسأله محور و مثبت نگر بودن، مهارت‌های ارتباطی و جهت گیری آینده را به صورت مثبت پیش بینی می کند؛ متغیر درگیری تحصیلی قادر است مسأله محور و مثبت نگر بودن، مهارت‌های ارتباطی و جهت گیری آینده را به صورت مثبت و معنادار پیش بینی کند؛ منبع کنترل بیرونی از طریق درگیری تحصیلی، تمامی ابعاد تاب آوری تحصیلی را به صورت معناداری پیش بینی کند. بنابراین و با توجه به نتایج بدست آمده بدیهی است که افزایش گرایش به منبع کنترل بیرونی و به تبع آن افزایش میزان درگیری تحصیلی باعث ارتقای سطح مسأله محور و مثبت نگر بودن، مهارت‌های ارتباطی و جهت گیری آینده در دانشجوان می شود
The present study was aimed to explain the causal relationship between academic conflict, external locus of control and academic resilience. Participants included 400 students from Lorestan University in the academic year of 2017-18, selected by simple random sampling method. In order to measure the variables of the research academic resilience, external locus of control and academic conflict questionnaires were used. To evaluate the proposed model, AMOS software and path analysis method were used. The findings showed that, according to the values of the indices, the data are fitted with the research model; the external locus of control, academic conflict, problem-oriented and positivist, skill of communication and future orientation Variable are positively predictive; academic conflict variable can positively affect the problem-orientation, communication skills and future orientation; Significant predictive value; external locus of control through academic conflict significantly predicts all aspects of academic resilience. Therefore, according to the results, it is obvious that increasing the tendency towards the external locus of control and consequently increasing the level of academic conflict will increase the problem-oriented and positivist level, communication skills and future orientation in the students
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Finn, J. D. (1998). Parental engagement that makes a difference. Educational Leadership, 55(8): 20-24.
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effects of hope, optimism and resilience on governmental leaders. For the Ph.D. Dissertation, Regent University, United States, Virginia, proquest, 1 22 pages: AAT 3425737.
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Hosseini, Z. S., Habib Mazaheri, N., & Rahimi Nasab, M. (2015). The relationship between logical thinking, optimism and resilience with psychological well-being in nurses of hospitals in Kermanshah. Journal of Nursing Research, 4 (11), 56-49[In Persian].
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Korhonen, M. (2007). Resilience: overcoming challenges and moving on positively. (N. Keeninak, Trans.). Ottawa: National Aboriginal Health Organization. (Original work published?).
Kudmirza Nikozadeh, E. (2008). Psychosocial-psychological imaging in drug-dependent individuals and the development of an intervention program to promote resilience based on cognitive and psychological narratives. Ph.D. thesis of psychology. Allameh Tabatabai University of Tehran. Tehran [In Persian].
Lazarus, R. (1968). Emotion and adaptation: Conceptual and empirical relations. 16(2):175-266.
Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement & learning in the classroom. Reading & Writing Quarterly, 19(4): 119-37.
Luthans, F., Youssef, C., & Avolio, B. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
Luthar, S. S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12(7): 857–885.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(17): 543-562.
Luthar, S.S. (2003) (Ed.) Resilience and vulnerability. Cambridge University Press. Cambridge.
Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(13): 267-282.
Martin, V. C. (2003) Goal theory, motivation, and school achievement: An Integrative Review. Annual Review o, 96(5): 201-220.
Moljord, E.O., Moksnes, U.K., Epsnes, G.A., Hjemeld, O &Eriksen, L. (2016). Physical activity, resilience, and depressive symptoms in adolescence. Mental health and physical activity, 7(2): 79-85.
Neal, D (2017). Academic resilience and caring adults: The experiences of former foster youth, Children and Youth Services Review, 79(15): 242-248.
O′connor, R., & Cassidy, F. (2007). [Effectiveness of group therapy based on Hope therapy approach to increase the life expectancy of women with breast cancer]. [Dissertation]. Ferdowsi University of Mashhad: School of Education and Psychology, 7(9):113-131[In Persian].
Parsons, M & Thoms, M (2017). From academic to applied: Operationalizing resilience in river systems, Geomorphology, In Press, and Corrected Proof Available online.
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