مدل یابی تاب آوری تحصیلی بر اساس سبک های دلبستگی، جو روانی- اجتماعی مدرسه با میانجی گری سبک های هویت دانش آموزان متوسطه اول شهر مرودشت

محورهای موضوعی : تکتونواستراتیگرافی

مریم رخشنده ابرقوئی ¹ , محمد خیر ² , اذرمیدخت رضایی ³ , مریم کوروش نیا ⁴

1 - دانشجوی دکتری تخصصی، گروه روان‌شناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
2 - استاد تمام گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - استادیار گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
4 - استادیار گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

تاریخ دریافت : 1399/06/26 تاریخ پذیرش : 1400/11/16 تاریخ انتشار : 1400/11/01

کلید واژه: سبک دلبستگی, سبک های هویت, جو روانی اجتماعی, تاب آوری تحصیلی,

چکیده مقاله :

مقدمه: هدف از این پژوهش مدل‌یابی تاب‌آوری تحصیلی بر اساس سبک‌های دلبستگی، جو روانی- اجتماعی مدرسه با میانجی‌گری سبک‌های هویت بوده است.  روش: جامعه آماری این پژوهش شامل همه دانش‌آموزان دختر و پسر متوسطه اول در شهرستان مرودشت که تعداد آن‌ها در سال تحصیلی 1399- 1398 بالغ بر 2280 نفر بود. برای تعیین حجم نمونه با استفاده از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای تعداد 357 نفر از دانش‌آموزان انتخاب و از روش پرسش‌نامه تاب‌آوری تحصیلی ساموئلز، سبک‌های دلبستگی بزرگسالان کولینز و رید، جو مدرسه دلاویر و سبک‌های هویت برزونسکی مورد سنجش قرار گرفتند.  یافته­ها: نتایج تحلیل رگرسیون چندگانه به شیوه هم‌زمان و هم‌چنین، رگرسیون سلسله مراتبی به شیوه بارون - کنی نشان داد که سبک هویت اطلاعاتی در رابطه بین سبک‌های دلبستگی اضطرابی با جهت‌گیری آینده، هم‌چنین، سبک دلبستگی (اضطرابی و وابستگی) با مهارت ارتباطی، هم‌چنین، با امنیت و مثبت نگری نقش واسطه‌ای سهمی ایفا می‌کند. سبک هویت هنجاری نیز در رابطه بین سبک‌های دلبستگی (وابستگی و اضطراب) با مهارت ارتباطی، هم‌چنین، اضطراب وجهت‌گیری آینده، امنیت و مثبت‌نگری دارای نقش واسطه‌گری سهمی و واسطه‌گری کامل آن با امنیت وجهت‌گیری آینده تایید می‌شود .سبک هویت سردرگم نیز در رابطه بین سبک‌ دلبستگی اضطرابی با مهارت ارتباطی، امنیت ومثبت نگری دارای  نقش واسطه‌ای جزیی وباجهت‌گیری آینده نقش واسطه‌ای کامل ایفا می‌کند. نتیجه­گیری: باتوجه به یافته­های این پژوهش می­توان نتیجه گرفت که مدل تاب‌آوری تحصیلی بر اساس سبک‌های دلبستگی، جو روانی- اجتماعی مدرسه با میانجی گری سبک‌های هویت دانش‌آموزان متوسطه اول شهر مرودشت از برازش مطلوبی برخوردار است. 

چکیده انگلیسی:

The aim of this study was to model academic resilience based on attachment styles, school psychosocial atmosphere mediated by identity styles. The statistical population of this study includes all male and female high school students in Marvdasht, whose number in the academic year 1399-1399 was 2280 people. 357 students were selected to determine the sample size using multi-stage cluster sampling method. And through the Academic Resilience Questionnaire, Samuels, Collins and Reed Adult Attachment Styles, Delaware School Atmosphere, and Brzezinski Identity Styles were assessed. The results of simultaneous multiple regression analysis as well as Baron-Kenny hierarchical regression showed that information identity style in the relationship between attachment styles (dependence and anxiety), with future orientation, communication skills play a mediating role. . Normative identity style plays a mediating role in the relationship between attachment styles (dependence and anxiety), with positivity, future orientation, and communication skills. Information and normative identity style play a mediating role in the relationship between security and positivity, future orientation, communication skills. Confused identity style plays a perfect mediating role in the relationship between attachment styles (dependence and anxiety) and security, with positivity, future orientation, communication skills.

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