بررسی روابط ساختاری بین سرمایه روان شناختی و بهزیستی روان شناختی با میانجی گری حمایت اجتماعی ادراک شده و تمایز یافتگی دانشجویان
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانی
محمد حسین ساکت
1
(دانشجوی دکتری، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.)
رحیم داوری
2
(استادیار، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران (نویسنده مسئول).)
حسن پاشا شریفی
3
(استاد، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران.)
کلید واژه: بهزیستی روان‌شناختی, حمایت اجتماعی ادراک‌شده, سرمایه‌های روان‌شناختی, تمایزیافتگی خود,
چکیده مقاله :
هدف: پژوهش حاضر بررسی روابط ساختاری بین سرمایه روان شناختی و بهزیستی روان شناختی با میانجی گری حمایت اجتماعی ادراک شده و تمایز یافتگی دانشگاه آزاد اسلامی استان تهران بود.روش: این پژوهش با روش همبستگی و معادلات ساختاری انجام شد. جامعه آماری کلیه دانشجویان واحدهای دانشگاه آزاد استان تهران در سال 1400 بودند. روش نمونه‌گیری خوشه ای بود. تعداد نمونه نهایی 426 نفر بودند. ابزارهای پژوهش شامل مقیاس‌های بهزیستی روان‌شناختی ریف (1989)، سرمایه‌های روان‌شناختی لوتانز و آویلو (2007)، حمایت اجتماعی ادراک‌شده زیمت و همکاران (1988) و تمایزیافتگی خود اسکورن و فریدلندر (1998) بود. پرسشنامه‌ها به صورت آنلاین تکمیل و جمع‌آوری گردید. مشخص شد ضریب مسیر کل بین سرمایه روان‌شناختی و بهزیستی روان‌شناختی مثبت و در سطح 01/0 معنادار بود (01/۰ P<، 479/0 β=). ضریب مسیر غیرمستقیم بین سرمایه‌های روان‌شناختی و بهزیستی روان‌شناختی (01/۰ P<، 274/0 β=) مثبت و در سطح 01/0 معنادار بود.یافته‌ها: نتایج نشان داد که هر دو متغیر میانجی شامل حمایت اجتماعی ادراک‌شده و تمایزیافتگی ، به صورت مثبت و معنادار روابط ساختاری بین سرمایه‌های روان‌شناختی و بهزیستی روان‌شناختی را در دانشجویان پیش بینی کردند.نتیجه‌گیری: به نظر می‌رسد که آموزش خود کارآمدی، امیدواری، خوش‌بینی و تاب‌آوری نقش مهمی در بهزیستی روان‌شناختی دانشجویان دارد و درنهایت موجب سازگاری و شادکامی آنان می‌شود.
Purpose: The aim of this study was to investigate the structural relationships between psychological capital and psychological well-being by mediating perceived social support and differentiation of Islamic Azad University of Tehran province. Methodology: This study was conducted using correlation method and structural equations. The statistical population consisted of all students of Azad University of Tehran in 1400. The sampling method was cluster sampling. The final sample was 426. Research Tools Included Reef Psychological Well-Being Scale (1989), Luthans and Avillo Psychological Capitals (2007), Zimet et al.'s Perceived Social Support (1988) and Scorn and Friedlander's Own Differentiation (1998). Questionnaires were completed online and collected. It was found that the total path coefficient between psychological capital and psychological well-being was positive and was significant at the level of (P<.01, β=0.479).Indirect path coefficient between psychological capitals and psychological well-being (P<0.01, β= 0.274) was positive and was significant at the level of 0.01. Findings: The results showed that both mediating variables including perceived social support and self-differentiation positively and significantly mediated the relationship between psychological capitals and psychological well-being in students.Conclusion: It seems that teaching self-efficacy, hope, optimism and resilience plays an important role in students' psychological well-being and ultimately leads to their adaptability and happiness.
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