نقش میانجی مسئولیت پذیری در رابطه بین سواد تربیتی والدین و تاب آوری تحصیلی دانش آموزان متوسطه دوم شهرستان کرج
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانی
کریم دلاویز
1
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همام مویدفر
2
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قمر کیانی
3
1 - دانشجوی دکتری گروه روانشناسی تربیتی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران.
2 - استادیار گروه روانشناسی تربیتی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران.
3 - استادیار گروه روانشناسی تربیتی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران.
کلید واژه: تاب‌آوري تحصيلي, سواد تربيتي والدين, مسئوليت‌پذيري.,
چکیده مقاله :
هدف: پژوهش با هدف بررسی نقش ميانجي مسئوليت‌پذيري در رابطه بين سواد تربيتي والدين و تاب‌آوري تحصيلي در والدين دارای نوجوان و جوان پسر و دختر انجام شد.
روش: این پژوهش توصیفی از نوع همبستگی بوده که با تکیه بر تحلیل مسیر انجام شد. جامعه آماري شامل همه دانش‌آموران پسر و دختر دوره دوم متوسطه شهر کرج به تعداد 60715 نفر در سال تحصیلی 1401- 1400 مشغول به تحصیل و مادران آنان بودند. نمونه آماری 389 نفر دانش‌آموز و 389 نفر مادران آنان بودند که با روش نمونه‌گیری خوشه‌ای طبقه‌ای تصادفی با توجه به جنسیت انتخاب شدند. برای جمع‌آوری داده‌ها از پرسشنامه فرزندپروري آلاباما و فریک(1996)، مسئولیت‌پذیری نوجوانان نعمتی(1387) و تاب‌آوری تحصیلی ساموئلز (2008)، استفاده شد.
یافته‌ها: سواد تربیتی والدین بر مسئولیت‌پذیری و تاب‌آوری تحصیلی دانش‌آموزان و مسئولیت‌پذیری دانش‌آموزان بر تاب‌آوری تحصیلی آنان تأثیر مستقیم دارد. همچنین سواد تربیتی والدین با میانجیگری مسئولیت‌پذیری بر تاب‌آوری تحصیلی دانش‌آموزان تأثیر غیرمستقیم دارد.
نتیجه‌گیری: اینکه سواد تربیتی والدین با میانجیگری مسئولیت‌پذیری بر تاب‌آوری تحصیلی دانش‌آموزان تأثیر غیرمستقیم ندارد. ممکن است به این دلیل باشد که والدین و معلمان الگوی مناسبی برای مسئولیت پذیری دانش آموزان باشند اما برای تاب آوری الگوی مناسبی نباشند. چون معمولا کودکان و نوجوانان، رفتارهای والدین از جمله تاب آوری را در موقعیتها و شرایط مختلف مشاهده، یادگیری و الگوگیری می‌کنند.
Purpose: The present study was conducted with the aim of mediating the role of responsibility in the relationship between parents' quality literacy and academic resilience in parents of teenagers and young men and women.
Methodology: The method of conducting this research was descriptive correlation and path analysis. The statistical population of this research includes all the male and female students of the second year of secondary school in Karaj, numbering 60,715 people, and their mothers in the academic year of 2021-2022. The statistical sample consisted of 389 students and 389 their mothers (778) who were selected by random stratified cluster sampling method according to gender. The tools used were the Alabama Parenting Questionnaire, Frick (1996), Nemati's Juvenile Responsibility (2007) and Samuels' Educational Resilience Questionnaire (2008).
Findings: quality literacy of parents has a direct effect on academic resilience and responsibility. And responsibility does not have a direct effect on academic resilience, and parents' quality literacy does not have an indirect effect on academic resilience through the mediation of responsibility.
Conclusion: That parental educational literacy does not have an indirect effect on students' academic resilience through the mediation of responsibility. This may be because parents and teachers are good role models for students' responsibility but are not good role models for explaining it. Because children and adolescents usually observe, see, and model parental behaviors, including resilience, in different situations and conditions.
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