رابطه بین حمایت اجتماعی و هسته ارزشیابی خود با ازکارافتادگی تحصیلی: نقش واسطه ای رضایت زندگی
محورهای موضوعی : روان شناسی تحولی
زهره صیادپور
1
,
فریبرز درتاج
2
,
علیرضا کیامنش
3
1 - دانشجوی دکتری روان شناسی عمومی
دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران
2 - استاد دانشگاه علامه طباطبائی
3 - استاد واحد علوم و تحقیقات
دانشگاه آزاد اسلامی
کلید واژه: حمایت اجتماعی, رضایت زندگی, هسته ارزشیابی خود, ازکارافتادگی تحصیلی,
چکیده مقاله :
این پژوهش با هدف تعیین نقش واسطه ای رضایت از زندگی در رابطه حمایت اجتماعی و هسته ارزشیابی خود با ازکارافتادگی تحصیلی در یک طرح همبستگی انجام شد. 407 دانشجوی رشته علوم انسانی دانشگاه های آزاد شهر تهران، با روش خوشه ای چندمرحله ای انتخاب شدند و به سیاهه ازکارافتادگی مزلاک‌ـ زمینه یابی دانشجویی (شافلی، مارتینز، مارکز‌ـ پینتو، سالوانوو و بککر، 2002 الف)، مقیاس رضایت زندگی (دینر، ایمونز، لارسن و گریفین، 1985)، مقیاس هسته ارزشیابی خود (جاج، ارز، بونو و تورسن، 2003) و مقیاس چندبعدی حمایت اجتماعی ادراک‌شده (زیمت، دال، زیمت و فارلی، 1988) پاسخ دادند. نتایج تحلیل مسیر نشان داد که هسته ارزشیابی خود و حمایت اجتماعی بر ازکارافتادگی تحصیلی اثر مستقیم دارد. همچنین هسته ارزشیابی خود و حمایت اجتماعی به‌طور غیرستقیم از طریق رضایت زندگی، ازکارافتادگی تحصیلی را کاهش می دهد. هسته ارزشیابی خود و حمایت اجتماعی 32 درصد از واریانس رضایت زندگی و هسته ارزشیابی خود، حمایت اجتماعی و رضایت زندگی، 27 درصد از واریانس ازکارافتادگی تحصیلی را تبیین می‌کنند. درمجموع، یافته ها نقش حمایت اجتماعی و هسته ارزشیابی خود را در افزایش رضایت زندگی و کاهش ازکارافتادگی به‌عنوان یکی از عوامل افت تحصیلی آشکار می‌کند.
This study aimed to investigate the mediating role of life satisfaction in the relationship of social support and core self-evaluation with academic burnout. The research method was a correlation. 407 Human science students of Tehran Azad University were selected by multistage cluster sampling method and responded to Maslach Burnout Inventory-Student Survey (Schaufeli, Martínez, Marques Pinto, Salanova, & Bakker, 2002), Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), Core Self Evaluation Scale (Judge, Erez, Bono, & Thoresen, 2003), and Multidimensional Perceived Social Support Scale (Zimet, Dahlem, Zimet & Farley, 1988). The results of the path analysis indicated a direct effect of core self-evaluation and social support on academic burnout as well as an indirect effect on decreasing academic burnout through life satisfaction. The results also showed that core self-evaluation and social support predicted 32% of the variance of life satisfaction and core self-evaluation; and core self-evaluation, social support, and life satisfaction explained 27% of the variance of academic burnout. Overall, the findings revealed the role of social support and core self-evaluation in increasing life satisfaction and reducing burnout, which is one of the causes of academic failure
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