نقش واسطه ای اسنادهای علّی در رابطه بین کمال گرایی با بهزیستی تحصیلی در نوجوانان تیزهوش
محورهای موضوعی : روان درمانگری
مجتبی ملک جعفریان
1
(کارشناسی ارشد مشاوره مدرسه دانشگاه شهید بهشتی)
امید شکری
2
(استادیار گروه روان شناسی کاربردی دانشگاه شهید بهشتی)
مسعود شریفی
3
(استادیار گروه روانشناسی کاربردی دانشگاه شهید بهشتی)
کلید واژه: تفاوت‌های جنسی, کمال‌گرایی, بهزیستی تحصیلی, اسنادهای علّی, روانشناسی تیزهوشی,
چکیده مقاله :
این پژوهش با هدف آزمون تعیین نقش واسطهای اسنادهای علّی در رابطة بین کمال‌گرایی و بهزیستی تحصیلی در دانش‌آموزان تیزهوش انجام شد. در پژوهش همبستگی حاضر، 352 دانش‌آموز تیزهوش (200 دختر و 152 پسر) که با روش نمونه‌برداری در دسترس انتخاب شدند به سیاهه شناختارهای کمال‌گرایانة چندبُعدی (کوبوری، 2006)، پرسشنامه سبک اسنادی (پیترسون و دیگران، 1982)، سیاهة مشغولیت مدرسه (سالملاـ آرو و آپادایا، 2012) و سیاهة فرسودگی مدرسه (سالملاـ آرو، کیورا، لسکینن و نورمی، 2009) پاسخ دادند. به منظور آزمون روابط ساختاری در مدل مفروض در دو جنس، از روش آماری مدل یابی معادله ساختاری چندگروهی استفاده شد. نتایج نشان داد که در کل نمونه و در نمونة دانش‌آموزان تیزهوش دختر و پسر، مدل مفروض واسطه مندی نسبی اسنادهای علّی در رابطة کمال‌گرایی و بهزیستی تحصیلی با داده ها برازش مطلوبی داشت. علاوه بر این، نتایج تخصیص گروهی روابط ساختاری بین متغیرهای چندگانه نشان داد روابط بین کمال‌گرایی، اسنادهای علّی و بهزیستی تحصیلی در دو گروه دانش‌آموزان تیزهوش دختر و پسر، هم‌ارز بودند. در نهایت، نتایج نشان داد که در مدل‌های مفروض چندگانه، تمامی وزن های رگرسیونی از لحاظ آماری معنادار بودند و در این مدل‌ها بین 41 و 32 درصد از پراکندگی نمرات مشغولیت تحصیلی و فرسودگی تحصیلی از طریق متغیرهای مکنون کمال‌گرایی و اسنادهای علّی تبیین شد. نتایج پژوهش حاضر نشان می‌دهد که کمال‌گرایی مثبت و منفی از طریق شکل‌دهی به اسنادگزینی‌های علّی مثبت و منفی در دانش‌آموزان تیزهوش دختر و پسر، در پیش‌بینی بهزیستی تحصیلی آنها موثر واقع می‌شود.
This study examined the mediating effect of causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted students. In this correlational study, 352 gifted students (152 male and 200 female) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI), the Attributional Style Questionnaire (ASQ), the School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted students. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. In sum, these findings show that the positive and negative perfectionism affect academic well-being of male and femle gifted students through affecting on adaptive and nonadaptive causal attributions.
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