رابطه انعطاف پذیری خانواده و سرزندگی تحصیلی: نقش واسطه گری نظم جویی شناختی هیجان
محورهای موضوعی : تکتونواستراتیگرافیکریم سواری 1 , رقیه تراهی 2 , سکینه قنواتی 3
1 - دانشیارگروه روانشناسی تربیتی، دانشگاه پیام نور.
2 - کارشناسی ارشد روانشناسی تربیتی، دانشگاه پیام نور، ایران.
3 - کارشناسی ارشد روانشناسی تربیتی، دانشگاه پیام نور، ایران.
کلید واژه: سرزندگی تحصیلی, نظم جویی شناختی هیجان, انعطاف پذیری خانواده,
چکیده مقاله :
مقدمه: هدف پژوهش حاضر بررسی رابطه انعطاف‌پذیری خانواده و سرزندگی تحصیلی با میانجیگری نظمجویی شناختی هیجان در دانش آموزان مقطع متوسطه ماهشهر بود.
روش: جامعه آماری شامل تمامی دانش آموزان دختر و پسر دوره اول و دوم متوسطه مدارس دولتی شهرستان ماهشهر در سال تحصیلی 1401-1400 بود که از میان آن‌ها تعداد 372 نفر با استفاده از روش نمونه‌گیری در دسترس انتخاب گردیدند. ابزارهای پژوهش شامل پرسشنامه نظمجوییشناختیهیجان گارنفسکی و همکاران (2001)، مقیاس سرزندگی تحصیلی حسین‌چاری و دهقانی‌زاده (1391) و پرسشنامه انعطاف‌پذیری خانواده شاکری (1382) بود. برای تحلیل داده‌های توصیفی و ماتریس همبستگی از نرم‌افزار SPSS نسخه 26 و برای آزمون فرضیه و مدل پژوهش با روش تحلیل مسیر از نرم‌افزار AMOS نسخه 26 استفاده شد.
یافته ها: یافته‌ها نشان دادند که مدل پژوهش با داده‌های جمع‌آوری شده برازش مطلوبی دارد. انعطاف پذیری خانواده دارای اثر مستقیم و مثبت بر سرزندگی تحصیلی و نظم جویی شناختی هیجان دارای اثر مستقیم و مثبت سرزندگی تحصیلی بود. همچنین، انعطاف‌پذیری خانواده از طریق میانجیگری نظم جویی‌شناختی هیجان بر سرزندگی تحصیلی اثر مثبت غیرمستقیم دارد.
نتیجه گیری: بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که به منظور افزایش سرزندگی تحصیلی دانش‌آموزان باید به انعطاف پذیری خانواده و نظمجوییشناختی هیجان آن‌ها توجه کافی به عمل آید.
Introduction: The aim of this study was to investigate the relationship between family flexibility and academic vitality mediated by cognitive emotion regulation among high school students in the city of Mahshahr, Khuzestan.
Method: The statistical population of the research involved all the male and female junior and senior high school students in Mahshahr in the academic year 2021-22. In this context, 372 individuals were selected using available sampling method. The research instruments included Garnfsky et al. (2001)’s Discipline-Seeking-Cognitive-Emotion questionnaire, Hossein Chari and Dehghani-Zadeh (2012)’s Academic Vitality scale, and Shakeri (2003)’s Family Flexibility questionnaire. SPSS software, version 26, was used to analyze the descriptive data and correlation matrix and AMOS software, version 26, was used to test research hypotheses and model through path analysis.
Findings: Based on the research findings, the research model fits well with the collected data. Family flexibility had a direct and positive effect on academic vitality and cognitive emotion regulation had a direct and positive effect on academic vitality. Moreover, family flexibility through the mediating role of cognitive emotion regulation exerted an indirect positive effect on the academic vitality.
Conclusion: It can be concluded that in order to increase students’ academic vitality, special attention should be paid to family flexibility and cognitive regulation of their emotions.
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