تدوین مدل ساختاری بهزیستی ذهنی بر اساس سرزندگی تحصیلی و خودناتوان سازی تحصیلی با میانجیگری ادراک نوجوان از شیوه های تربیتی والدین
محورهای موضوعی : تکتونواستراتیگرافیسهیلا سبزی چی 1 , ذبیح الله پیرانی 2 , فیروزه زنگنه مطلق 3
1 - دانشجوی دکتری گروه مشاوره، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد اراک. اراک. ایران.
2 - استادیار گروه روانشناسی، دانشکده علوم انسانی دانشگاه آزاد اسلامی، واحد اراک. اراک. ایران.
3 - استادیار گروه روانشناسی، دانشکده علوم انسانی دانشگاه آزاد اسلامی، واحد اراک. اراک. ایران.
کلید واژه: بهزیستی ذهنی, سرزندگی تحصیلی, خودناتوانسازی تحصیلی, ادراک نوجوان از شیوه‌های تربیتی والدین,
چکیده مقاله :
پژوهش حاضر با هدف تدوین مدل ساختاری بهزیستی ذهنی دانش‌آموزان براساس سرزندگی تحصیلی و خودناتوانسازی تحصیلی با میانجیگری ادراک نوجوان از شیوه‌های تربیتی والدین و با روش تحلیل مسیر انجام گرفت. جامعه آماری شامل تمامی دانش‌آموزان دختر و پسر در سال تحصیلی 99-1400 ناحیه 1 و 2 شهر اراک بود که در دوره دوم متوسطه مدارس دولتی رشته‌های ریاضی، تجربی و انسانی تحصیل می‌کردند و با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. تعداد افراد نمونه با در نظر گرفتن احتمال افت و نقص در تکمیل پرسشنامه‌ها، در نهایت 719 دانش‌آموز در نظر گرفته شد. ابزارهای گردآوری داده‌ها شامل پرسشنامه‌های سرزندگی تحصیلی حسین‌چاری و دهقانی‌زاده، خودناتوانسازی تحصیلی(ASHS) ﺷﻮﯾﻨﮕﺮ و اﺳﺘﯿﻨﺴﻤﺮ ﭘﻠﺴﺘﺮ ، بهزیستی ذهنی(SWS) کییز و ماگیار و جین ادراک نوجوان از شیوه‌های تربیتی والدین(pops) رابینز بود. داده‌های به دست آمده با روش مدل معادلات ساختاری از نوع متغییر مکنون مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها نشان داد سرزندگی و خودناتوانسازی تحصیلی بر بهزیستی ذهنی و ادراک نوجوان از شیوه‌های تربیتی والدین اثر مستقیم و معناداری دارند. همچنین اثر مستقیم متغیر میانجی بر بهزیستی ذهنی تایید شد. نتایج نشان داد که مدل ساختاری بهزیستی ذهنی دانش آموزان براساس سرزندگی و خودناتوانسازی تحصیلی با میانجیگری ادراک نوجوان از شیوه‌های تربیتی والدین، بهترین مدل برازش یافته با شاخص‌های برازش بکار رفته جهت استفاده در مدارس و مراکز به منظور افزایش بهزیستی ذهنی و سلامت روان می‌باشد.
The aim of this study was to develop a structural model of students' mental well-being based on academic buoyancy and academic self- handicapping with the mediation of adolescent perception of parental educational methods and path analysis. The statistical population included all male and female students in the academic year 2020-2021 in districts 1 and 2 of Arak city who were studying mathematics, experimental and humanities in the second year of public high schools and were selected by multi-stage cluster sampling method. The number of sample people, considering the possibility of failure in completing the questionnaires, was finally considered 719 students. Data collection tools included Hossein Chari and Dehghanizadeh Academic buoyancy Questionnaire, Academic Self- handicapping (ASHS), Keys and Magyarmo SWS (subjective well-being) and Robert J. Robbins Adolescent Perception of Parenting Methods (Pops). The obtained data were analyzed by the structural equation model of latent variable type. Findings showed that academic buoyancy and self- handicapping have a direct and significant effect on subjective well-being and adolescent perception of parenting educational methods. The direct effect of mediator variables on subjective well-being was also confirmed. The results showed that the structural model of students' subjective well-being based on buoyancy and academic self- handicapping mediated by adolescents' perception of parents' educational methods is the best fitted model with fit indicators used for use in schools and centers to increase subjective well-being and mental health.
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