تبیین علی سرزندگی تحصیلی بر اساس دلبستگی به والدین و همسالان و تنظیم شناختی هیجان
محورهای موضوعی : تکتونواستراتیگرافی
راضیه شیخ الاسلامی
1
(دانشیار روان‌شناسی تربیتی. دانشکده علوم تربیتی و روان‌شناسی. دانشگاه شیراز)
ژیلا طاهری
2
(کارشناس ارشد روان‌شناسی تربیتی. دانشگاه شیراز)
کلید واژه: تنظیم شناختی هیجان, سرزندگی تحصیلی, دلبستگی به والدین و همسالان,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطه‌ی بین دلبستگی به والدین و همسالان و سرزندگی تحصیلی، با واسطه‌گری تنظیم شناختی هیجان انجام شد. برای انجام این پژوهش 360 نفر (180 نفر دختر و 180 نفر پسر) از دانش‌آموزان دوره متوسطه اول شهرستان شیراز با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه دلبستگی به والدین و همسالان (Armsden & Greenberg, 1987)، تنظیم شناختی هیجان (Garnefski et al, 2001) و سرزندگی تحصیلی (Dehghanizadeh & Hosseinchari, 2012) بود. تجزیه و تحلیل داده‌ها در این پژوهش با روش آماری تحلیل مسیر با استفاده از نرم افزار AMOSانجام شد. نتایج نشان داد که مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته‌ها، دلبستگی به والدین و همسالان، به نحو مثبت و معنادار سرزندگی تحصیلی را پیش‌بینی می‌کند. همچنین این متغیر اثر معناداری بر راهبردهای تنظیم شناختی هیجان، نشان داد. راهبردهای تنظیم شناختی هیجان نیز به نحو معنادار سرزندگی تحصیلی را پیش‌بینی نمودند. علاوه بر این، دلبستگی به والدین از طریق راهبردهای سازگار و ناسازگار تنظیم شناختی هیجان و دلبستگی به همسالان تنها از طریق راهبردهای ناسازگار تنظیم شناختی هیجان، سرزندگی تحصیلی را تحت تأثیر قرار داد. در کل، نتایج پژوهش حاضر شواهدی را مبنی بر نقش واسطه‌ایاا تنظیم شناختی هیجان در رابطه بین دلبستگی به والدین و همسالان و سرزندگی تحصیلی دانش‌آموزان فراهم آورد.
The aim of this study was to investigate relationships between parent and peer attachment, and academic buoyancy with the mediating role of cognitive emotion regulation. 360 students were selected (180 girl and 180 boy) from Shiraz junior school using the random multi-stage cluster sampling method. Instruments consisted of Parent and Peer Attachment Questionnaire (Armsden & Greenberg, 1987), Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001), and Academic Buoyancy Questionnaire (Dehghanizadeh, & Hosseinchari, 1391). The data was analyzed using path analysis applying AMOS. The Finding showed that model has a good fitness. Also the finding showed that parent and peer attachment predict academic buoyancy positively. Also, this variable showed significant effect on cognitive emotion regulation. Cognitive emotion regulation predicts academic buoyancy, significantly. In addition, the parent attachment effects on academic buoyancy through adjustment and non-adjustment strategies of cognitive emotion regulation. The peer attachment effects on academic buoyancy through non-adjustment strategies of cognitive emotion regulation. In general, results of present research provided evidence for mediating role of cognitive emotion regulation in the relationships between parent and peer attachment, and students' academic buoyancy
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