آزمون مدل رابطهی علّی حمایت اجتماعی ادراک شده و مولفههای بهزیستی تحصیلی با میانجیگری باورهای خودکارآمدی، حرمت خود و استرس تحصیلی در دانش‌آموزان پسر
محورهای موضوعی : تکتونواستراتیگرافیناصر بهروزی 1 , مرتضی مرادی 2 , علیرضا حاجی یخچالی 3 , سیروس عالیپور 4
1 - دانشیار دانشگاه شهید چمران اهواز
2 - دانشگاه شهید چمران اهواز
3 - دانشگاه شهید چمران اهواز
4 - دانشیار دانشگاه شهید چمران اهواز
کلید واژه: حمایت اجتماعی, بهزیستی تحصیلی, باورهای خودکارآمدی تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر تعیین رابطهی علّی حمایت اجتماعی ادراک شده با بهزیستی تحصیلی با توجه به نقش میانجیگری باورهای خودکارآمدی، حرمت خود و استرس تحصیلی بود. 230 دانشآموز مقطع متوسطهی دوم به شکل نمونهبرداری تصادفی خوشهای چندمرحلهای انتخاب شده و مقیاسهای حمایت اجتماعی ادراک شده، باورهای خودکارآمدی تحصیلی، حرمت خود تحصیلی، استرس تحصیلی و بهزیستی تحصیلی را تکمیل کردند. ارزیابی مدل پیشنهادی با روش مدلسازی معادلات ساختاری صورت گرفت. یافتهها نشان داد که حمایت اجتماعی ادراکشده با مولفههای ارزش مدرسه، رضایتمندی تحصیلی و مشارکت در امور مدرسه رابطهی مثبت و با فرسودگی تحصیلی رابطهی منفی دارد. همچنین حمایت اجتماعی ادراک شده از طریق متغیرهای میانجیگر باورهای خودکارآمدی، حرمت خود و استرس تحصیلی قادر به پیشبینی مولفههای بهزیستی تحصیلی است. بر این اساس میتوان گفت که حمایتهای اجتماعی از طریق ارتقای باورهای خودکارآمدی و حرمت خود تحصیلی به کاهش استرس تحصیلی میانجامند و از این طریق به ارتقای مولفههای بهزیستی تحصیلی کمک میکنند. این یافتهها بر نقش حمایتهای اجتماعی در برانگیختن و توانمندسازی افراد جهت مقابله با استرس و دستیابی به بهزیستی در محیط تحصیلی تاکید میکند.
This study aimed to examine the mediating role of academic self-efficacy belief, academic self-esteem and academic stress between perceived social support and academic well-being components. The sample consisted of 230 high school students were selected using perceived social support multi-stage cluster sampling completed the scales of 8 academic self-efficacy belief, academic self-esteem, academic stress and academic well-being. The proposed model was evaluated using structural equation modeling. The results indicated social support had positive relationship with school value, satisfaction with educational choice and schoolwork engagement and negative relationship with School burnout. Also perceived social support through academic self-efficacy belief, academic self-esteem and academic stress, cause to forecast academic well-being components. According to, it can be said perceived social support through promoting academic self-efficacy belief and academic self-esteem cause to decrease academic stress and this path cause to promote academic well-being components. These findings emphasized the role of social support in incite people in confront to stress and access to well-being in academic environment.
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