مدل ساختاری رابطه معنای تحصیلی ، انعطاف‌پذیری خانواده ، حمایت تحصیلی و ادراک از محیط کلاس با پایستگی تحصیلی با نقش میانجی شکفتگی تحصیلی در دانش‌آموزان دختر پایه دوازدهم شهر شیراز
محورهای موضوعی : تکتونواستراتیگرافیسید فرخ رضوی مطلق 1 , فرح نادری 2 , فاطمه سادات مرعشیان 3 , فریبا زرگر شیرازی 4
1 - دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
2 - استاد گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
3 - استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.
4 - استادیار گروه روان‌شناسی، واحد آبادان، دانشگاه آزاد اسلامی، آبادان، ایران.
کلید واژه: معنای تحصیلی, انعطاف‌پذیری خانواده, حمایت تحصیلی, ادراک از محیط کلاس, پایستگی تحصیلی و شکفتگی تحصیلی,
چکیده مقاله :
مقدمه :این پژوهش با هدف بررسی رابطه بین معنای تحصیلی ، انعطاف‌پذیری خانواده، حمایت تحصیلی و ادراک از محیط کلاس با پایستگی تحصیلی با نقش میانجی انگیزش تحصیلی در دانش‌آموزان دختر پایه دوازدهم شهرستان شیراز انجام‌شده است.
روش:روش پژوهش توصیفی از نوع همبستگی است . جامعه آماری شامل کلیه دانش‌آموزان دختر به تعداد 8681 نفر بود که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای مرحله‌ای 400 نفر به عنوان نمونه انتخاب شدند. برای گردآوری داده‌های پژوهش از شش پرسشنامه استاندارد معنای تحصیلی هندرسون–کینگ و اسمیت (2006) ؛ انعطاف‌پذیری خانواده شاکری (1382)؛ حمایت تحصیلیساندز و پلانکت (2005)؛ ادراک از محیط کلاسداندی (2001)؛ پایستگی تحصیلی مارتین و مارش ( 2008) و شکفتگی تحصیلی دینر و همکاران ( 2010) استفاده شد. روایی پرسش‌نامه‌ها با استفاده از روایی محتوایی و صوری، و پایایی آن نیز از راه ضریب آلفای کرونباخ محاسبه و به ترتیب 86/0، 84/0، 83/0، 85/0 و 82/0 آورد شد.
یافته ها: نتایج نشان داد که انعطاف‌پذیری خانواده، حمایت تحصیلی و ادراک از محیط کلاس بر پایستگی تحصیلی اثر معنادار و مثبت دارند و شکفتگی تحصیلی در مدل نقش میانجی دارد
نتیجه گیری: می‌توان با افزایش متغیرهای مستقل و میانجی مدل پایستگی تحصیلی دانش‌آموزان را افزایش داد.
The aim of this study was to investigate the relationship between academic meaning, family flexibility, academic support and perception of the classroom environment with academic buoyancy with the mediating role of academic flourishing in 12th grade female students in Shiraz. The research method is descriptive-correlational. The statistical population included all students in the number of 8681 who were selected as a sample using 400-stage cluster random sampling method. To collect research data from six standard questionnaires of educational meaning Henderson-King and Smith (2006); Shakeri Family Flexibility (2003); Sands and Plankt (2005) Academic Support; Perception of the Dundee Classroom Environment (2001); Martin and Marsh (2008) academic buoyancy and Diener etal, (2010) academic flourishing were used. The validity of the questionnaires was calculated using content and face validity, and its reliability was calculated through Cronbach's alpha coefficient and was estimated 0.86, 0.84, 0.85, and 0.82, respectively. The results showed that family flexibility, academic support and perception of the classroom environment have a significant and positive effect on academic buoyancy and academic flourishing has a mediating role in the model
1- Najafipour, S. A., Khaneh Kashi, A., Homayouni, A. (2021). Modeling the relationship between metacognitive burdens and mediating perceptions of the classroom environment over academic life. Journal of Education Strategies in Medical Sciences, Volume 14, Number 2, 1-9 (Text in Persian).
2-Fakharian, J., Yaghoubi, A., ZarghamHajebi, M., Mohagheghi, H., (2020). Predicting academic vitality based on family emotional climate, academic conflict and academic self-efficacy. Journal of Mashhad University of Medical Sciences, Volume 63, Number 2, 2391-2401(Text in Persian)
3-Samari Safa, J.; DashtiEsfahani, M.; Purdell, M. (2021). Developing a model of academic vitality based on the relationship with school, emotional atmosphere of the family, motivation, self-efficacy and academic involvement of students. 20 (77) (Text in Persian)
4-Zeinali, S., Akbari, B., Sadeghi, A., and the Purdell, L. (2020). Structural model of the relationship between transformational capitals, academic achievement and academic well-being, behavioral inhibition mediated by academic retention in students volunteering to enter universities. Social Health Research Quarterly, 8 (1), 1-12 (Text in Persian).
5-Karimzadeh Mohammadabadi, M. (2020). Evaluation of the effectiveness of mindfulness on academic retention, burnout and cyber bullying. Journal of New Advances in Psychology, EducationalSciences and Education, 3 (24), 104-130 (Text in Persian).
6-Bayramnejad, H., Yarahmadi, Y., Ahmadian, H., Akbari, M. (2020). Develop a causal model of school satisfaction based on the perception of the classroom environment and the perception of teacher support with the mediating role of academic retention and academic conflict. Journal of School-Virtual Learning, 8 (3), 71-84(Text in Persian)
7- Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of school psychology, 46(1), 53-83.
8-Datu, J. A. D., & Yuen, M. (2018). Predictors and consequences of academic buoyancy: A review of literature with implications for educational psychological research and practice. Contemporary School Psychology, 22(3), 207-212.
9-Salehi, R. (2021). Investigating the role of parents 'involvement in students' academic retention through mediation of academic satisfaction and desire. Journal of School Psychology, 10 (1), 147-166(Text in Persian)
10-Soltani Banavandi, E., KhezriMoghadam, N., BaniAsadi, H. (2017). Exploring the structures of positivist psychology: Predicting academic vitality based on the meaning of life. Journal of Education Strategies in Medical Sciences, 10 (4), 277-287. (Text in Persian)
11- Jafari, L., Hejazi, M., Sobhi, A. (2020). Investigating the relationship between academic resilience and students' academic performance and mediating academic meaning. Journal of School Psychology, 9 (3), 35-49 (Text in Persian).
12-Fathi, D., Jamalabadi, M. (2017). Investigating the role of mediation of resilience in relation to academic support and academic vitality in students 10 (4), 263-269(Text in Persian)
13-Martin, A. J., Burns, E. C., Collie, R. J., Bostwick, K. C., Flesken, A., & McCarthy, I. (2021). Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes. Journal of Educational Psychology.
14-Soltani Banavandi, E., Askarizadeh, Q. (2020). Predicting academic vitality based on family flexibility and mindfulness mediated by critical thinking. Iranian Journal of Medical Education, 20 (14), 116-126 (Text in Persian).
15-Benlahcene, A. (2021). Flourishing and Student Engagement in Malaysian University Students: The Mediating Role of Personal Best (PB) Goals. The Asia-Pacific Education Researcher, 1-10.
ychological Research and Practice. Contemporary School Psychology, 22(3), 207-212.
16-Datu, J. A. D., Labarda, C. E., &Salanga, M. G. C. (2020). Flourishing is associated with achievement goal orientations and academic delay of gratification in a collectivist context. Journal of Happiness Studies, 21(4), 1171-1182.
17- Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: short scales to assess flourishing and positive and negative feelings. Social indicators research, 97(2), 143-156.
18- Hosseini Barzanji, A., Kurd, B. (1400). The relationship between self-fulfillment and self-compassion among Iranian and Swedish students (intercultural study). Journal of Educational Studies, Volume 18, Number 41, 49-65(Text in Persian).
19- Moradi siahafshadi M, Ghasemi N, Ghamarani A (2015). Evaluating the validity and reliability of flourishing scale and determining the relation between flourishing and academic achievement in students of medicine school. Iranian Journal of Medical Education. 15:330-337(Text in Persian)
20-Abdi, A., ZandiPayam, A. (2020). Academic performance model based on academic identity, academic vitality, flourishing, academic self-efficacy. Education in Medical Sciences, 20 (39), 328-337. (Text in Persian).
21- Henderson-King, D., & Smith, M. N. (2006). Meanings of education for universitystudents: Academic motivation and personal values as predictors. Social Psychology of Education, 9(2), 195-221.
22- Shakeri, S. (2003). The effect of family flexibility on mental health of high school students in Shiraz, Master Thesis in Psychology, Shiraz University
23- Sands, T. & Plunkett, S. W. (2005). A New Scale to Measure Adolescent Reports of cademic Support by Mothers, Fathers, Teachers, and Friends in Latino Immigrant Families. Hispanic Journal ofBehavioral Sciences, 27: 244-253.
24- Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
_||_