تبیین علّی مشغولیت تحصیلی بر اساس شناخت اجتماعی: نقش واسطه‌‌ای هیجان‌‌های مثبت تحصیلی و اجتماعی

الموضوعات :

سامان کمری ¹ (دانشجوی دکتری روانشناسی تربیتی دانشگاه شیراز)
محبوبه فولادچنگ ² (دانشیار دانشگاه شیراز)
فرهاد خرمایی ³ (دانشیار دانشگاه شیراز)
راضیه شیخ الاسلامی ⁴ (دانشیار دانشگاه شیراز)
بهرام جوکار ⁵ (استاد دانشگاه شیراز)

تاريخ الإرسال : 26 الثلاثاء , شوال, 1439 تاريخ التأكيد : 26 الثلاثاء , شوال, 1439 تاريخ الإصدار : 04 الأربعاء , رجب, 1439

الکلمات المفتاحية: مشغولیت تحصیلی, هیجان‌‌های تحصیلی, امید به تحصیل, تحسین, شناخت اجتماعی, هیجان‌‌های اجتماعی,

ملخص المقالة :

هدف از این پژوهش تبیین علّی مشغولیت تحصیلی بر اساس شناخت اجتماعی، با توجه به نقش واسطه‌‌ای هیجان‌‌های مثبت تحصیلی و اجتماعی بود. روش پژوهش حاضر از نوع همبستگی بود. 566 نفر (278 مرد، 288 زن) از دانشجویان دانشگاه شیراز با روش نمونه‌‌برداری خوشه‌‌ای چندمرحله‌‌ای انتخاب شدند و به پرسشنامة شناخت اجتماعی (نجاتی، کمری و جعفری، زیر چاپ)، مقیاس امید به تحصیل (خرمائی و کمری، 1396)، مقیاس تحسین (شیندلر و دیگران، 2013) و سیاهۀ مشغولیت تحصیلی (سالملا-آرو و آپادایا، 2012) پاسخ دادند. برای تحلیل داده‌‌ها از مدل‎یابی معادلات ساختاری استفاده شد و نتایج نشان داد که شناخت اجتماعی بر امید به تحصیل (46/0=β)، تحسین (37/0=β) و مشغولیت تحصیلی (49/0=β) و هیجان امید به تحصیل بر مشغولیت تحصیلی (24/0=β) اثر مستقیم دارد. از طرف دیگر، شناخت اجتماعی با واسطه‌گری هیجان مثبت تحصیلی (امید به تحصیل) بر مشغولیت تحصیلی اثر غیرمستقیم دارد (11/0=β). به‌طورکلی نتایج نشان داد که هیجان مثبت تحصیلی (امید به تحصیل) در رابطة بین شناخت اجتماعی و مشغولیت تحصیلی نقش واسطه‌‌ای دارد. نتایج این پژوهشاز آموزه‌‌های نظریۀ کنترل ـ ارزش هیجان پیشرفت در دانشجویان ایرانی به طور تجربی حمایت می‌کند.

المصادر:

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Algoe, S. B., & Haidt, J. (2009). Witnessing excellence in action: The “other-praising” emotions of eleva­tion, gratitude, and admiration. Journal of Positive Psychology, 4(2), 1-23.

Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute vs. relative changes in strategy. Journal of Applied Develop­mental Psychology, 28, 297-317.

Astington, J. W. (2007). Intention in the child’s theory of mind. In D. Frye & C. Moore (Eds.), Children’s theories of mind: Mental states and social under­standing. (pp. 157-172). Hillsdale, NJ: Erlbaum.

Bakopoulou, I., & Dockrell, J. E. (2016). The role of social cognition and prosocial behaviour in rela­tion to the socio-emotional functioning of primary aged children with specific language impairment. Research in Developmental Disabilities, 49–50, 354–370.

Bijstra, J. O., Bosma, H. A., & Jackson, S. (1994). The relationship between social skills and psycho-so­cial functioning in early adolescence. Personality Individual Difference, 16, 767–776.

Corrigan, P. W., & Penn, L. (2001). Framing models of social cognition and schizophrenia. In P. W. Cor­rigan & L. Penn (Eds.), Social cognition and schizophrenia (pp. 3-40). Washington, DC: American Psychological Association.

Cummings, M. E. (2015). The mate choice mind: stud­ying mate preference, aversion and social cogni­tion in the female poeciliid brain. Animal Behav­iour, 103, 249-258.

Denckla, M. (2007). Executive function: Binding to­gether the definitions of attention deficit/ hyperac­tivity disorder and learning disabilities. In L. Meltzer (Ed.) Executive function on education: From theory to practice, (pp. 5-18). New York: The Gilford Press.

Derks, J., Jolles, J., Rijn, J. V., & Krabbendam, L. (2016). Individual differences in social cognition as predictors of secondary school performance. Trends in Neuroscience and Education, 5(4), 166-172 .

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