نقش واسطه‌ای هیجان‌های پیشرفت در رابطه جهت‌گیری‌های هدفی و سرمایه روان‌شناختی با بهزیستی تحصیلی و رفتارهای سبک زندگی تحصیلی در دانش‌آموزان تیزهوش
الموضوعات :نوشین تمیزی 1 , مجید ضرغام حاجبی 2 , حسن میرزاحسینی 3
1 - دانشجوی دکتری روان‌شناسی
دانشگاه آزاد اسلامی، واحد قم
2 - دانشیار گروه روان شناسی
دانشگاه آزاد اسلامی،واحد قم
3 - دانشیار گروه روان شناسی
دانشگاه آزاد اسلامی،واحد قم
الکلمات المفتاحية: بهزیستی تحصیلی, سرمایۀ روان‌شناختی, جهت‌گیری‌های هدفی, هیجان‌های پیشرفت, سبک زندگی تحصیلی,
ملخص المقالة :
ایــن پژوهــش بــا هــدف آزمــون نقــش واســطه‌ای هیجان‌هــای پیشــرفت در رابطــۀ جهت‌گیری‌هــای هدفــی و ســرمایۀ روان‌شــناختی بــا بهزیســتی تحصیلــی و رفتارهــای ســبک زندگــی تحصیلــی در دانش‌آمــوزان تیزهــوش دختــر و پســر انجــام شــد. ۳۶۶ دانشآمــوز تیزهــوش (۱۸۲ پســر و ۱۸۴ دختـر) بـه نسـخۀ تجدیدنظـر شـدۀ پرسشـنامۀ هـدف پیشـرفت (الیـوت و مورایامـا، ۲۰۰۸)، پرسشـنامۀ سـرمایۀ روان‌شـناختی (لوتانـز، آولیـو، آوی و نورمـن، ۲۰۰۷)، نسـخۀ کوتـاه پرسشـنامه هیجان‌هـای پیشـرفت (عبداللهپـور، ۲۰۱۵)، پرسشـنامه رفتارهـای سـبک زندگـی تحصیلـی ارتقادهنـده و بازدارنـده سـلامت تحصیلـی (صالـحزاده، شـکری و فتحآبـادی، ۲۰۱۸الـف)، سـیاهه مشـغولیت مدرسـه (سـالملاـ آرو و آپادایـا، ۲۰۱۲) و سـیاهۀ فرسـودگی مدرسـه (سـالملا ـ آرو، کیـورا، لسـکینن و نورمـی ، ۲۰۰۹) پاسـخ دادنـد. نتایـج نشـان داد کـه در کل نمونـه و در نمونـۀ دانش‌آمـوزان دختـر و پسـر مـدل مفـروض واسـطه‌گری نسـبی هیجانـات پیشـرفت در رابطـه جهت‌گیری‌هـای هدفـی و سـرمایۀ روان‌شـناختی بـا بهزیسـتی تحصیلـی و رفتارهـای سـبک زندگـی تحصیلـی سـلامت‌محور بـا داده‌هـا بـرازش مطلوبـی داشـت. عـلاوه بـر ایـن، نتایـج تخصیـص گروهـی روابـط سـاختاری بیـن متغیرهـای چندگانـه نشـان داد روابـط بیـن متغیرهـای مکنـون در دو گـروه دانش‌آمـوزان تیزهـوش دختـر و پسـر هـم‌ارز بودنـد. درمجمـوع، نتایـج پژوهـش حاضـر در پیش‌بینـی اشـکال انطباقـی و غیرانطباقـی تلاشهـای پیشـرفت‌مدارنه یادگیرنـدگان، از یـک سـوی، شـواهد مضاعفـی را در دفـاع از منطـق مفهومـی نظریـۀ هـدف پیشـرفت فراهـم کـرد و از دیگـر سـوی، بـا تأکیـد بـر وجـه تکمیلـی سـازۀ سـرمایۀ روان‌شـناختی در تصریـح منطـق رجـوع یادگیرنـدگان بـه مدل‌هـای رفتـاری مختلـف، در گسـترش مرزهـای مفهومـی مواضـع مفهومـی ناظـر بـر انگیـزش پیشـرفت تحصیلـی مؤثـر واقـع شـد.
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