رابطه ذهن آگاهی با فرسودگی تحصیلی و خودتنظیمی تحصیلی بین دانش آموزان متوسطه: نقش واسطه‌ای حمایت ادراک شده از معلّم
الموضوعات :مهناز عدالت پناه 1 , مهناز صالحی 2 , یعقوب لهرابی گله 3
1 - گروه آموزشی روانشناسی،موسسه آموزش عالی هشت بهشت،اصفهان،ایران
2 - دانش آموخته کارشناسی ارشد روانشناسی تربیتی، موسسه آموزش عالی هشت بهشت، اصفهان، ایران.
3 - کارشناس فرهنگی و هنری و مشاوره آموزش و پرورش
الکلمات المفتاحية: ذهن آگاهی, فرسودگی تحصیلی, خودتنظیمی تحصیلی, حمایت ادراک شده از معلّم, دانش آموزان.,
ملخص المقالة :
مقدمه و هدف: پژوش حاضر با هدف بررسی رابطه ذهن آگاهی با فرسودگی تحصیلی و خودتنظیمی تحصیلی بین دانش آموزان متوسطه با نقش واسطه‌ای حمایت ادراک شده از معلّم، انجام شد. روش شناسی پژوهش: روش این پژوهش از حیث ماهيت توصيفي- همبستگی و از حيث هدف كاربردي بود. جامعه آماری مورد مطالعه در این پژوهش تعداد 2200 نفر از دانش آموزان دختر مقطع متوسطه شهرکرد بودند که با استفاده از جدول مورگان تعداد 327 نفر از آنها انتخاب شدند. به منظور اندازه‌گیری داده¬ها در اين پژوهش از پرسشنامه¬های سالملا آرو و ناتانن(2005)، حمایت ادراک شده معلّم برمان و یانگ (2014)، پنج وجهی (بائر، اسمیت، هاپکینز، کریتمایر وتونی (2006) و خودنظم دهی سواری و عرب زاده (1392) استفاده شد. برای آزمون فرضیه های پیشنهادی از مدل سازی معادلات ساختاری استفاده شد. یافته¬ها: در میان سازه های پژوهش، حمایت ادراک شده معلّم دارای بیشترین میانگین و خودتنظیمی تحصیلی دارای کمترین میانگین بود. همچنین فرسودگی تحصیلی دارای بیشترین انحراف معیار و حمایت ادراک شده معلّم دارای کمترین انحراف معیار بوده، و ذهن آگاهی دارای اثر مستقیم بر فرسودگی تحصیلی می باشد. بحث و نتیجه¬گیری بین ذهن آگاهی با فرسودگی تحصیلی دانش آموزان متوسطه، رابطه معنادار وجود دارد. همچنین بین ذهن آگاهی با خودتنظیمی تحصیلی دانش آموزان متوسطه، رابطه معنادار وجود دارد. از طرفی مشخص شد حمایت ادراک شده از معلّم در رابطه بین ذهن آگاهی با فرسودگی تحصیلی دانش آموزان متوسطه، نقش واسطه‌ای ایفا می کند.
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