تدوین مدل ساختاری بهزیستی ذهنی بر اساس سرزندگی تحصیلی و خودناتوان سازی تحصیلی با میانجیگری ادراک نوجوان از شیوه های تربیتی والدین
الموضوعات :
سهیلا سبزی چی
1
(دانشجوی دکتری گروه مشاوره، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد اراک. اراک. ایران.)
ذبیح الله پیرانی
2
(استادیار گروه روانشناسی، دانشکده علوم انسانی دانشگاه آزاد اسلامی، واحد اراک. اراک. ایران.)
فیروزه زنگنه مطلق
3
(استادیار گروه روانشناسی، دانشکده علوم انسانی دانشگاه آزاد اسلامی، واحد اراک. اراک. ایران.)
الکلمات المفتاحية: بهزیستی ذهنی, سرزندگی تحصیلی, خودناتوانسازی تحصیلی, ادراک نوجوان از شیوه‌های تربیتی والدین,
ملخص المقالة :
پژوهش حاضر با هدف تدوین مدل ساختاری بهزیستی ذهنی دانش‌آموزان براساس سرزندگی تحصیلی و خودناتوانسازی تحصیلی با میانجیگری ادراک نوجوان از شیوه‌های تربیتی والدین و با روش تحلیل مسیر انجام گرفت. جامعه آماری شامل تمامی دانش‌آموزان دختر و پسر در سال تحصیلی 99-1400 ناحیه 1 و 2 شهر اراک بود که در دوره دوم متوسطه مدارس دولتی رشته‌های ریاضی، تجربی و انسانی تحصیل می‌کردند و با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. تعداد افراد نمونه با در نظر گرفتن احتمال افت و نقص در تکمیل پرسشنامه‌ها، در نهایت 719 دانش‌آموز در نظر گرفته شد. ابزارهای گردآوری داده‌ها شامل پرسشنامه‌های سرزندگی تحصیلی حسین‌چاری و دهقانی‌زاده، خودناتوانسازی تحصیلی(ASHS) ﺷﻮﯾﻨﮕﺮ و اﺳﺘﯿﻨﺴﻤﺮ ﭘﻠﺴﺘﺮ ، بهزیستی ذهنی(SWS) کییز و ماگیار و جین ادراک نوجوان از شیوه‌های تربیتی والدین(pops) رابینز بود. داده‌های به دست آمده با روش مدل معادلات ساختاری از نوع متغییر مکنون مورد تجزیه و تحلیل قرار گرفتند. یافته‌ها نشان داد سرزندگی و خودناتوانسازی تحصیلی بر بهزیستی ذهنی و ادراک نوجوان از شیوه‌های تربیتی والدین اثر مستقیم و معناداری دارند. همچنین اثر مستقیم متغیر میانجی بر بهزیستی ذهنی تایید شد. نتایج نشان داد که مدل ساختاری بهزیستی ذهنی دانش آموزان براساس سرزندگی و خودناتوانسازی تحصیلی با میانجیگری ادراک نوجوان از شیوه‌های تربیتی والدین، بهترین مدل برازش یافته با شاخص‌های برازش بکار رفته جهت استفاده در مدارس و مراکز به منظور افزایش بهزیستی ذهنی و سلامت روان می‌باشد.
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