رابطه بین ابعاد الگوهای ارتباطی خانواده و احساس تعلق به مدرسه با تاب آوری تحصیلی به واسطه خودتنظیمی تحصیلی:
الموضوعات :
علیرضا رمضانپور
1
(دانشجوی دکتری روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
مریم کورش نیا
2
(استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
امیر هوشنگ مهریار
3
(استاد گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
حجت اله جاویدی
4
(مدیر گروه دکتری استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
الکلمات المفتاحية: ابعاد الگوهای ارتباطی خانواده, احساس تعلق به مدرسه, خودتنظیمی تحصیلی, تاب آوری تحصیلی,
ملخص المقالة :
پژوهش حاضر به منظور بررسی نقش واسطه گری خودتنظیمی تحصیلی در روابط بین ابعاد الگوهای ارتباطی خانواده (جهت گیری گفت و شنود و جهت گیری همنوایی) و احساس تعلق به مدرسه با تاب آوری تحصیلی بر روی نمونه ای 512 نفره از دانش آموزان دوره متوسطه دوم شهر داراب انجام گرفت. اعضای نمونه با استفاده از روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند و مقیاس های الگوی ارتباطی خانواده ریچی و فیتزپاتریک (1990)، مقیاس احساس تعلق به مدرسه براون و ایوانز (2002)، پرسشنامه خودتنظیمی تحصیلی سواری و عرب زاده (1392) و مقیاس تاب آوری تحصیلی کسیدی (2016) را تکمیل نمودند. پس از جمع آوری داده ها، ارزیابی مدل پیشنهادی با روش معادلات ساختاری و استفاده از برنامه لیزرل، انجام گرفت. نتایج تحلیل داده ها نشان داد که متغیرهای برون زا (جهت گیری گفت و شنود خانواده و جهت گیری همنوایی خانواده و احساس تعلق به مدرسه) قادر به پیش بینی خودتنظیمی تحصیلی هستند، خودتنظیمی تحصیلی قادر به پیش بینی تاب آوری تحصیلی است و خودتنظیمی تحصیلی میانجی گر ارتباط متغیرهای برون زا (جهت گیری گفت و شنود خانواده و جهت گیری همنوایی خانواده و احساس تعلق به مدرسه) و تاب آوری تحصیلی می باشد.
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