رابطه فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی: نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان

الموضوعات :

محمود کامکار عمله ¹ (دانشگاه شیراز)
مسعود حسین چاری ² (دانشگاه شیراز)

تاريخ الإرسال : 04 الخميس , رجب, 1444 تاريخ التأكيد : 03 الثلاثاء , ذو القعدة, 1444 تاريخ الإصدار : 01 الجمعة , شوال, 1444

الکلمات المفتاحية: سرزندگی تحصیلی, راهبردهای شناختی تنظیم هیجان, فرزندپروری ذهن‌آگاهانه,

ملخص المقالة :

چکیده

مقدمه: پژوهش حاضر با هدف بررسی رابطه فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی در نوجوانان با نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان انجام شد.

روش‌: شرکت‌کنندگان پژوهش شامل 323 نفر از دانش‌آموزان دوره متوسطه اول شهر شیراز (174 دختر و 149 پسر) بودند که به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. برای بررسی متغیرهای پژوهش از پرسشنامه‌های سرزندگی تحصیلی (ABQ)، فرزندپروری ذهن‌آگاهانه (MIPQ) و تنظیم شناختی هیجان (CERQ) استفاده شد. برای بررسی روایی پرسشنامه‌ها از روش تحلیل عامل تأییدی و برای سنجش پایایی از ضریب آلفای کرونباخ استفاده گردید.

یافته‌ها: یافته‌ها نشان داد که فرزندپروری ذهن‌آگاهانه دارای تأثیر مستقیم بر راهبردهای تنظیم شناختی هیجان (راهبردهای سازگار و ناسازگار) و سرزندگی تحصیلی است. راهبردهای سازگار و ناسازگار تنظیم شناختی هیجان نیز دارای اثر مستقیم بر سرزندگی تحصیلی دارد. همچنین، هر دو بعد سازگار و ناسازگار راهبردهای شناختی تنظیم هیجان، نقش واسطه‌ای در بین فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی داشتند.

نتیجه‌گیری: براساس یافته‌های این پژوهش، می‌توان نتیجه گرفت که برای افزایش سرزندگی تحصیلی دانش‌آموزان به فرزندپروری ذهن‌آگاهانه و راهبردهای شناختی تنطیم هیجان آن‌ها توجه شود.

کلید واژه‌ها: راهبردهای شناختی تنظیم هیجان، سرزندگی تحصیلی، فرزندپروری ذهن‌آگاهانه.

المصادر:

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