نقش تعدیل کننده سرمایه روانشناختی در رابطه بین استرس مربوط به مدرسه و پیامدهای تحصیلی مشکلات پیشرفت و رفتار در بین دانش آموزان با اختلالات سلامتی
الموضوعات :فروزان قلی پور 1 , کلثوم اکبرنتاج بیشه 2
1 - کارشناسی ارشد روانشناسی بالینی، دانشکده پزشکی، دانشگاه آزاد اسلامی واحد ساری، ساری، ایران.
2 - استادیار،گروه پرستاری، دانشگاه آزاد اسلامی، واحدساری، ساری، ایران.
الکلمات المفتاحية: استرس مربتط با مدرسه, سرمایه روانشناختی, مشکلات رفتاری, پیشرفت تحصیلی ,
ملخص المقالة :
تحقیقات متعددی رابطه بین استرس مربوط به مدرسه و پیامدهای پیشرفت تحصیلی و مشکلات رفتاری را بررسی کرده‌اند. با این حال، مطالعات بسیار کمی برای ارزیابی نقش تعدیل‌کننده سرمایه روانشناختی در این رابطه، به‌ویژه با تمرکز بر دانش‌آموزان دارای آسیب‌های سلامت انجام شد. مطالعه حاضر به منظور بررسی ارتباط استرس و سرمایه روانشناختی مرتبط با مدرسه با پیشرفت تحصیلی و مشکلات رفتاری در دانش‌آموزان دارای اختلالات سلامت و همچنین تأثیر تعدیل‌کننده احتمالی سرمایه روانشناختی در روابط استرس و مشکلات رفتاری با مدرسه انجام شد. این مطالعه شامل 174دانش آموز مبتلا به اختلالات سلامت در شهرساری بود. ابزارهای مورد استفاده برای مطالعه شامل پرسشنامه جمعیت شناختی، مقیاس استرس مربوط به مدرسه ادراک شده، پرسشنامه سرمایه روانشناختی، پرسشنامه مشکلات رفتاری و بررسی سوابق تحصیلی بود. برای تجزیه و تحلیل داده‌ها از آمار توصیفی، مدل‌سازی معادلات ساختاری و مدل‌سازی معادلات ساختاری چند گروهی استفاده شد. نتایج نشان داد که استرس مربوط به مدرسه با پیشرفت تحصیلی به طور معنادار و منفی و با مشکلات رفتاری ارتباط مثبت دارد. سرمایه روانشناختی با پیشرفت تحصیلی به طور مثبت و معنادار و با مشکلات رفتاری رابطه منفی داشت. سطوح بالاتر سرمایه روانشناختی نقش تعدیل‌کننده معناداری در روابط بین استرس ناشی از مدرسه و هر دو پیامد پیشرفت تحصیلی و مشکلات رفتاری داشت. این یافته نشان می‌دهد که سرمایه روانشناختی منبعی مثبت برای مقابله با تأثیرات مخرب استرس مربوط به مدرسه بر پیشرفت تحصیلی و مشکلات رفتاری دانش‌آموزان دارای اختلالات سلامت است.
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