رابطه محیط حمایتگر خودپیروی با رفتار مدنی تحصیلی دانشجویان دختر از طریق میانجی‌گری خودکارآمدی و شایستگی مقابله‌ای در مواجهه با چالش‌های فرهنگی
فاطمه دادوند
1
(
دانشجوی دکتری، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران، اهواز، ایران
)
محبوبه فولادچنگ
2
(
دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران
)
الکلمات المفتاحية: خودکارآمدی, رفتار مدنی تحصیلی , شایستگی مقابله‌ای , چالش‌های فرهنگی, محیط حامی خودپیروی,
ملخص المقالة :
هدف پژوهش حاضر، تعیین رابطۀ بین محیط حمایتگر خودپیروی با رفتار مدنی تحصیلی دانشجویان دختر از طریق میانجی‌گری خودکارآمدی و شایستگی مقابله‌ای در مواجهه با چالش‌های فرهنگی بود.. جامعه آماری این پژوهش شامل تمامی دانشجویان دختر دانشگاه شیراز در سال تحصیلی 1404–1403 بود. نمونه پژوهش 300 نفر بود که به شیوه خوشه‌ای چند مرحله‌ای انتخاب شدند. روش پژوهش توصیفی-همبستگی و از نوع معادلات ساختاری بود. ابزارهای پژوهش شامل پرسشنامه رفتار مدنی تحصیلی (گل‌پرور، ۱۳۸۹)، مقیاس محیط حامی خودپیروی (آسور و همکاران، ۲۰۰۲)، پرسشنامه خودکارآمدی (موریس، ۲۰۰۱) و پرسشنامه شایستگی مقابله‌ای (شرودر و الیس، ۲۰۱۲) بود. داده‌ها با استفاده از مدل‌یابی معادلات ساختاری و نرم‌افزارهای SPSS-27 و AMOS-27 تحلیل شدند. یافته‌ها نشان داد که مدل پیشنهادی از برازش مناسبی برخوردار است و ۲۱٪ واریانس خودکارآمدی و ۶۸٪ واریانس رفتار مدنی تحصیلی را تبیین می‌کند. محیط حامی خودپیروی، هم به‌طور مستقیم (46/0=β، 001/0=P) و هم از طریق میانجی‌گری خودکارآمدی (22/0=β، 001/0=P)، تأثیر مثبت و معناداری بر رفتار مدنی تحصیلی دارد؛ با این حال شایستگی مقابله‌ای نقش میانجی معناداری ایفا نکرد (05/0<P). نتایج آزمون بوت‌استرپ نیز نشان داد که تنها خودکارآمدی در رابطۀ بین محیط حامی خودپیروی و رفتار مدنی تحصیلی نقش واسطه دارد (05/0P<). در مجموع، می‌توان نتیجه گرفت که محیط‌های آموزشی حامی خودپیروی با ارتقای توانمندی فردی، نقش مهمی در ارتقاء رفتارهای مدنی تحصیلی دانشجویان دختر و توانمندسازی آن‌ها در مواجهه با چالش‌های فرهنگی ایفا می‌کنند. سیاست‌گذاری‌های آموزشی باید بر ایجاد محیط‌های حامی خودپیروی تمرکز کنند تا با توانمندسازی روانی و فرهنگی و با مشارکت بالا، تعاملات مثبت شکل گیرد.
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