تأثیر ذهن‌آگاهی و هوش معنوی بر بی‌صداقتی تحصیلی با میانجی‌گری خودپنداشت تحصیلی در دانش‌آموزان مقطع متوسطه دوم
الموضوعات :
عبدالمحمد اردوزاده
1
,
فرح نادری
2
,
زهرا افتخار صعادی
3
,
پروین احتشام زاده
4
1 - دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی تربیتی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
2 - استاد گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
3 - استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
4 - دانشیارگروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
الکلمات المفتاحية: بی‌صداقتی تحصیلی, ذهن‌آگاهی, هوش معنوی, خودپنداشت تحصیلی, دانش‌آموزان مقطع متوسط دوم,
ملخص المقالة :
هدف از انجام این پژوهش، بررسی تأثیر ذهن‌آگاهی و هوش معنوی بر بی‌صداقتی تحصیلی با میانجی‌گری خودپنداشت تحصیلی در دانش‌آموزان مقطع متوسطه دوم بود. در این مطالعه توصیفی همبستگی، جامعه آماری را کلیه دانش‌آموزان مقطع متوسطه دوم شهر خرم‌آباد در سال تحصیلی 1401- 1400 تشکیل دادند که به روش نمونه‌گیری خوشه‌ای تعداد 300 نفر به‌عنوان نمونه انتخاب شدند. ابزار پژوهش پرسشنامه‌های ذهن‌آگاهی (Baer et al., 2006)، هوش معنوی (Abdollahzadeh et al., 2009)، بی‌صداقتی تحصیلی (Khamsan & Asghar Amiri, 2011) و خودپنداشت تحصیلی (Yi-Hissn Chen, 2004) بودند. ارزیابی مدل پیشنهادی با استفاده از روش تحلیل مسیر انجام گرفت. نتایج پژوهش نشان داد مسیرهای مستقیم ذهن‌آگاهی به خودپنداشت تحصیلی، هوش معنوی به خودپنداشت تحصیلی، هوش معنوی به بی‌صداقتی تحصیلی و خودپنداشت تحصیلی به بی صداقتی تحصیلی معنی‌دار شدند (05/0p≤). هم‌چنین، مسیرهای غیرمستقیم ذهن‌آگاهی با بی‌صداقتی تحصیلی با نقش واسطه خودپنداشت تحصیلی و نیز هوش معنوی با بی‌صداقتی تحصیلی با نقش واسطه‌ای خودپنداشت تحصیلی تأثیر دارد (05/0p≤). بر اساس نتایج این پژوهش، الگوی پیشنهادی از برازش مطلوبی برخوردار است و گام مهمی در جهت شناخت عوامل مؤثر بر بی‌صداقتی تحصیلی دانش‌آموزان محسوب می‌شود.
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