تأثیر خودتعیین¬گری بر رفتارهای تسهیل¬کننده سبک زندگی تحصیلی سلامت¬محور با میانجی¬گری¬ خوش-بینی تحصیلی در دانش¬آموزان دوره دوم دبستان
الموضوعات :لیلا حیدریانی 1 , عزت اله قدم پور 2 , محمد عباسی 3
1 - دانشجوی دکتری روان¬شناسی تربیتی، گروه روان¬شناسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم¬آباد، ایران.
2 - استاد روان¬شناسی تربیتی، گروه روان¬شناسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم¬آباد، ایران.
3 - استادیار روان¬شناسی تربیتی، گروه روان¬شناسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم¬آباد، ایران.
الکلمات المفتاحية: رفتارهای تسهیل¬کننده, سبک زندگی تحصیلی, سلامت¬محور, خودتعیین¬گری, خوش¬بینی تحصیلی, دانش¬آموزان دوره دوم دبستان,
ملخص المقالة :
هدف این پژوهش تاثیر خودتعیینگری بر رفتارهای تسهیلکننده سبک زندگی تحصیلی سلامتمحور با میانجیگری خوشبینی تحصیلی در دانشآموزان دوره دوم دبستان بود. روش پژوهش، توصیفی از نوع همبستگی و از نوع مدل معادلات ساختاری بود. جامعه آماری شامل کلیه دانشآموزان (دوره دوم) دبستان شهرستان بروجرد در سال تحصیلی 400- 1399 به تعداد 16000 بود که به صورت تصادفی خوشهای تعداد 450 نفر به عنوان نمونه انتخاب شد. دادههای پژوهش به کمک پرسشنامههای رفتارهای تسهیلکننده سبک زندگی تحصیلی سلامتمحور (Salehzadeh & et al. 2017)، خودتعیینگری (Deci & Riyan. 2002) و خوشبینی تحصیلی (Tschannen-Moran & et al. 2013) گردید. دادهها با استفاده از روش تحلیل مسیر مورد تحليل قرارگرفت. نتایج نشان داد که اثر مستقیم خودتعیینگری بر خوشبینی تحصیلی (27/0 = β، 001/0>p) و رفتارهای تسهیل کننده سبک زندگی تحصیلی سلامتمحور (29/0 = β، 001/0>p) معنادار است. همچنین اثر مستقیم خوشبینی تحصیلی (35/0= β، 05/0>p) بر رفتارهای تسهیلکننده سلامت معنادر است. ضریب مسیر غیر مستقیم بین خودتعیینگری و رفتارهای تسهیلکننده سبک زندگی تحصیلی سلامتمحور با نقش واسطهای خوشبینی تحصیلی نیز معنادار است (95/0 = β، 05/0>p). با توجه داشتن به متغیرهای خودتعیینگری و خوشبینی تحصیلی میتوان افزایش رفتارهای تسهیلکننده سبک زندگی تحصیلی سلامتمحور دانشآموزان را انتظار داشت.
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