بررسی میزان خودکارآمدی،اضطراب اجتماعی و سرسختی روانشناختی در دانش‌آموزان دبیرستانی با سطوح شادکامی متفاوت

الموضوعات :

شعله لیوارجانی ¹ (گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
عبدالله محمدیان ² (گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)
معصومه آزموده ³ (گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران)

تاريخ الإرسال : 28 الثلاثاء , صفر, 1440 تاريخ التأكيد : 22 السبت , شعبان, 1440 تاريخ الإصدار : 22 الجمعة , ذو الحجة, 1440

الکلمات المفتاحية: خودکارآمدی, شادکامی, اضطراب اجتماعی, سرسختی روانشناختی,

ملخص المقالة :

هدف از پژوهش حاضر تعیین میزان خودکارآمدی، اضطراب اجتماعی و سرسختی روان شناختی در دانش‌آموزان دبیرستانی با سطوح شادکامی بالا و پایین بود. روش پژوهش این مطالعه از نوع علی– مقایسه‌ای می‌باشد. جامعه آماری پژوهش شامل دانش‌آموزان دبیرستانی شهر مهاباد بود، بدین منظور به روش نمونه‌گیری تصادفی خوشه‌ای و بر اساس جدول مورگان، 313 دانش‌آموز از بین دبیرستان‌های متوسطه پسرانه شهر مهاباد انتخاب شدند. پس از جلب رضایت دانش‌آموزان از آنان خواسته شد پرسشنامه‌های شادکامی آکسفورد، سرسختی روانشناختی لانگ و گولت، خود کارآمدی شرر و اضطراب اجتماعی کانور را تکمیل کنند. داده‌ها با استفاده از روش‌های آماری تحلیل واریانس چند متغیر‌ی و آزمون تی گروه‌های مستقل در 2 گروه شادکامی بالا و پایین تحلیل شد. یافته‌ها نشان داد بین دانش‌آموزان دارای شادکامی بالا و پایین، از لحاظ میزان خودکارآمدی، اضطراب اجتماعی(مؤلفه ی ناراحتی فیزیولوژیک) و سرسختی روان شناختی(مؤلفه ی کنترل) تفاوت معنادار وجود دارد. بین آزمودنی‌های دارای شادکامی بالا، از لحاظ سرسختی روان شناختی (مؤلفه‌ی کنترل) تفاوت بیشتری را نسبت به گروه دارای شادکامی پایین گزارش می‌کنند همچنین اضطراب اجتماعی کمتری را نسبت به گروه دارای شادکامی پایین نشان می‌دهند که این تفاوت از نظر آماری معنادار بوده است. در سایر مؤلفه‌ها این تفاوت‌ها معنادار نبوده‌اند. براساس نتایج می توان گفت شادکامی نقشی تعیین کننده و اثرگذار بر سایر ویژگی‌ها و رفتارها دارد به طوریکه افرادی با شادکامی بالاتر از خودکارآمدی و سرسختی روانشناختی بالاتری برخوردارند؛ و به تبع آن میزان اضطراب اجتماعی در آنان کاهش می‌یابد

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Argyle, M (2001). The Psychology of Happiness. New York. Routledge.

Argyle, M and Lu, L (1995). Testing for Nappiness. Washington DC; Taylor and Francis.

Atashzar, B., & Afsharinia, K. (2018). Effectiveness of the Impact of Hardiness on Increased Happiness and Academic Achievement of Students in Kermanshah City (High School of Medical Sciences) for the Academic Year 2016 – 2017. Journal Clin Res Paramed Sci, 7(1), e80288.

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Caprara, G. V., Steca, P., Gerbino, M., pacielloi, M., & Vecchio, G. M. (2006). Looking for adolescents well-being: self-efficacy beliefs as determinants of positive thinking and happiness. Epidemio Psichiatr Soc, 15(1), 30-43.

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Crosson, J. B. (2015). Moderating Effect of Psychological Hardiness on the Relationship between Occupational Stress and Self-Efficacy Among Georgia School Psychologists. Walden Dissertations and Doctoral Studies Collection.

Dai, Q., & Chu, R. X. (2018). Anxiety, happiness and self-esteem of western Chinese left-behind children. Child abuse & neglect, 86, 403-413.

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Enright, R.D. (2014). Exploring forgiveness. Madison, WI: University of Wisconsin Press.

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Hasannia S., & Saleh Sedghpour, B. (2017). The Relationship between Assertiveness and Happiness with Self-efficacy: Structural Equation Modeling, Journal of Psychology, 1(18), 24-34. [In Persian].

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Hasanvand, B., Khaledian, M., & Merati, A. (2013). The relationship between psychological hardiness and attachment styles with the university student’s creativity. European Journal of Experimental Biology, 3(3), 656-660.

Hojati, H., Emadi Zyarati, N., Hadadian, F., & Rezaee, H. (2013). Effect of training Fordyce happiness on iIncrease students' self-efficacy. Elixir Psychology, 57, 14268-14270.

Jazayeri, S. H., Delavar, A., & Dortaj, F. (2018). Developing a model of happiness based on personality traits, emotional intelligence, attachment style, voluntary activities and demographic characteristics. Counseling Culture and Psychotherapy, 9(35), 27-56. [In Persian].

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Kammann, R., & Flett, R. (1983). Affectometer 2: A scale to measure current level of general happiness. Australian Journal of Psychology, 35(2), 259-265.

Karamipour, M., Samandari, L., & Kazemi, K. (2016). Investigate The Relationship Between Life Skills with Mental Health and Self-Esteem of Female Students of High School in District 2 Of Rasht–Iran. Intl Res J Appl Basic Sci, 10(7), 894-905.

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Kobasa, S. C. (2014). Stressful life events, personality, and health: An inquiry into hardiness. J Pers Social Psychol, 37(1), 1-11.

Kord, B., Babakhani, A. (2016). The Role of self-compassion and Mindfulness in predicting the female students academic stress. J Educ psycho Stud, 13(24), 109- 26 [Persian].

Lee, J. y., & Ciftci, A. (2014). Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support. International Journal of Intercultural Relations, 38, 97-105.

Lenz, A. S., Holman, R. L., & Dominguez, D. L. (2010). Encouraging connections: Integrating expressive art and drama into therapeutic social skills training with adolescents. Journal of Creativity in Mental Health, 5(2), 142-157.

Leslie, C., & Hutchinson, A. D. (2018). Emotional distress when studying sensitive topics in psychology, and its relationship with hardiness and mental health. High Educ Res Dev, 37, 549–564.

Lewis, C.A., & Cruise, S.M. (1995). Religion and happiness: Consensus, contradictions, comments and concerns. Mental Health, Religion and Culture, 9, 213-225.

Lyubomirsky, s., Sheldon, k. m., & Schkade, d. (2005) pursuing happiness: the architecture of sustainable change. The General psychology, 9(2), 111- 131.

Maddi, S. R. (2014). Comments on trends in hardiness research and theorizing. Consul Psychol J Prac Res, 51(3), 67-71.

Meyers, D. (2001). The friends, funds, and faith of happy people. American psychology, 55(1), 56- 67.

Noori, H., Ahadi, H., Malihi Alzakerini, S., & Kraskian, A. (2016). Development a Model of the Relationship of Psychological Well-Being with Self-Efficacy, Self-Esteem and Psychological Hardiness in Cancer Patients of Benign Brain Tumors. Int J Med Res Health Sci, 5(9S), 400-407.

Öztürk, A., & Mutlu, T. (2010). The relationship between attachment style, subjective well-being, happiness and social anxiety among university students’. Procedia - Social and Behavioral Sciences, 9, 1772-1776.

Parsai, S., Atai Gharache, N., & Rostami, R. (2017). The relationship between mental toughness and happiness in veteran and disable athletes in Shiraz in 2016. Pars Journal of Medical Sciences, 15(3), 16-23. [In Persian].

Peterson, C. L. (2000). Explanatory style and academic performance among university freshmen. Journal of personality and Social Psychology, 53, 603-607.

Reeve, J. (2014). Understanding motivation and emotion, translated by Seid Mohammadi Y. Tehran: Nahre Virayesh Publication [In Persian].

Roshan, R., & Shakeri, R. (2010). The study of the validity and reliability of hardiness scale for university students. Semi-annually clinical psychology & personality (daneshvar raftar), 17(40), 45-52 [In Persian].

Sadook, B., & Sadook, B. (2010). The Summary of Psychiatry, translated by Rezaee F. Tehran: Nasle Farda Publication [In Persian].

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