پیش‌بینی رضایت تحصیلی براساس نیازهای روان‌شناختی با نقش میانجی هیجان‌های کلاس درس و طرحواره‌های ناسازگار اولیه

الموضوعات :

فاطمه زمانی ¹ (دانشجوی دکتری گروه روانشناسی تربیتی دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان)
علی محمد رضایی ² (دانشیار، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران)

تاريخ الإرسال : 14 الأربعاء , ذو الحجة, 1443 تاريخ التأكيد : 15 الثلاثاء , ربيع الأول, 1444 تاريخ الإصدار : 25 الثلاثاء , محرم, 1444

الکلمات المفتاحية: نیازهای روان‌شناختی, طرحواره‌های ناسازگار اولیه, رضایت تحصیلی, هیجان‌های کلاس درس,

ملخص المقالة :

هدف از پژوهش حاضر، پیش‌بینی رضایت تحصیلی بر اساس نیازهای روان‌شناختی با نقش میانجی هیجان‌های کلاس درس و طرحواره‌های ناسازگار اولیه بود. در این مطالعه توصیفی همبستگی، با روش خوشه‌ای تصادفی، 741 دانش آموز 13 تا 14 ساله منطقه پانزده شهر تهران در سال1400 به عنوان نمونه انتخاب و به پرسشنامه نیازهای بنیادی روان‌شناختی دسی(2000)، پرسشنامه تصویری طرحواره کودک دوسلدروف (DISC) لوئز، مایر و پتروسکی(2018)، مقیاس هیجان‌های کلاس درس، برگرفته از پرسشنامه هیجان‌های تحصیلی (AEQ) پکران، گوئتز و پری(2005) و خرده مقیاس رضایت تحصیلی، برگرفته از مقیاس چند بعدی رضایت از زندگی (هیوبنر، 2001) پاسخ دادند. داده‌ها با استفاده از نرم‌افزار کمترین مربعات جزیی (PLS) تحلیل شدند. نتایج نشان داد متغیر نیازهای روان‌شناختی با میانجی‌گری هیجان‌های مثبت و منفی تحصیلی و طرحواره‌های ناسازگار اولیه تأثیر معنی‌داری در تبیین رضایت تحصیلی دارد و اثر کل این متغیر بر رضایت تحصیلی نیز معنی‌دار می‌باشد. بنابراین می‌توان گفت ارضاء نیازهای بنیادی روان‌شناختی باعث افزایش هیجان‌های مثبت کلاس درس کاهش هیجان‌های منفی کلاس درس و کاهش طرحواره‌های ناسازگار اولیه شده و از این طریق باعث ارتقاء رضایت تحصیلی می‌شود. لذا بر اساس نتایج حاصله، روان‌شناسان تربیتی می‌توانند با توجه کافی به نیازهای اساسی روان‌شناختی به طور هم‌زمان نقش مهمی در بهبود هیجان‌های کلاس درس و طرحواره‌های ناسازگار اولیه و ارتقاء رضایت تحصیلی ایفاء نمایند و از این طریق عواملی که منجر به دلزدگی آنان از درس و تحصیل می‌شود را از میان بردارند.

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