ارائه مدل علّی تابآوری تحصیلی بر اساس منبع کنترل (با واسطه‌گری درگیری تحصیلی): کاربرد تحلیل مسیر
الموضوعات :
مهدی یوسف‌وند
1
(
دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران
)
عزت اله قدم پور
2
(
دانشیار روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران
)
مسعود صادقی
3
(
استادیار مشاوره خانواده، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران
)
سیمین غلامرضایی
4
(
استادیار روانشناسی کودکان استثنایی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران
)
الکلمات المفتاحية: منبع کنترل بیرونی, درگیری تحصیلی, تابآوری تحصیلی,
ملخص المقالة :
پژوهش حاضر با هدف تبیین رابطه علّی بین درگیری تحصیلی، منبع کنترل و تاب آوری تحصیلی صورت گرفت. شرکت کنندگان شامل 400 نفر از دانشجویان دانشگاه لرستان در سال تحصیلی 97-1396 بودند که با روش نمونه گیری تصادفی ساده انتخاب شدند. به منظور اندازه گیری متغیرهای پژوهش، از پرسشنامه‌های تاب آوری تحصیلی، منبع کنترل و درگیری تحصیلی استفاده شد. برای ارزیابی مدل پیشنهادی از نرم افزار آموس و روش تحلیل مسیر استفاده شد. یافته ها نشان داد که، با توجه به مقادیر شاخص های بدست آمده، داده ها با مدل تحقیق برازش دارد؛ منبع کنترل بیرونی، متغیرهای درگیری تحصیلی، مسأله محور و مثبت نگر بودن، مهارت‌های ارتباطی و جهت گیری آینده را به صورت مثبت پیش بینی می کند؛ متغیر درگیری تحصیلی قادر است مسأله محور و مثبت نگر بودن، مهارت‌های ارتباطی و جهت گیری آینده را به صورت مثبت و معنادار پیش بینی کند؛ منبع کنترل بیرونی از طریق درگیری تحصیلی، تمامی ابعاد تاب آوری تحصیلی را به صورت معناداری پیش بینی کند. بنابراین و با توجه به نتایج بدست آمده بدیهی است که افزایش گرایش به منبع کنترل بیرونی و به تبع آن افزایش میزان درگیری تحصیلی باعث ارتقای سطح مسأله محور و مثبت نگر بودن، مهارت‌های ارتباطی و جهت گیری آینده در دانشجوان می شود
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Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student engagement & learning in the classroom. Reading & Writing Quarterly, 19(4): 119-37.
Luthans, F., Youssef, C., & Avolio, B. (2007). Psychological capital: Developing the human competitive edge. New York: Oxford University Press.
Luthar, S. S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12(7): 857–885.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(17): 543-562.
Luthar, S.S. (2003) (Ed.) Resilience and vulnerability. Cambridge University Press. Cambridge.
Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(13): 267-282.
Martin, V. C. (2003) Goal theory, motivation, and school achievement: An Integrative Review. Annual Review o, 96(5): 201-220.
Moljord, E.O., Moksnes, U.K., Epsnes, G.A., Hjemeld, O &Eriksen, L. (2016). Physical activity, resilience, and depressive symptoms in adolescence. Mental health and physical activity, 7(2): 79-85.
Neal, D (2017). Academic resilience and caring adults: The experiences of former foster youth, Children and Youth Services Review, 79(15): 242-248.
O′connor, R., & Cassidy, F. (2007). [Effectiveness of group therapy based on Hope therapy approach to increase the life expectancy of women with breast cancer]. [Dissertation]. Ferdowsi University of Mashhad: School of Education and Psychology, 7(9):113-131[In Persian].
Parsons, M & Thoms, M (2017). From academic to applied: Operationalizing resilience in river systems, Geomorphology, In Press, and Corrected Proof Available online.
Pintrich R, Degroot E. (1999). Classroom and individual differences in early adolescents, motivation. J of Early, 14(42): 139-61.
Prince-Embury, S. & Saklofske, D. H. (2013). Resilience in children, adolescents, and adults: Translating research into practice. Springer: New York, NY, US.
Reschly, A., & Christenson, S. L. (2006). School completion. In G. Bear and K. Minke. Children’s needs: Development, prevention, and intervention (pp.147 169). Washington DC: National Association of School Psychologist.
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