پیش بینی تاب آوری تحصیلی بر اساس ویژگی های شخصیت و تنظیم شناختی هیجان در دانشجویان
محورهای موضوعی : مدیریت آموزشی
فاطمه توکلی
1
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مریم کلهرنیا گل کار
2
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ربابه عطایی فر
3
1 - کارشناس ارشد روانشناسی شخصیت، واحد کرج، دانشگاه آزاد اسلامی، ایران
2 - دانشکده روانشناسی و علوم تربیتی، گروه روانشناسی، دانشگاه آزاد اسلامی، کرج، ایران
3 - گروه روانشناسی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، کرج، ایران
کلید واژه: تاب آوری تحصیلی, راهبردهای تنظیم هیجان , ویژگی های شخصیتی ,
چکیده مقاله :
تاب آوری تحصیلی یکی از ابعاد تاب آوری در محیط آموزشی است و عاملی در جهت موفقیت دانش آموزان است. لذا هدف از انجام پژوهش حاضر پیش بینی تاب آوری تحصیلی بر اساس ویژگی های شخصیت و تنظیم شناختی هیجان در دانشجویان بود. این مطالعه توصیفی از نوع همبستگی بود. جامعه آماری را کلیه دانشجویان دانشگاه آزاد اسلامی واحد کرج در سال تحصیلی 1401 تشکیل دادند که بر اساس فرمول فیدل و تاباچنیک (2007) و به روش نمونه گیری تصادفی 200 نفر به عنوان نمونه انتخاب شدند. ابزار پژوهش شامل پرسش نامه های تاب آوری تحصیلی ساموئلز، شخصیت نئو و راهبردهای تنظیم هیجان گارنفسکی، کرایج بود. فرضیه تحقیق به روش تحلیل رگرسیون چندگانه به روش همزمان مورد تجریه و تحلیل قرار گرفت. نتایج پژوهش نشان داد با توجه به میزان ضریب تعیین (0.44=R2) واریانس تبیین شده تاب اوری تحصیلی به عنوان متغیر ملاک توسط متغیر های پیش بین ویژگی های شخصیت و تنظیم شناختی هیجان در حد قوی می باشد و این متغیرها می توانند مقدار مطلوبی از واریانس تاب آوری تحصیلی در دانشجویان را تبیین کنند و ویژگی های شخصیتی روان نژندی (β=-0.452, p<0.01) با ضریب منفی و توافق پذیری (β=0.153, p<0.05)و راهبردهای مثبت تنظیم شناختی هیجان (β=0.255, p<0.01) با ضرایب مثبت بیشترین تاثیر را در پیش بینی تاب آوری تحصیلی دانشجویان نشان دادند. لذا ویژگی شخصیتی روان نژندی باعث تضعیف تاب آوری تحصیلی و ویژگی شخصیتی توافق پذیری و راهبردهای مثبت تنظیم شناختی هیجان باعث بهبود و تقویت تاب آوری تحصیلی در دانشجویان می گردد.
Academic resilience is one of the dimensions of resilience in the educational environment and is a factor in the success of students. Therefore, the purpose of the current research was to predict academic resilience based on personality characteristics and cognitive regulation of emotion in students. This was a descriptive correlational study. The statistical population consisted of all the students of Islamic Azad University of Karaj in the academic year of 1401, and 200 people were selected as a sample based on the formula of Fidel and Tabachnik (2007) and by random sampling. The research tools included Samuels' academic resilience questionnaires, Neo's personality, and Garnevsky's emotion regulation strategies. The research hypothesis was tested and analyzed using the multiple regression analysis method. The results of the research showed that according to the coefficient of determination (R2=0.44), the explained variance of academic resilience as a criterion variable by predictor variables of personality characteristics and cognitive regulation of emotion is strong and these variables can provide an optimal amount of explain the variance of academic resilience in students and the personality traits of neuroticism (β=-0.452, p<0.01) with a negative coefficient and agreeableness (β=0.153, p<0.05) and positive strategies of cognitive emotion regulation (β=0.255) , p<0.01) with positive coefficients showed the greatest effect in predicting students' academic resilience. Therefore, the personality trait of neuroticism weakens academic resilience, and the personality trait of agreeableness and positive strategies of cognitive emotion regulation improves and strengthens academic resilience in students.
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