تبیین علّی مشغولیت تحصیلی بر اساس شناخت اجتماعی: نقش واسطه‌‌ای هیجان‌‌های مثبت تحصیلی و اجتماعی

محورهای موضوعی : روان‌شناسی بالینی

سامان کمری ¹ , محبوبه فولادچنگ ² , فرهاد خرمایی ³ , راضیه شیخ الاسلامی ⁴ , بهرام جوکار ⁵

1 - دانشجوی دکتری روانشناسی تربیتی دانشگاه شیراز
2 - دانشیار دانشگاه شیراز
3 - دانشیار دانشگاه شیراز
4 - دانشیار دانشگاه شیراز
5 - استاد دانشگاه شیراز

تاریخ دریافت : 1397/04/19 تاریخ پذیرش : 1397/04/19 تاریخ انتشار : 1397/01/01

کلید واژه: مشغولیت تحصیلی, هیجان‌‌های تحصیلی, امید به تحصیل, تحسین, شناخت اجتماعی, هیجان‌‌های اجتماعی,

چکیده مقاله :

هدف از این پژوهش تبیین علّی مشغولیت تحصیلی بر اساس شناخت اجتماعی، با توجه به نقش واسطه‌‌ای هیجان‌‌های مثبت تحصیلی و اجتماعی بود. روش پژوهش حاضر از نوع همبستگی بود. 566 نفر (278 مرد، 288 زن) از دانشجویان دانشگاه شیراز با روش نمونه‌‌برداری خوشه‌‌ای چندمرحله‌‌ای انتخاب شدند و به پرسشنامة شناخت اجتماعی (نجاتی، کمری و جعفری، زیر چاپ)، مقیاس امید به تحصیل (خرمائی و کمری، 1396)، مقیاس تحسین (شیندلر و دیگران، 2013) و سیاهۀ مشغولیت تحصیلی (سالملا-آرو و آپادایا، 2012) پاسخ دادند. برای تحلیل داده‌‌ها از مدل‎یابی معادلات ساختاری استفاده شد و نتایج نشان داد که شناخت اجتماعی بر امید به تحصیل (46/0=β)، تحسین (37/0=β) و مشغولیت تحصیلی (49/0=β) و هیجان امید به تحصیل بر مشغولیت تحصیلی (24/0=β) اثر مستقیم دارد. از طرف دیگر، شناخت اجتماعی با واسطه‌گری هیجان مثبت تحصیلی (امید به تحصیل) بر مشغولیت تحصیلی اثر غیرمستقیم دارد (11/0=β). به‌طورکلی نتایج نشان داد که هیجان مثبت تحصیلی (امید به تحصیل) در رابطة بین شناخت اجتماعی و مشغولیت تحصیلی نقش واسطه‌‌ای دارد. نتایج این پژوهشاز آموزه‌‌های نظریۀ کنترل ـ ارزش هیجان پیشرفت در دانشجویان ایرانی به طور تجربی حمایت می‌کند.

چکیده انگلیسی:

The aim of this study was to explain academic engagement based on social cognition. In this regard, the mediating role of academic and social positive emotions were investigated. In this study a correlational research method was used. Five hundred and sixty six (278 males , 288 females) students were selected from Shiraz University by multistage random cluster sampling. The participants completed the Social Cognition Questionnaire (Nejati, Kamari, & Jafari, in press), the Academic Hope Scale (Khormaei, & Kamari, 2017), the Admiration Scale (Schindler, & et al, 2013), and the Academic Engagement Inventory (Salmela-Aro, & Upadyaya, 2012). To  analyze the data, the structural equation modeling was used. The results indicated that social cognition had direct effects on academic hope (β= 0.46), admiration (β= 0.37), and academic engagement (β= 0.49). The academic hope had a direct effect on academic engagement (β= 0.24). The social cognition related to academic engagement (β= 0/11) indirectly through academic positive emotion (academic hope). In general, the results indicated that the academic positive emotion (academic hope) mediated the association between social cognition and academic engagement. These findings supported empirically the control-value theory of achievement emotions among Iranian students.  

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Alexander, E. S., & Onwuegbuzie, A. J. (2007). Aca­demic procrastination and the role of hope as a coping strategy. Journal Personality and Individ­ual Differences, 42(7), 1301- 1310.

Algoe, S. B., & Haidt, J. (2009). Witnessing excellence in action: The “other-praising” emotions of eleva­tion, gratitude, and admiration. Journal of Positive Psychology, 4(2), 1-23.

Amirkhan, J., & Auyeung, B. (2007). Coping with stress across the lifespan: Absolute vs. relative changes in strategy. Journal of Applied Develop­mental Psychology, 28, 297-317.

Astington, J. W. (2007). Intention in the child’s theory of mind. In D. Frye & C. Moore (Eds.), Children’s theories of mind: Mental states and social under­standing. (pp. 157-172). Hillsdale, NJ: Erlbaum.

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