نقش واسطه‌ای خوش‌بینی تحصیلی در رابطه بین ذهن‌آگاهی و رفتار غیرمولد تحصیلی
محورهای موضوعی : روان درمانگریابراهیم کریمی کیان 1 , سلماز دانشمندی 2 , محمود رستمی 3 , حجت‌اله فانی 4
1 - گروه روانشناسی، واحد یاسوج، دانشگاه آزاد
اسالمی، یاسوج، ایران
2 - دانشجوی دکتری روانشناسی تربیتی، واحد
مرودشت، دانشگاه آزاد اسالمی، مرودشت،
ایران
3 - کارشناسی ارشد فلسفه تعلیم و تربیت
دانشگاه شیراز
4 - استادیار گروه علوم تربیتی، واحد مرودشت،
دانشگاه آزاد اسلامی، مرودشت، ایران
کلید واژه: ذهن آگاهی, رفتار غیرمولد تحصیلی, خوش بینی تحصیلی,
چکیده مقاله :
هـدف از ایـن پژوهـش بررسـی نقـش واسـطه‌ای خوش‌بینـی تحصیلـی در رابطـۀ بیـن ذهن‌آگاهـی و رفتـار غیرمولـد تحصیلـی بـود. روش پژوهـش از نـوع همبسـتگی بـود و نمونـه شـامل ۳۰۳ دانش‌آمـوز (۱۴۳ پسـر و ۱۶۰ دختـر) دورۀ دوم متوسـطۀ شهرسـتان مرودشـت بودنـد کـه بـه روش نمونه گیـری خوشـه‌ای تصادفـی انتخـاب شـدند. بـه منظـور بررسـی متغیرهـای پژوهـش شـرکت کننـدگان مقیـاس ذهن‌آگاهـی (دروتمـن، گالـوب، اوگانسـیان و ریـد، ۲۰۱۸)، پرسـشنامۀ خوش‌بینـی تحصیلـی (اسـچنن مـوران، بانـکل، میشـل و میـور، ۲۰۱۳) و مقیـاس رفتـار غیرمولـد تحصیلـی (ریمکـوس، ۲۰۱۲) را تکمیـل کردنـد. داده‌هـا بـه روش مدل یابـی معـادلات سـاختاری تحلیـل شـد. یافته‌هـا نشـان دادنـد کـه اثـر مسـتقیم ذهن آگاهـی بـر رفتـار غیرمولـد تحصیلـی معنـادار نیسـت؛ امـا اثـر مسـتقیم ذهن آگاهـی بـر خوش‌بینـی تحصیلـی و اثـر مسـتقیم خوش‌بینـی تحصیلـی بـر رفتـار غیرمولـد تحصیلـی معنـادار و همچنیـن، اثـر ذهن‌آگاهـی بـر رفتـار غیرمولـد تحصیلـی بـا واسـطه‌گری خوش‌بینـی تحصیلـی معنـادار اسـت. به‌طـور کلـی یافته‌هـای ایـن پژوهـش نقـش ذهن‌آگاهـی و خوش‌بینـی تحصیلـی را در تبییـن رفتـار غیرمولـد تحصیلـی نشـان می‌دهـد و بـر اسـاس یافته‌هـای آن می‌تـوان نتیجـه گرفـت کـه لازمـۀ کاهـش رفتـار غیرمولـد تحصیلـی دانش‌آمـوزان توجـه بـه ذهن‌آگاهـی و خوش‌بینـی تحصیلـی آنهاسـت.
This study aimed to investigate the mediating role of academic optimism in the relationship between mindfulness and counterproductive academic behavior. The research method was correlational and participants were (143 male and 160 fe- male) secondary school students from Marvdasht city which selected via random multistage cluster sampling method. To examine research variables, all participants completed Mindfulness Scale (Droutman, Golub, Oganesyan, & Read, 2018), Academic Optimism Questionnaire (Tschannen-Moran, Bankole, Mitchell, & Moore ,2013) and Counterproductive Student Behavior Scale (Rimkus, 2012). Data were analyzed using structural equation modeling. The results showed that the direct effect of mindfulness on counterproductive academic behavior was not significant; but the direct effect of mindfulness on academic optimism and the direct effect of academic optimism on counterproductive academic behavior were significant; also, the effect of mindfulness on counterproductive academic behavior was mediated significantly by academic optimism. In general, the findings showed that the role of mindfulness and academic optimism in explaining counterproductive academic behavior. Based on these findings, it can be concluded that in order to reduce students’ counterproductive academic behavior, their academic awareness and optimism should be considered.
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