رابطه بین حمایت اجتماعی و هسته ارزشیابی خود با ازکارافتادگی تحصیلی: نقش واسطه ‏ای رضایت زندگی

محورهای موضوعی : روان‌ شناسی تحولی

زهره صیادپور ¹ ( دانشجوی دکتری روان شناسی عمومی دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران )
فریبرز درتاج ² ( استاد دانشگاه علامه طباطبائی )
علیرضا کیامنش ³ ( استاد واحد علوم و تحقیقات دانشگاه آزاد اسلامی )

تاریخ دریافت : 1399/11/20 تاریخ پذیرش : 1399/11/20 تاریخ انتشار : 1399/10/01

کلید واژه: حمایت اجتماعی, رضایت زندگی, هسته ارزشیابی خود, ازکارافتادگی تحصیلی,

چکیده مقاله :

این پژوهش با هدف تعیین نقش واسطه ای رضایت از زندگی در رابطه حمایت اجتماعی و هسته ارزشیابی خود با ازکارافتادگی تحصیلی در یک طرح همبستگی انجام شد. 407 دانشجوی رشته علوم انسانی دانشگاه های آزاد شهر تهران، با روش خوشه ای چندمرحله ای انتخاب شدند و به سیاهه ازکارافتادگی مزلاک‌ـ زمینه یابی دانشجویی (شافلی، مارتینز، مارکز‌ـ پینتو، سالوانوو و بککر، 2002 الف)، مقیاس رضایت زندگی (دینر، ایمونز، لارسن و گریفین، 1985)، مقیاس هسته ارزشیابی خود (جاج، ارز، بونو و تورسن، 2003) و مقیاس چندبعدی حمایت اجتماعی ادراک‌شده (زیمت، دال، زیمت و فارلی، 1988) پاسخ دادند. نتایج تحلیل مسیر نشان داد که هسته ارزشیابی خود و حمایت اجتماعی بر ازکارافتادگی تحصیلی اثر مستقیم دارد. همچنین هسته ارزشیابی خود و حمایت اجتماعی به‌طور غیرستقیم از طریق رضایت زندگی، ازکارافتادگی تحصیلی را کاهش می دهد. هسته ارزشیابی خود و حمایت اجتماعی 32 درصد از واریانس رضایت زندگی و هسته ارزشیابی خود، حمایت اجتماعی و رضایت زندگی، 27 درصد از واریانس ازکارافتادگی تحصیلی را تبیین می‌کنند. درمجموع، یافته ها نقش حمایت اجتماعی و هسته ارزشیابی خود را در افزایش رضایت زندگی و کاهش ازکارافتادگی به‌عنوان یکی از عوامل افت تحصیلی آشکار می‌کند.

چکیده انگلیسی:

This study aimed to investigate the mediating role of life satisfaction in the relationship of social support and core self-evaluation with academic burnout. The research method was a correlation. 407 Human science students of Tehran Azad University were selected by multistage cluster sampling method and responded to Maslach Burnout Inventory-Student Survey  (Schaufeli, Martínez, Marques Pinto, Salanova, & Bakker, 2002), Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), Core Self Evaluation Scale (Judge, Erez, Bono, & Thoresen, 2003), and Multidimensional Perceived Social Support Scale (Zimet, Dahlem, Zimet & Farley, 1988). The results of the path analysis indicated a direct effect of core self-evaluation and social support on academic burnout as well as an indirect effect on decreasing academic burnout through life satisfaction. The results also showed that core self-evaluation and social support predicted 32% of the variance of life satisfaction and core self-evaluation; and core self-evaluation, social support, and life satisfaction explained 27% of the variance of academic burnout. Overall, the findings revealed the role of social support and core self-evaluation in increasing life satisfaction and reducing burnout, which is one of the causes of academic failure

منابع و مأخذ:

حسین‌زاده، ع. ا.، عزیزی، م. و توکلی، ح. (1393). حمایت اجتماعی و رضایت از زندگی در نوجوانان: نقش واسطه‏ای خودکارآمدی و حرمت خود. فصلنامه روان‏شناسی تحولی: روان‏شناسان ایرانی، 11(41)، 114 -103.

رستمی، ز.، عابدی، م. ر. و شافلی، ب. و. (1390). هنجاریابی مقیاس فرسودگی تحصیلی مسلش در دانشجویان زن دانشگاه اصفهان. رویکردهای نوین آموزشی، 1(13)، 38 -21.

رضایی ورمزیار، م. ع. (1397). رابطه بین حمایت‏های اجتماعی ادراک‏شده با بهزیستی روان‏شناختی: نقش واسطه‏ای سرمایه‏های تحولی. فصلنامه روان‏شناسی تحولی: روان‏شناسان ایرانی، 15(58)، 188 -175.

فکری نوجه‏ده، ف. و فولادچنگ، م. (1398). مدل علّی تأثیر ساختار کلاس بر فرسودگی تحصیلی: نقش واسطه‏ای انگیزش. فصلنامه روان‏شناسی تحولی: روان‏شناسان ایرانی، 15(59)، 322 -309.

نعمت‌طاوسی، م. و محمدعلی شریفی، م. (1396). مقیاس هسته ارزشیابی خود: شکل‏گیری یک سازه. فصلنامه روان‏شناسی تحولی: روان‏شناسان ایرانی، 13(51)، 265 -245.

Achkar, A. M. N., Leme, V. B. R., Soares, A. N., & Yunes, M. A. M. (2019). Life satisfaction and academic performance of elementary school students. Psico-USF, Bragança Paulista, 24(2), 323-335.

Alene, A. G., & Kassie, M. (2017). The relationships among burnout, engagement, locus of control, coping strategies and academic achievement: The case of Gondar University students, Ethiopia. International Journal of Psychology and Behavioral Sciences, 7(1), 11-18.

Asghari, A., Saadati, S. M., Ghodsi, A., & Aziz Fard, F. (2015). The academic burnout and its relationship with self-esteem in students of medical sciences university at Neyshabour. Scholars Journal of Applied Medical Sciences, 3(9), 3329-3334.

Bask, M., & Salmela-Aro, K. (2013). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28, 511-528.

Bilge, F., Tuzgol Dost, M., Cetin, B. (2014). Factors affecting burnout and school engagement among high school students: study habits, self-efficacy beliefs, and academic success. Educational Sciences: Theory and Practice, 14(5), 13-19.

Bono, J. E., & Judge, T. A. (2003). Core Self-Evaluations: A review of the trait and its role in job satisfaction and job performance. European Journal of Personality, 17, 5-18.

Boudreau, D., Santen, S. A., Hemphill R. R. & Dobson J. (2004). Burnout in medical students: Examining the prevalence and predisposing factors during the four years of medical school. Annals of Emergency Medicine, 44(4), Supplement 1, 75-76.

Breso, E., Salanova, M., & Schaufeli, W. (2007). In search of the “Third Dimension” of burnout: Efficacy or Inefficacy? Applied Psychology, 56(3), 460-78.

Çalıkoğlu, E. O., Kavuncuoğlu, D., Köyceğiz, E., & Kavuncuoğlu, E. (2017). Burnout, life satisfaction, and related factors among medical school seniors at Atatürk University. Medical Science Hypotheses, 4, 10-17.

Çapri, B., Özkendir, O. M., Özkurt, B., & Karakuş, F. (2012). General self efficacy beliefs, life satisfaction and burnout of university students. Procedia-Social and Behavioral Sciences, 47, 968-973.

Chang, Ch - H., Ferris, D. L., Johnson, R, E., Rosen, C. C., & Tan, J. A. (2010). Core self-evaluations: A review and evaluation of the literature. Journal of Management, 38, 81-128.

Charkhabi, M., Azizi Abarghuei, M., & Hayati, D. (2013). The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. Springerplus, 2, 1-5.

Cohen S. (1988). Psychosocial models of the role of social support in the etiology of physical disease. Health psychology: Official Journal of the Division of Health Psychology, American Psychological Association, 7(3), 269-297.

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542-575. 

Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71-75.

Ekbäck, M., Benzein, E., Lindberg, M., & Årestedt, K. (2013). The Swedish version of the multidimensional scale of perceived social support (MSPSS) - a psychometric evaluation study in women with hirsutism and nursing students. Health and Quality of Life Outcomes, 11, 168.

Elliot, A. J., & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82, 804-818.

Ferris, D. L., Rosen, C. C., Johnson, R. E., Brown, D. J., Risavy, S., & Heller, D. (2011). Approach or avoidance (or both?): Integrating core self-evaluations within an approach/avoidance framework. Personnel Psychology, 64, 137-161.

Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.

Gallagher, R., Sullivan, A., Burke, R., Hales, S., Sharpe, P., & Tofler, G. (2015). Quality of life, social support and cognitive impairment in heart failure patients without diagnosed dementia. International Journal of Nursing Practice, 22(2), 179-188.

Goplerud, E. (1980). Social support and stress during the first year of graduate school. Professional Psychology, 11(2), 283-290.

Gungor, A. (2019). Investigating the relationship between social support and school burnout in Turkish middle school students: The mediating role of hope. School Sychology International, 40(6), 581-597.

Ho, M. Y., Cheung, F. M., & Cheung, S. F. (2008). Personality and life events as predictors of adolescents‟ life satisfaction: Do life events mediate the link between personality and life satisfaction. Social Indicators Research, 8, 457-471.

Iqbal, Y. (2012). Impact of core self-evaluation (cse) on job satisfaction in education sector of Pakistan. Journal of Global Strategic Management, 12,132-139.

Jacobs, Sh. R., & Dodd, D. K. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303.

Judge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology, 90, 257-268.

Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core Self-Evaluations Scale (CSES): Development of a measure. Personnel Psychology, 56, 303-331.

Judge, T. A., Locke, E. A., & Durham, C. (1997). The dispositional causes of job satisfaction: A core evaluations approach. Research in Organizational Behavior, 19, 151-188.

Kafry, D., & Pines, A. (1980). The experience of tedium in life and work. Human Relations, 33(7), 477-503.

Kalantarkousheh, S. M., Araqi, V., Zamanipour, M., & Mirzaee Fandokht, O. (2013). Locus of Control and Academic Burnout among Allameh Tabataba'i University. International Journal of Physical and Social Sciences, 3(12), 308-321.

Kim B., Jee, S., Lee, J., An, S., & Lee, S. M. (2017). Relationships between social support and student burnout: A meta-analytic approach. Stress Health, 1-8.

 Kutsal , D., &  Bilge, F. (2017). A Study on the burnout and social support levels of high school students. Retrived 6 October 2017 from: https://www.researchgate.net /publication/289434292_A_Study_on_the_Burnout_and_Social_Support_Levels_of_High_School_Students.

Lian, P., Sun, Y., Ji, Z., Li, H., & Peng, J. (2014). Moving away from exhaustion: How core self-evaluations influence academic burnout. PLoS ONE, 9(1), e87152.

Lykken, D., & Tellegen, A. (1996). Happiness is a stochastic phenomenon. Psychological Science, 7(3), 186-189.

Maslach, C., & Leiter, M. P. (1997). The truth about burnout. San Francisco: Jossey Bass. Retrieved 12 April 2018 from http://www.worldcat.org/title/ truth-about-burnout-how-organizations-cause-personal-stress-and-what-to-do-about-it/oclc/36915924.

Nie, Z., Jin, Y., He, L., Chen, Y., Ren, X., Yu, J., & Yao, Y. (2015). Correlation of burnout with social support in hospital nurses. International Journal of Clinical and Experimental Medicine, 8(10), 19144-19149.

Olwage, D., & Mostert, K. (2014). Predictors of student burnout and engagement among university students. Journal of Psychology in Africa, 24(4), 342-350. 

Parker, Ph. D., Martin, A. J., & Marsh, H. W. (2008). Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction. Australian Journal of Guidance and Counseling, 18(1), 15-29.

Pavot, W., & Diener, E. (1993). Review of the Satisfaction with Life Scale. Psychological Assessment, 5(2), 164-172.

Pinar, S. E., Bilgiç, D., Demirel, G., Akyüz, M. B., Karatepe, C., & Sevim, D. (2015). Relationship between burnout and life satisfaction of university students in the health field. TAF Prev Med Bull, 14(4), 284-292.

Pujol-Cols, L. (2019). Core self-evaluations, perceived job characteristics and job satisfaction: Evidence from two independent samples of highly skilled Argentinian workers. Revista Colombiana de Psicología, 28(1), 131-146.

Qiao, Y., & Lina, Ch. (2019). An investigation and research on life satisfaction of rural teachers in China. US-China Education Review, 9(4), 192-201.

Salmela-Aro, K., Savolainen, H., & Holopainen, L. (2009). Depressive symptoms and school burnout during adolescence: Evidence from two cross-lagged longitudinal studies. Journal of Youth and Adolescence, 38(10), 1316-327.

Schaufeli, W. B., Martínez, I. M., Marques Pinto, A., Salanova, M., & Bakker, A. B. (2002a). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481.

Schaufeli, W. B., Salanova, M., Gonzales-Roma, V., & Bakker, A. B. (2002b). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.

Shumaker, Sh. C. (2016). The relationship of social support in self-care, depressive symptoms, and quality of life outcomes in patients with heart failure. Ph.D. dissertation. College of Nursing, University of Kentucky.

Srivastava, A., Locke, E. A., Judge, T. A., & Adams, J. W. (2010). Core self-evaluations as causes of satisfaction: The mediating role of seeking task complexity. Journal of Vocational Behavior, 77, 255-265.

Westaway, M. S., Rheeder, P., Van Zyl, D. G., & Seager, J. R. (2003). Interpersonal and organizational dimensions of patient satisfaction: The moderating effects of health status. International Journal for Quality in Health Care, 15(4), 337-344.

Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical-vocational colleges. International Journal of Educational Development, 24(3), 283-301.

Yildirim, M., & Shalal Alanazi, Z. (2018). Gratitude and life satisfaction: Mediating role of perceived stress. International Journal of Psychological Studies, 10(3), 21-28.

Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43, 1529-1540.

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52, 30-41.