نقش واسطه‌ای هیجان های پیشرفت در رابطه بین اسنادهای علّی و فرسودگی تحصیلی
محورهای موضوعی : روان شناسی تحولی
فریبرز گراوند
1
(
دانشجوی دکتری روان‌شناسی
دانشگاه آزاد اسلامی واحد رودهن
)
خدیجه ابوالمعالی
2
(
دانشیار دانشگاه آزاد اسلامی
واحد رودهن
)
علیرضا کیامنش
3
(
استاد دانشگاه آزاد اسلامی
واحد علوم و تحقیقات
)
حمزه گنجی
4
(
استاد دانشگاه آزاد اسلامی
واحد رودهن
)
کلید واژه: فرسودگی تحصیلی, اسنادهای علّی, هیجان های پیشرفت,
چکیده مقاله :
این پژوهش با هدف آزمون نقش واسطه‌ای هیجان های پیشرفت در رابطه اسنادهای علّی و فرسودگی تحصیلی در دانشجویان انجام شد. روش این پژوهش توصیفی از نوع همبستگی بود. 446 دانشجو (201 زن، 245 مرد) که به کمک روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شدند به نسخه کوتاه مقیاس هیجان های پیشرفت مربوط به کلاس درس (گراوند، ابوالمعالی، کیامنش و گنجی، 1395)، پرسشنامه سبک اسنادی (پیترسون و دیگران، 1982) و سیاهه فرسودگی تحصیلی (سالملاـآرو، کیورو، لسکینن و نورمی، 2009) پاسخ دادند. نتایج مدل‌یابی معادلات ساختاری نشان داد که نقش واسطه‌ای هیجان های پیشرفت مثبت و منفی در رابطه بین اسنادهای علّی و فرسودگی تحصیلی دانشجویان با دادهها، برازش مطلوبی داشت. افزون بر آن، در مدل پیشنهادی واسطه‌گری نسبی هیجان های پیشرفت مثبت و منفی، تمامی وزنهای رگرسیونی از لحاظ آماری معنادار بودند. همچنین، نتایج نشان داد که در مدل مفروض به ترتیب 57 و 60 درصد از نمره های هیجان های پیشرفت مثبت و منفی و 63 درصد از پراکندگی نمره های فرسودگی تحصیلی از طریق منابع تغییرپذیری منتخب توضیح داده می شوند. نتایج این پژوهش از نقش تعیین‌کننده اسنادهای علّی در پیش‌بینی فرسودگی تحصیلی فراگیران حمایت کرد. همچنین، نتایج نشان داد که بخشی از واریانس مشترک بین اسنادهای علّی و فرسودگی تحصیلی فراگیران، نتیجه تغییرپذیری در مقادیر عددی منتسب به نقش واسطه ای در مدل پیشنهادی بود.
This study examined the mediating effect of achievement emotions on the relationship between casual attributions and academic burnout among university students. The method of the current study was descriptive-correlation. Four hundred and forty six university students (201 females, 245 males) were selected using a multistage random sampling method. The participants completed the Class-Related Achievement Emotions-Short Form (CRE-SF; Geravand et al, 2016), the Attribution Style Questionnaire (ASQ; Peterson et al. 1982) and the School Burnout Inventory (SBI; Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The results of structural equation modeling indicated that the partially mediated model of achievement emotions on the relationship between casual attrition patterns and academic burnout had acceptable fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and predictors of the model accounted for 57% and 60% variances of positive and negative achievement emotions, respectively, and 63% variances of academic burnout. The results of the current study supported the role of casual attributions in predicting learners' academic burnout. The findings suggested that the part of common variance between casual attributions and academic burnout were resulted from variability in numerical values attributed to mediating factors in the proposed model.
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