خودناتوانسازی براساس فرایندهای خانواده: اثر واسطهای خودکارآمدی تحصیلی
محورهای موضوعی : روان شناسی تحولیمینا مهبد 1 , راضیه شیخ‌الاسلامی 2
1 - دانشجوی دکتری دانشگاه شیراز
2 - دانشیار دانشگاه شیراز
کلید واژه: خودکارآمدی تحصیلی, خودناتوانسازی, فرایندهای خانواده,
چکیده مقاله :
پژوهش حاضر با هدف تعیین رابطه فرایندهای خانواده، خودکارآمدی تحصیلی و خودناتوان سازی دانشجویان دانشگاه انجام پذیرفت. شرکت‌کنندگان پژوهش شامل 335 نفر (208 دختر و 127 پسر) از دانشجویان دانشگاه شیراز بودند که براساس روش نمونه‌برداری خوشه‌ای چندمرحله‌ای تصادفی انتخاب شدند. به منظور بررسی متغیرهای پژوهش هر یک از شرکت‌کنندگان مقیاس فرایندهای خانواده نوجوان ازدمیر، وازسونی و کوک، 2013)، مقیاس خودکارآمدی تحصیلی (گرین و دیگران، 2004)، و مقیاس خودناتوان سازی (جونز و رادوالت، 1979) را تکمیل کردند. نتایج تحلیل رگرسیون چندگانه همزمان نشان دادند: الف) ابعاد فرایندهای خانواده (نزدیکی و تأیید همسال) خودناتوان سازی را به طور منفی پیش بینی می کنند، ب) ابعاد خانواده (نزدیکی و تأیید همسال) پیش بینی‌کننده مثبت خودکارآمدی تحصیلی است، ج) خودکارآمدی تحصیلی به طور منفی پیش بینی کننده خودناتوان سازی است. در مجموع، نتایج نشان دادند خودکارآمدی تحصیلی می تواند به عنوان متغیر واسطه ای بین دو بعد فرایندهای خانواده (نزدیکی به والدین و تأیید همسال از سوی والدین) و خودناتوان سازی در نظر گرفته شود.
The present study examined the relations among family processes, academic self-efficacy, and self-handicapping. Three hundred and thirty five students (208 females,127 males) were selected by multistage random cluster sampling from Shiraz University. The participants completed the Adolescent Family Process Measure (Ozdemir, Vazsonyi & Cok, 2013), the Academic Self-efficacy Scale (Greene el al., 2004), and the Self-handicapping Scale (Jones & Rhodewalt, 1979). The results of simultaneous regression analysis indicated that a) dimensions of family processes (closeness and peer approval) predicted self-handicapping negatively, b) dimensions of family processes (closeness and peer approval) predicted self-efficacy positively, c) self-efficacy predicted self-handicapping negatively. The findings suggested that academic self-efficacy could be regarded as a mediator between family processes (closeness and peer approval) and self-handicapping.
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