رابطه ذهن آگاهی با فرسودگی تحصیلی و خودتنظیمی تحصیلی بین دانش آموزان متوسطه: نقش واسطه‌ای حمایت ادراک شده از معلّم
محورهای موضوعی : آموزش و پرورشمهناز عدالت پناه 1 , مهناز صالحی 2 , یعقوب لهرابی گله 3
1 - گروه آموزشی روانشناسی،موسسه آموزش عالی هشت بهشت،اصفهان،ایران
2 - دانش آموخته کارشناسی ارشد روانشناسی تربیتی، موسسه آموزش عالی هشت بهشت، اصفهان، ایران.
3 - کارشناس فرهنگی و هنری و مشاوره آموزش و پرورش
کلید واژه: ذهن آگاهی, فرسودگی تحصیلی, خودتنظیمی تحصیلی, حمایت ادراک شده از معلّم, دانش آموزان.,
چکیده مقاله :
مقدمه و هدف: پژوش حاضر با هدف بررسی رابطه ذهن آگاهی با فرسودگی تحصیلی و خودتنظیمی تحصیلی بین دانش آموزان متوسطه با نقش واسطه‌ای حمایت ادراک شده از معلّم، انجام شد. روش شناسی پژوهش: روش این پژوهش از حیث ماهيت توصيفي- همبستگی و از حيث هدف كاربردي بود. جامعه آماری مورد مطالعه در این پژوهش تعداد 2200 نفر از دانش آموزان دختر مقطع متوسطه شهرکرد بودند که با استفاده از جدول مورگان تعداد 327 نفر از آنها انتخاب شدند. به منظور اندازه‌گیری داده¬ها در اين پژوهش از پرسشنامه¬های سالملا آرو و ناتانن(2005)، حمایت ادراک شده معلّم برمان و یانگ (2014)، پنج وجهی (بائر، اسمیت، هاپکینز، کریتمایر وتونی (2006) و خودنظم دهی سواری و عرب زاده (1392) استفاده شد. برای آزمون فرضیه های پیشنهادی از مدل سازی معادلات ساختاری استفاده شد. یافته¬ها: در میان سازه های پژوهش، حمایت ادراک شده معلّم دارای بیشترین میانگین و خودتنظیمی تحصیلی دارای کمترین میانگین بود. همچنین فرسودگی تحصیلی دارای بیشترین انحراف معیار و حمایت ادراک شده معلّم دارای کمترین انحراف معیار بوده، و ذهن آگاهی دارای اثر مستقیم بر فرسودگی تحصیلی می باشد. بحث و نتیجه¬گیری بین ذهن آگاهی با فرسودگی تحصیلی دانش آموزان متوسطه، رابطه معنادار وجود دارد. همچنین بین ذهن آگاهی با خودتنظیمی تحصیلی دانش آموزان متوسطه، رابطه معنادار وجود دارد. از طرفی مشخص شد حمایت ادراک شده از معلّم در رابطه بین ذهن آگاهی با فرسودگی تحصیلی دانش آموزان متوسطه، نقش واسطه‌ای ایفا می کند.
Introduction: The present study was conducted with the aim of investigating the relationship between mindfulness and academic burnout and academic self-regulation among high school students with the mediating role of perceived support from. research methodology: The method of this research was descriptive-correlative in nature and practical in terms of purpose. The statistical population studied in this research was 2200 female high school students of Shahrekord, of which 327 were selected using Morgan's table. In order to measure the data in this research, the questionnaires of Salmela Aro and Natanen (2005), Perceived teacher support by Berman and Yang (2014), five-faceted questionnaires (Bauer, Smith, Hopkins, Kritmeyer and Toni (2006) and self-regulation of riding and Arabzadeh (2012) Structural equation modeling was used to test the proposed hypotheses. Findings: Among the research constructs, perceived teacher support had the highest average and academic self-regulation had the lowest average. Also, academic burnout has the highest standard deviation and teacher's perceived support has the lowest standard deviation, and mindfulness has a direct effect on academic burnout Conclusion There is a significant relationship between mindfulness and academic burnout of secondary school students. Also, there is a significant relationship between mindfulness and academic self-regulation of high school students. On the other hand, it was found that the perceived support of the teacher plays a mediating role in the relationship between mindfulness and academic burnout of secondary school students.
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