مدل ساختاری رابطه معنای تحصیلی ، انعطاف‌پذیری خانواده ، حمایت تحصیلی و ادراک از محیط کلاس با پایستگی تحصیلی با نقش میانجی شکفتگی تحصیلی در دانش‌آموزان دختر پایه دوازدهم شهر شیراز
محورهای موضوعی : تکتونواستراتیگرافی
سید فرخ رضوی مطلق
1
(دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.)
فرح نادری
2
(استاد گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.)
فاطمه سادات مرعشیان
3
(استادیار گروه روان‌شناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.)
فریبا زرگر شیرازی
4
(استادیار گروه روان‌شناسی، واحد آبادان، دانشگاه آزاد اسلامی، آبادان، ایران.)
کلید واژه: معنای تحصیلی, انعطاف‌پذیری خانواده, حمایت تحصیلی, ادراک از محیط کلاس, پایستگی تحصیلی و شکفتگی تحصیلی,
چکیده مقاله :
مقدمه :این پژوهش با هدف بررسی رابطه بین معنای تحصیلی ، انعطاف‌پذیری خانواده، حمایت تحصیلی و ادراک از محیط کلاس با پایستگی تحصیلی با نقش میانجی انگیزش تحصیلی در دانش‌آموزان دختر پایه دوازدهم شهرستان شیراز انجام‌شده است.
روش:روش پژوهش توصیفی از نوع همبستگی است . جامعه آماری شامل کلیه دانش‌آموزان دختر به تعداد 8681 نفر بود که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای مرحله‌ای 400 نفر به عنوان نمونه انتخاب شدند. برای گردآوری داده‌های پژوهش از شش پرسش‌نامه استاندارد معنای تحصیلی هندرسون–کینگ و اسمیت (2006) ؛ انعطاف‌پذیری خانواده شاکری (1382)؛ حمایت تحصیلیساندز و پلانکت (2005)؛ ادراک از محیط کلاسداندی (2001)؛ پایستگی تحصیلی مارتین و مارش ( 2008) و شکفتگی تحصیلی دینر و همکاران ( 2010) استفاده شد. روایی پرسش‌نامه‌ها با استفاده از روایی محتوایی و صوری، و پایایی آن نیز از راه ضریب آلفای کرونباخ محاسبه و به ترتیب 86/0، 84/0، 83/0، 85/0 و 82/0 آورد شد.
یافته ها: نتایج نشان داد که انعطاف‌پذیری خانواده، حمایت تحصیلی و ادراک از محیط کلاس بر پایستگی تحصیلی اثر معنادار و مثبت دارند و شکفتگی تحصیلی در مدل نقش میانجی دارد
نتیجه گیری: می‌توان با افزایش متغیرهای مستقل و میانجی مدل پایستگی تحصیلی دانش‌آموزان را افزایش داد.
The aim of this study was to investigate the relationship between academic meaning, family flexibility, academic support and perception of the classroom environment with academic buoyancy with the mediating role of academic flourishing in 12th grade female students in Shiraz. The research method is descriptive-correlational. The statistical population included all students in the number of 8681 who were selected as a sample using 400-stage cluster random sampling method. To collect research data from six standard questionnaires of educational meaning Henderson-King and Smith (2006); Shakeri Family Flexibility (2003); Sands and Plankt (2005) Academic Support; Perception of the Dundee Classroom Environment (2001); Martin and Marsh (2008) academic buoyancy and Diener etal, (2010) academic flourishing were used. The validity of the questionnaires was calculated using content and face validity, and its reliability was calculated through Cronbach's alpha coefficient and was estimated 0.86, 0.84, 0.85, and 0.82, respectively. The results showed that family flexibility, academic support and perception of the classroom environment have a significant and positive effect on academic buoyancy and academic flourishing has a mediating role in the model
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