پیش¬بینی رابطه سازگاری تحصیلی با خودکارآمدی و مهارت اجتماعی
محورهای موضوعی : روانشناسی
1 - دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، دانشکده روانشناسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران. نویسنده مسئول Fatemeviyani2470@gmail.com,
کلید واژه: خودکار آمدی, دانش آموز, سازگاری تحصیلی, مهارت اجتماعی,
چکیده مقاله :
چکیده مقدمه: سازگاری تحصیلی چندبعدی است و از عوامل متعدد تأثیر می¬پذیرد، پژوهش حاضر با هدف پیش¬بینی سازگاری تحصیلی دانش¬آموزان دوره¬ی اول متوسطه بر اساس خودکار آمدی، مهارت اجتماعی آنان انجام شد. روش پژوهش: روش پژوهش توصیفی و از نوع همبستگی بود. جامعه¬ی آماری پژوهش را کلیه دانش¬آموزان دختر دوره¬ی اول متوسطه شهر همدان به تعداد 4700 نفر تشکیل می¬داد که از بین جامعه¬آماری فوق تعداد 245 نفر دانش آموز دختر با استفاده از روش تصادفی طبقه¬ای نسبی به عنوان نمونه آماری انتخاب شد. جهت¬گردآوری داده¬ها از پرسشنامه‌های خودکارآمدی ماتسون و همکاران و مهارت اجتماعی بار- اّن استفاده شد. داده¬های گردآوری شده با استفاده از ضریب همبستگی پیرسون و رگرسیون چندمتغیری مورد تحلیل قرار گرفت. یافته ها: یافته¬های پژوهش نشان داد، بین سازگاری تحصیلی دانش¬آموزان دختر دوره¬ی اول متوسطه با خودکار آمدی و مهارت اجتماعی رابطه مثبت معنی¬دار وجود دارد. همچنین، نتایج تحلیل رگرسیون چندمتغیری نشان داد متغیرهای خودکار آمدی و مهارت اجتماعی 34 درصد از واریانس سازگاری تحصیلی دانش¬آموزان دختر دوره¬ی اول متوسطه را به طور معنی¬داری پیش¬بینی کنند. نتیجه‌گیری: نتایج نشان داد بین، سازگاری تحصیلی با خودکارآمدی و مهارت اجتماعی دانش آموزان رابطه معناداری وجود دارد.
Abstract Introduction: Academic adjustment is multidimensional and is affected by many factors. The present research was conducted with the aim of predicting the academic adjustment of first year high school students based on their self-efficacy and social skills. Method: The research method was descriptive and correlational. The statistical population of the research consisted of all the female students of the first year of high school in Hamedan city, numbering 4700 people, out of the above statistical population, the number of 245 female students was determined using the relative stratified random method as the statistical sample was selected. Matson et al.'s (1983) self-efficacy questionnaires and Bar-Ann's social skill questionnaires were used to collect data. The collected data were analyzed using Pearson's correlation coefficient and multivariate regression. Results: The findings of the research showed that there is a significant positive relationship between the academic adjustment of the female students of the first year of high school with self-efficacy and social skills. Also, the results of multivariate regression analysis showed that self-efficacy and social skill variables significantly predict 34% of the variance of academic adjustment of female students in the first year of high school. Conclusion: The results showed that there is a significant relationship between academic adjustment and students' self-efficacy and social skills.
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