رابطه محیط حمایتگر خودپیروی با رفتار مدنی تحصیلی دانشجویان دختر از طریق میانجی‌گری خودکارآمدی و شایستگی مقابله‌ای در مواجهه با چالش‌های فرهنگی
فاطمه دادوند
1
(
دانشجوی دکتری، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران، اهواز، ایران
)
محبوبه فولادچنگ
2
(
دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران
)
کلید واژه: خودکارآمدی, رفتار مدنی تحصیلی , شایستگی مقابله‌ای , چالش‌های فرهنگی, محیط حامی خودپیروی,
چکیده مقاله :
هدف پژوهش حاضر، تعیین رابطۀ بین محیط حمایتگر خودپیروی با رفتار مدنی تحصیلی دانشجویان دختر از طریق میانجی‌گری خودکارآمدی و شایستگی مقابله‌ای در مواجهه با چالش‌های فرهنگی بود.. جامعه آماری این پژوهش شامل تمامی دانشجویان دختر دانشگاه شیراز در سال تحصیلی 1404–1403 بود. نمونه پژوهش 300 نفر بود که به شیوه خوشه‌ای چند مرحله‌ای انتخاب شدند. روش پژوهش توصیفی-همبستگی و از نوع معادلات ساختاری بود. ابزارهای پژوهش شامل پرسشنامه رفتار مدنی تحصیلی (گل‌پرور، ۱۳۸۹)، مقیاس محیط حامی خودپیروی (آسور و همکاران، ۲۰۰۲)، پرسشنامه خودکارآمدی (موریس، ۲۰۰۱) و پرسشنامه شایستگی مقابله‌ای (شرودر و الیس، ۲۰۱۲) بود. داده‌ها با استفاده از مدل‌یابی معادلات ساختاری و نرم‌افزارهای SPSS-27 و AMOS-27 تحلیل شدند. یافته‌ها نشان داد که مدل پیشنهادی از برازش مناسبی برخوردار است و ۲۱٪ واریانس خودکارآمدی و ۶۸٪ واریانس رفتار مدنی تحصیلی را تبیین می‌کند. محیط حامی خودپیروی، هم به‌طور مستقیم (46/0=β، 001/0=P) و هم از طریق میانجی‌گری خودکارآمدی (22/0=β، 001/0=P)، تأثیر مثبت و معناداری بر رفتار مدنی تحصیلی دارد؛ با این حال شایستگی مقابله‌ای نقش میانجی معناداری ایفا نکرد (05/0<P). نتایج آزمون بوت‌استرپ نیز نشان داد که تنها خودکارآمدی در رابطۀ بین محیط حامی خودپیروی و رفتار مدنی تحصیلی نقش واسطه دارد (05/0P<). در مجموع، می‌توان نتیجه گرفت که محیط‌های آموزشی حامی خودپیروی با ارتقای توانمندی فردی، نقش مهمی در ارتقاء رفتارهای مدنی تحصیلی دانشجویان دختر و توانمندسازی آن‌ها در مواجهه با چالش‌های فرهنگی ایفا می‌کنند. سیاست‌گذاری‌های آموزشی باید بر ایجاد محیط‌های حامی خودپیروی تمرکز کنند تا با توانمندسازی روانی و فرهنگی و با مشارکت بالا، تعاملات مثبت شکل گیرد.
چکیده انگلیسی :
The present study aimed to examine the relationship between the autonomy-supportive environment and academic civic behavior among female students, with the mediating roles of self-efficacy and coping competence in faceing cultural challenges. The population consisted of female students at Shiraz University during the 2024–2025 academic year, from which 350 participants were selected through multistage cluster random sampling. The research method was descriptive-correlational of structural equations modeling. Data were collected via implementing the Academic Civic Behavior Questionnaire (Golparvar, 2010), the Autonomy-Supportive Environment Scale (Assor et al., 2002), the Self-Efficacy Questionnaire (Morris, 2001), and the Coping Competence Questionnaire (Schroder & Ellis, 2012). Data were ultimately analyzed using structural equation modeling with SPSS-27 and AMOS-27. Findings indicated that the proposed model had an optimal goodness of fit, explaining 21% of the variance in self-efficacy and 68% of the variance in academic civic behavior. The autonomy-supportive environment had a significant positive direct effect (β = 0.46, p = 0.001) and an indirect effect through self-efficacy (β = 0.22, p = 0.001) on academic civic behavior; however, coping competence did not play a significant mediating role (p > 0.05). Bootstrap analysis also showed that only self-efficacy mediated the relationship between an autonomy-supportive environment and academic civic behavior (p < 0.05). Overall, the results suggested that autonomy-supportive educational environments, by enhancing students’ beliefs in their personal capabilities, played an important role in promoting academic civic behaviors and empowering female students to face cultural challenges.
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