رابطه محیط حمایتگر خودپیروی با رفتار مدنی تحصیلی دانشجویان دختر از طریق میانجیگری خودکارآمدی و شایستگی مقابلهای در مواجهه با چالشهای فرهنگی
محورهای موضوعی : روان شناسی
فاطمه دادوند
1
,
محبوبه فولادچنگ
2
1 - دانشجوی دکتری، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز، ایران
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.
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.
Abbaspour Esfadan, Sh., Ghanifar, M. H., & Ahi, Gh. (2024). The mediating role of self-efficacy in the relationship between cognitive abilities and social adjustment of students. Royesh Psychology, 13(8), 163–170. [Persian]. http://frooyesh.ir/article-1-5388-fa.html
Akin, A., & Akin, U. (2015). Mediating role of coping competence on the relationship between mindfulness and flourishing. Suma Psicológica, 22(1), 37–43. https://doi.org/10.1016/j.sumpsi.2015.05.005
Arantzamendi, M., Sapeta, P., Belar, A., & Centeno, C. (2024). How palliative care professionals develop coping competence through their career: A grounded theory. Palliative Medicine, 38(3), 284–296. https://doi.org/10.1177/02692163241229961
Arubayi, O. D., & Ejeta, D. M. (2022). Coping competence and social support on job performance in the Nigerian tourism industry. Journal of Environmental Management & Tourism, 13(6), 1672–1680. http://dx.doi.org/10.3126/ijssm.v11i4.70982
Ariati, J., Vogler, J. S., & Pham, T. (2025). The importance of autonomy-supportive learning environments in college: Exploring the role of emotion regulation strategies for academic goal progress. Educational Psychology, 45(3), 339–358. http://dx.doi.org/10.1080/01443410.2025.2468735
Arain, G. A., Sheikh, A., Hameed, I., & Asadullah, M. A. (2017). Do as I do: The effect of teachers’ ethical leadership on business students’ academic citizenship behaviors. Ethics & Behavior, 27(8), 665–680. https://psycnet.apa.org/doi/10.1080/10508422.2016.1272457
Asi, M. H., Barzegar Bafrooie, K., & Hassani, H. (2024). The mediating self-system perceptions in the relationship between the teaching emotions and autonomy supportive environment. Teaching and Learning Research, 21(2), 129–140. https://doi.org/10.22070/tlr.2024.16502.1294
Aviste, R. P., & Niemiec, C. P. (2023). Antecedents of environmental values and pro-environmental behavior intentions: A self-determination theory approach. Journal of Environmental Psychology, 88, 102023. https://doi.org/10.1016/j.jenvp.2023.102023
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72(2), 261-278. https://psycnet.apa.org/doi/10.1348/000709902158883
Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. In Handbook of research on student engagement (pp. 421-439). https://psycnet.apa.org/doi/10.1007/978-1-4614-2018-7_20
Yekani, M & Azizian, S. M.,. (2024). The mediating role of self-efficacy in the relationship between metacognition and computer anxiety in female students of Islamic Azad University. Health Psychology and Social Behavior, 13, 69–79. [Persian]. https://www.magiran.com/p2823612
Azadi Dehbidi, F., & Khorramaei, F. (2023). Structural relationships between school ethical climate and academic civic behaviors: The mediating role of positive youth development. Developmental Psychology: Iranian Psychologists, 19(76), 143–158. [Persian]. https://sanad.iau.ir/journal/jip/Article/704071?jid=704071
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26. https://psycnet.apa.org/doi/10.1146/annurev.psych.52.1.1
Baban, D., Karimi, K., & Yarahmadi, Y. (2025). The effectiveness of a training package based on academic civic behaviors on improving academic health-promoting behaviors in female students. New Approach to Children's Education, 7(1), 127–139. [Persian]. https://doi.org/10.22034/naes.2025.477121.1553
Bardbar, M., & Yousefi, F. (2016). The mediating role of self-system processes and academic emotions in the relationship between autonomy-supportive environment and academic engagement. Journal of Developmental Psychology (Iranian Psychologists), 13(49), 13–28. [Persian]. https://sid.ir/paper/101353/fa
Byrne, H. M. (2010). Dissecting cancer through mathematics: from the cell to the animal model. Nature Reviews Cancer, 10(3), 221-230. https://doi.org/10.1038/nrc2808
Cho, H. J., Levesque-Bristol, C., & Yough, M. (2023). How autonomy-supportive learning environments promote Asian international students’ academic adjustment: A self-determination theory perspective. Learning Environments Research, 26(1), 51–76. https://psycnet.apa.org/doi/10.1007/s10984-021-09401-x
Chalmeh, R., Jokar, B., Fazilatpour, M., & Fouladchang, M. (2021). The mediating role of mindfulness in the relationship between autonomy-supportive environment and critical thinking in students. Psychological Sciences, (107), 1969–1978. [Persian]. https://doi.org/10.52547/JPS.20.107.1965
Daeninck, C., Kioupi, V., & Vercammen, A. (2023). Climate anxiety, coping strategies and planning for the future in environmental degree students in the UK. Frontiers in Psychology, 14, 1126031. https://doi.org/10.3389/fpsyg.2023.1126031
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In Handbook of Theories of Social Psychology, 1(20), 416–436. https://psycnet.apa.org/doi/10.4135/9781446249215.n21
Fathi, A., Sharifi Rahnamo, S., Mahmoudian Khosroshahi, N., Abbasi, F., & Sharifi Rahnamo, M. (2024). The role of psychological and social well-being in academic motivation of nursing students: The mediating role of academic civic behaviors. Health and Care, 26(1), 63–75. [Persian]. https://www.magiran.com/p2737115
Golparvar, M. (2014). The effect of normative harms on civil and creative behaviors. Iranian Social Issues, 5(1), 101–122. [Persian]. http://noo.rs/HkoCK
Herman, K. C., Reinke, W. M., & Eddy, C. L. (2020). Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. Journal of School Psychology, 78, 69–74. https://psycnet.apa.org/doi/10.1016/j.jsp.2020.01.001
Hadian, E., & Sheikh Eslami, R. (2023). Effect of autonomy-supportive environment on self-regulated learning in online education: The mediating role of learning-specific self-talk. Journal of Studies in Learning and Education, 15(2), 215–242. [Persian]. https://doi.org/10.22099/jsli.2024.7400
Ito, T., Umemoto, T., & Nakaya, M. (2024). Providing and receiving of autonomy support promotes self-efficacy and value for group activities in university and the workplace. International Journal of Educational Research Open, 7, 100339. http://dx.doi.org/10.1016/j.ijedro.2024.100339
Ives, S. T., Wells, M. S., & Parsons, S. A. (2021). Autonomy-supportive classroom environments. In Principles of Effective Literacy Instruction, Grades K–5 (pp. 225).
Jia, X. H., & Tu, J. C. (2024). Towards a new conceptual model of AI-enhanced learning for college students: The roles of artificial intelligence capabilities, general self-efficacy, learning motivation, and critical thinking awareness. Systems, 12(3), 74. http://dx.doi.org/10.3390/systems12030074
Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford Publications. https://doi.org/10.4324/9781315788135
Kord, B., & Mansori, M. (2019). The causal relationship between self-compassion and civic-academic behaviors: The mediating role of parental autonomy support. Quarterly Journal of Child Mental Health, 6(2), 145–157. http://childmentalhealth.ir/article-1-709-en.html
Lo, M. T. (2024). The intraindividual dynamics of university students' motivation and emotions: The role of autonomy‐supportive learning climates and learning activities. British Journal of Educational Psychology, 94(4), 1011–1032. https://doi.org/10.1111/bjep.12703
Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural equation analysis. Psychology Press. https://doi.org/10.4324/9781410609823
Li, N., Yang, Y., Zhao, X., & Li, Y. (2023). The relationship between achievement motivation and college students’ general self-efficacy: A moderated mediation model. Frontiers in Psychology, 13, 1031912. https://doi.org/10.3389/fpsyg.2022.1031912
Liu, X., Li, Y., & Cao, X. (2024). Bidirectional reduction effects of perceived stress and general self-efficacy among college students: A cross-lagged study. Humanities and Social Sciences Communications, 11(1), 1–8. http://dx.doi.org/10.1057/s41599-024-02785-0
Malekpour Lapari, K. (2021). Examining educational justice of professors with scientific fraud and students’ academic-civic behaviors: A case study of Kharazmi University students. Marine Science Education, 8(24), 96–110. [Persian]. https://sid.ir/paper/957531/fa
Marashian, F. S. (2015). The role of spiritual intelligence and resilience in predicting body image concern and self-efficacy in physical education female students. Women’s Cultural Psychology, 6(23), 73–89. [Persian]. https://sanad.iau.ir/fa/Article/920920
Maier, S. F., & Seligman, M. E. (2016). Learned helplessness at fifty: Insights from neuroscience. Psychological Review, 123(4), 349. https://doi.org/10.1037/rev0000033
Morales-García, W. C., Sairitupa-Sanchez, L. Z., Morales-García, S. B., & Morales-García, M. (2024, March). Adaptation and psychometric properties of a brief version of the general self-efficacy scale for use with artificial intelligence (GSE-6AI) among university students. In Frontiers in Education, 9, 1293437. Frontiers Media SA. http://dx.doi.org/10.3389/feduc.2024.1293437
Morozova, E. N., Senkevich, L. V., Yulina, G., Kartashev, V., Rybakova, A. I. R., & Tsygankova, M. N. (2023). The role of coping competence of the individual in the implementation of the rehabilitation process. Interacción y Perspectiva: Revista de Trabajo Social, 13(2), 256–268.
Mirzayi Fandokht, O., Dartaj, F., Sadipour, E., Ebrahimi Ghavam, S., & Delavar, A. (2020). Relationship between autonomy-supportive environment and academic well-being: The mediating role of basic psychological needs. Psychological Sciences Journal, 19(87), 299–311. [Persian]. http://dx.doi.org/10.29252/psychosci.19.87.299
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychology and Behavioral Assessment, 23(3), 145-149. http://dx.doi.org/10.1023/A:1010961119608
Nasiri, F., & Heydari, N. (2020). The role of academic civic behavior in students’ academic optimism: Testing the mediating role of moral intelligence. Research in Educational Systems, 14(51), 23–38. [Persian]. https://dor.isc.ac/dor/20.1001.1.23831324.1399.14.51.2.5
Remm, S., Halcomb, E., Hatcher, D., Frost, S. A., & Peters, K. (2023). Understanding relationships between general self‐efficacy and the healthy ageing of older people: An integrative review. Journal of Clinical Nursing, 32(9–10), 1587–1598. https://doi.org/10.1111/jocn.16104
Resh, N., & Sabbagh, C. (2017). Sense of justice in school and civic behavior. Social Psychology of Education, 20(2), 387–409. https://psycnet.apa.org/doi/10.1007/s11218-017-9375-0
Ryan, R. M., & Deci, E. L. (2024). Self-determination theory. In Encyclopedia of Quality of Life and Well-Being Research (pp. 6229–6235). Cham: Springer International Publishing.
Sadiq, K., Munawar, U., & Munir, H. (2024). Unlocking academic excellence: The impact of academic citizenship behaviour on students’ performance in higher education. Journal of Social Sciences Development, 3(1), 01–13. https://doi.org/10.53664/JSSD/03-01-2024-01-01-13
Shogren, K. A., & Raley, S. K. (2022). Autonomy-supportive environments. In Self-Determination and Causal Agency Theory: Integrating Research into Practice (pp. 77–84). Cham: Springer International Publishing.
Sicard, A., Taillandier-Schmitt, A., Nugier, A., & Martinot, D. (2024). Academic citizenship behaviors as a means of meeting students’ psychological motivational needs and enhancing their academic engagement. Current Psychology, 43(11), 9993–10004. https://psycnet.apa.org/doi/10.1007/s12144-023-05098-8
Soe, H. Y., Zhang, D., Fu, D., & Cui, Y. (2025). How an autonomy-supportive learning environment influences students’ achievements in science and mathematics. Social Psychology of Education, 28(1), 53. http://dx.doi.org/10.1007/s11218-024-09970-8
Sabzian, S., Garavand, H., & Soleimani Khashab, A. (2023). Structural equation modeling of academic citizenship behaviors based on family cohesion and emotional climate with the mediation of academic ethics. Quarterly Journal of Women and Family Cultural-Educational Studies, 18(63), 241–264. [Persian]. https://dor.isc.ac/dor/20.1001.1.26454955.1402.18.63.9.5
Schroder, K. E., & Ollis, C. L. (2012). The Coping Competence Questionnaire: A measure of resilience to helplessness and depression. Motivation and Emotion, 37(2), 286-302. http://dx.doi.org/10.1007/s11031-012-9311-8
Shohib, M. W., Azani, M. Z., Inayati, N. L., Dartim, D., & Nubail, A. (2024). Islamic perspective on organizational citizenship behavior among academic staff in Indonesian state Islamic higher education: Is it effective? Suhuf: International Journal of Islamic Studies, 36(2). http://dx.doi.org/10.23917/suhuf.v36i2.4702
Tagliaventi, M. R., Carli, G., & Giacomini, D. (2023). Academic citizenship. In Global Encyclopedia of Public Administration, Public Policy, and Governance (pp. 26–32). Cham: Springer International Publishing.
Tavakol, Z., & Mashak, R. (2024). Predicting lifelong learning tendency based on university culture and academic resilience with the mediating role of academic self-efficacy in female students. Woman Cultural Psychology, 15(60), 71–86. [Persian]. https://doi.org/10.61186/iau.1127405
Yuan, H., Yan, Z., Zhao, Y., & Lei, J. (2025). The relationship of rural kindergarten teachers’ emotional intelligence and work engagement in China: The chain mediation role of emotional labor strategies and general self-efficacy. BMC Psychology, 13(1), 1–12. http://dx.doi.org/10.1186/s40359-025-02475-9
Warwas, J., Vorpahl, W., Seeber, S., Krebs, P., Weyland, U., Wittmann, E., ... & Strikovic, A. (2023). Developing and validating an online situational judgment test on the stress coping competence of nursing apprentices. Empirical Research in Vocational Education and Training, 15(1), 5. http://dx.doi.org/10.1186/s40461-023-00145-x
Zhang, Y., Cao, X., Lei, G., & Wu, H. (2024). Relationship between perceived social support and postgraduate students’ general self-efficacy: A mediated model with moderation. Current Psychology, 43(16), 14567–14580. https://psycnet.apa.org/doi/10.1007/s12144-023-05444-w
