تأثیر ذهن‌آگاهی و هوش معنوی بر بی‌صداقتی تحصیلی با میانجی‌گری خودپنداشت تحصیلی در دانش‌آموزان مقطع متوسطه دوم
محورهای موضوعی : تربیتی
عبدالمحمد اردوزاده
1
,
فرح نادری
2
,
زهرا افتخار صعادی
3
,
پروین احتشام زاده
4
1 - دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی تربیتی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
2 - استاد گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
3 - استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
4 - دانشیارگروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامي، اهواز، ايران
کلید واژه: بی‌صداقتی تحصیلی, ذهن‌آگاهی, هوش معنوی, خودپنداشت تحصیلی, دانش‌آموزان مقطع متوسط دوم,
چکیده مقاله :
هدف از انجام این پژوهش، بررسی تأثیر ذهن‌آگاهی و هوش معنوی بر بی‌صداقتی تحصیلی با میانجی‌گری خودپنداشت تحصیلی در دانش‌آموزان مقطع متوسطه دوم بود. در این مطالعه توصیفی همبستگی، جامعه آماری را کلیه دانش‌آموزان مقطع متوسطه دوم شهر خرم‌آباد در سال تحصیلی 1401- 1400 تشکیل دادند که به روش نمونه‌گیری خوشه‌ای تعداد 300 نفر به‌عنوان نمونه انتخاب شدند. ابزار پژوهش پرسشنامه‌های ذهن‌آگاهی (Baer et al., 2006)، هوش معنوی (Abdollahzadeh et al., 2009)، بی‌صداقتی تحصیلی (Khamsan & Asghar Amiri, 2011) و خودپنداشت تحصیلی (Yi-Hissn Chen, 2004) بودند. ارزیابی مدل پیشنهادی با استفاده از روش تحلیل مسیر انجام گرفت. نتایج پژوهش نشان داد مسیرهای مستقیم ذهن‌آگاهی به خودپنداشت تحصیلی، هوش معنوی به خودپنداشت تحصیلی، هوش معنوی به بی‌صداقتی تحصیلی و خودپنداشت تحصیلی به بی صداقتی تحصیلی معنی‌دار شدند (05/0p≤). هم‌چنین، مسیرهای غیرمستقیم ذهن‌آگاهی با بی‌صداقتی تحصیلی با نقش واسطه خودپنداشت تحصیلی و نیز هوش معنوی با بی‌صداقتی تحصیلی با نقش واسطه‌ای خودپنداشت تحصیلی تأثیر دارد (05/0p≤). بر اساس نتایج این پژوهش، الگوی پیشنهادی از برازش مطلوبی برخوردار است و گام مهمی در جهت شناخت عوامل مؤثر بر بی‌صداقتی تحصیلی دانش‌آموزان محسوب می‌شود.
The present research aimed to investigate the effec of mindfulness and spiritual intelligence on academic dishonesty with mediation of academic self-concept in secondary school students. In this correlational study, All the secondary school students in Khorramabad city in academic year 2021-2022 that 300 people were selected as the stepwise cluster sampling method. In this study, Mindfulness (Baer et al., 2006), Spiritual Intelligence (Abdollahzadeh et al., 2009), Academic Dishonesty (Khamsan & Asghar Amiri, 2011) and Academic self-concept of (Yi-Hissn Chen) were used for data collection in this study. The proposed model was evaluated using a path analysis. The results showed that the direct paths, mindfulness whit academic self-concept, spiritual intelligence whit academic self-concept, spiritual intelligence whit academic dishonesty, and academic self-concept whit academic dishonesty, were significant (p≤0.05). Also indirect pathways were significant mindfulness and spiritual intelligence with academic dishonesty with mediating role of academic self-concept and also, spiritual intelligence with academic dishonesty with mediating role of academic self-concept (p≤0.05). Based on the results of this study, the proposed model has a good fit and is an important step in identifying the factors affecting students' academic dishonesty.
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