پیش‌بینی رضایت تحصیلی براساس نیازهای روان‌شناختی با نقش میانجی هیجان‌های کلاس درس و طرحواره‌های ناسازگار اولیه

محورهای موضوعی : روانشناسی تربیتی

فاطمه زمانی ¹ , علی محمد رضایی ²

1 - دانشجوی دکتری گروه روانشناسی تربیتی دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان
2 - دانشیار، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران

تاریخ دریافت : 1401/04/22 تاریخ پذیرش : 1401/07/19 تاریخ انتشار : 1401/06/01

کلید واژه: نیازهای روان‌شناختی, طرحواره‌های ناسازگار اولیه, رضایت تحصیلی, هیجان‌های کلاس درس,

چکیده مقاله :

هدف از پژوهش حاضر، پیش‌بینی رضایت تحصیلی بر اساس نیازهای روان‌شناختی با نقش میانجی هیجان‌های کلاس درس و طرحواره‌های ناسازگار اولیه بود. در این مطالعه توصیفی همبستگی، با روش خوشه‌ای تصادفی، 741 دانش آموز 13 تا 14 ساله منطقه پانزده شهر تهران در سال1400 به عنوان نمونه انتخاب و به پرسشنامه نیازهای بنیادی روان‌شناختی دسی(2000)، پرسشنامه تصویری طرحواره کودک دوسلدروف (DISC) لوئز، مایر و پتروسکی(2018)، مقیاس هیجان‌های کلاس درس، برگرفته از پرسشنامه هیجان‌های تحصیلی (AEQ) پکران، گوئتز و پری(2005) و خرده مقیاس رضایت تحصیلی، برگرفته از مقیاس چند بعدی رضایت از زندگی (هیوبنر، 2001) پاسخ دادند. داده‌ها با استفاده از نرم‌افزار کمترین مربعات جزیی (PLS) تحلیل شدند. نتایج نشان داد متغیر نیازهای روان‌شناختی با میانجی‌گری هیجان‌های مثبت و منفی تحصیلی و طرحواره‌های ناسازگار اولیه تأثیر معنی‌داری در تبیین رضایت تحصیلی دارد و اثر کل این متغیر بر رضایت تحصیلی نیز معنی‌دار می‌باشد. بنابراین می‌توان گفت ارضاء نیازهای بنیادی روان‌شناختی باعث افزایش هیجان‌های مثبت کلاس درس کاهش هیجان‌های منفی کلاس درس و کاهش طرحواره‌های ناسازگار اولیه شده و از این طریق باعث ارتقاء رضایت تحصیلی می‌شود. لذا بر اساس نتایج حاصله، روان‌شناسان تربیتی می‌توانند با توجه کافی به نیازهای اساسی روان‌شناختی به طور هم‌زمان نقش مهمی در بهبود هیجان‌های کلاس درس و طرحواره‌های ناسازگار اولیه و ارتقاء رضایت تحصیلی ایفاء نمایند و از این طریق عواملی که منجر به دلزدگی آنان از درس و تحصیل می‌شود را از میان بردارند.

چکیده انگلیسی:

The aim of the current research was to predict academic satisfaction based on psychological needs with the mediating role of Class-Related Emotion and early maladaptive schemas. In this correlational description, with a random cluster method, 741 students aged 13 to 14 years old in 15th district of Tehran in 1400 were selected as a sample and were asked to answer the basic psychological needs questionnaire of Desi (2000), the Dusseldorf Child Schema Picture Questionnaire (DISC) Luez, Mayer and Petroski (2018), the Class-Related Emotion Scales, derived from the academic emotions questionnaire (AEQ) Pekrun et al (2005) and the academic satisfaction subscale, derived from the multi-dimensional life satisfaction (Höbner, 2001). The data were analyzed using partial least squares (PLS) software. The results showed that psychological needs variable with the mediation of positive and negative academic emotions and initial incompatible plans have a significant effect in explaining academic satisfaction and the overall effect of this change on academic satisfaction is also significant. Therefore, satisfying basic psychological needs can increase positive Class-Related Emotion, decrease negative Class-Related Emotion, and decrease initial incompatible schema and so it can increase academic satisfaction. Based on the results, educational psychologists can simultaneously play an important role in Class-Related Emotion and early maladaptive schemas and improve academic satisfaction by considering the basic psychological needs, and thus they can eliminate the factors that cause them to be discouraged with their lessons and education.

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