رابطة ساختاری منشهای مثبت اخلاقی و سازگاری تحصیلی در دانشجویان دانشگاه شیراز
محورهای موضوعی : روانشناسی تربیتی
معصومه زارع
1
(
دانشجوی دکتری تخصصی روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
)
فرهاد خرمائی
2
(
دانشیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
)
محسن آربزی
3
(
دانشجوی دکتری تخصصی روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
)
کلید واژه: سازگاری تحصیلی, منشهای اخلاقی,
چکیده مقاله :
چالش‌های تحصیلی و مسائل مربوط به دوره رشدی جوانی سبب برخی از آشفتگی‌ها در دانشجویان می‌شود، که می‌تواند سازگاری تحصیلی آن‌ها را به مخاطره اندازد. از سوی دیگر، براساس نظریات صفت فرض می‌شود برخورداری از برخی صفات و منش‌ها توانایی سازگاری با چالش‌های مختلف را برای فرد فراهم می‌کند. لذا هدف از پژوهش حاضر بررسی رابطه ساختاری بین منش های اخلاقی آداب گرا، وظیفه گرا، بخشش گرا و پارسایانه با سازگاری تحصیلی در دانشجویان دانشگاه شیراز بود. به منظور انجام پژوهش چهار دانشکده از دانشکده‌های علوم انسانی و دانشکده هنر و معماری دانشگاه شیراز با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند و بدین ترتیب 248 نفر از دانشجویان این دانشکده ها به صورت گروهی در پژوهش شرکت کردند؛ و به پرسشنامه های منش اخلاقی و سازگاری تحصیلی پاسخ دادند. به منظور تحلیل داده ها از نرم افزارهای آماری SPSSv21 و AMOSv21 استفاده شد. نتایج نشان داد که منش های مثبت اخلاقی قادر به پیش بینی سازگاری تحصیلی به صورت مثبت هستند (65/0=، 001/0=p). یافته های این پژوهش از دو بُعد نظری و عملی شامل مضامین جدیدی است. نتایج پژوهش حاضر به لحاظ نظری به افزایش دانش موجود در مورد پیشایندهای درون فردی سازگاری تحصیلی منجر گردید. به لحاظ کاربردی نیز می توان با آموزش منش های اخلاقی به افزایش سازگاری تحصیلی کمک نمود.
Academic challenges and youth developmental problems cause some distress in university students that can treats their academic adjustment. Furthermore, according to traits theories, some personality traits and characters provide adjustment in various challenges for individuals. So, the goal of this study is to investigate the structural relationships between moral characters (etiquette, conscientiousness, forgiving, piously) with academic adjustment in Shiraz University students. In order to implement the research, four Colleges Humanities, Arts and Architecture departments of Shiraz University were selected by random cluster sampling method. Thus, 248 students of these departments were participated to these study and they answered the questionnaires of moral characters and academic adjustment. In order to analyze the data SPSSv21 and AMOSv21 statistical software were used. The result showed that there is a positive relationship between the moral characters and academic adjustment (p=0/001, ). The findings of this research include new topics from both theoretical and practical viewpoints. The results of the present study theoretically led to an increase in existing knowledge about the intrapersonal factors of academic adjustment. Practically, it is also possible to help increase academic adjustment by teaching moral characters
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Cooper, B. (2010). In search of profound empathy in learning relationships: Understanding the mathematics of moral learning environments. Journal of Moral Education, 39(1): 79-99.
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Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., & Salvatore, S. (2018, November). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. In Frontiers in Education (Vol. 3, p. 95). Frontiers.
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Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychologica Methods, 3(4): 424–453.
Jiménez-Moya, G., Kanacri, B. P. L., Cumsille, P., Martínez, M. L., & Berger, C. (2021). You may have my help but not necessarily my care: The effect of social class and empathy on prosociality. Frontiers in Psychology, 12.
Khodapanahi, M. K., & Khaksaboldaji, M. A. (2007). The relationship between religious orientation and psychological adjustment in students. Journal of Psychology, 9(3): 310-320.
Khormaei, F., & Ghaemi, M. (2018). Evaluation of psychometric properties of the moral character Questionnaire. Faculty of Psychology and Educational Sciences, Shiraz University.
Khormaei, F., & Ghaemi, M. (2018). Evaluation of psychometric properties of the moral character Questionnaire. Faculty of Psychology and Educational Sciences, Shiraz University.
Khormaei, F., & Zabihi, M. (2020). The relationship between sensory processing sensitivity and emotional cognitive self-regulation mediated by moral character. Ethics and history of medicine, 13, 1-13.
Kline, R. B. (2016). Methodology in the social sciences. Principles and practice of structural equation modeling (4th ed.). New York, NY, US: Guilford Press.
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_||_Ahiakonande, M., Yousefi, F., & Khormaei, F. (2017). Predicting students' compatibility with the university based on personality traits and goal orientation. Journal of Educational Psychology Studies, 26, 1-36.
Arbezi, M. (2020). Investigating the relationship between moral Conscientiousness, and achievement goals: The mediating role of the locus of control. Master Thesis, Faculty of Educational Sciences and Psychology, Shiraz university.
Arbezi, M., & Khormaei, F. (2020). The Relationship between moral conscientious and achievement goals: The mediating role of the locus of control. Journal of Psychology, 97(1): 32-49.
Arbezi, M., & Khormaei, F. (2020). The structural relationship between the moral character of patience and the goals of academic achievement: the mediating role of the locus of control. Development Strategies in Medical Education, 8(2): 41-51.
Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research in Education (Eighth Edition). Cengage Learning.
Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college. Journal of Counseling Psychology, 31, 179–189.
Batson, C. D. (2010). Empathy-induced altruistic motivation.
Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Newbury Park, CA: Sage.
Caprara, G., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4): 302-306.
Casanova, J. R., Cervero Fernández-Castañón, A., Núñez Pérez, J. C., Almeida, L. S., & Bernardo Gutiérrez, A. B. (2018). Factors that determine the persistence and dropout of university students. Psicothema, 30.
Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4): 284–290.
Cohen, T. R., Morse, L., & Kim, Y. (2014). Moral character in the workplace. Journal Personality and Social Psychology, 107, 943-963.
Cooper, B. (2010). In search of profound empathy in learning relationships: Understanding the mathematics of moral learning environments. Journal of Moral Education, 39(1): 79-99.
Dionigi, A., Casu, G., & Gremigni, P. (2020). Associations of self-efficacy, optimism & empathy with psychological health in healthcare volunteers. International Journal of environment ental research and public health, 17, 1-13.
Elbay, S., & Erdoğan, K. A. Y. A. (2021). Understanding the Multiple Effects of Historical Empathy: A Study Explanatory Mixed Method. Turkish Online Journal of Qualitative Inquiry, 12(2): 329-356.
Exline, J. J., Worthington, E. L., Hill, P., & McCullough, M. E. (2003). Forgiveness and justice: A research agenda for social and personality psychology. Personality and Social Psychology Review, 7, 337–348.
Faisal, A., & Ghani, M. Z. B. (2015). The influence of empathy on academic achievement among gifted students in Soudi Arabia. Global Journal of interdisciplinary social sciences, 4(3): 62-71.
Fullchange, A., Denis, M., & Smith, L. V. (2021). School-based empathy policy: A holistic approach. In Building Better Schools with Evidence-based Policy (pp. 290-300). Routledge.
Garcia, D., Cloninger, K. M., Sikström, S., Anckarsäter, H., & Cloninger, C. R. (2020). A ternary model of personality: temperament, character, and identity. In Statistical Semantics (pp. 125-142).
Gasper, A. M., & Baharudin, J. B. (2018). Thee Socio-cultural and academic adjustment of undergraduate international students in SEGi university.
Gay, L., Mills, G., & Airasian, P. (2011). Educational research: Competencies for analysis and applications (10 edition). Pearson.
Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., & Salvatore, S. (2018, November). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. In Frontiers in Education (Vol. 3, p. 95). Frontiers.
Hakimidar Sinueie, H., & Tajrobekar, M. (2014). Investigating the relationship between teacher-student communication quality and personality traits with academic adjustment of middle school students. First national conference on sustainable development in educational sciences and psychology. Social and cultural studies. Tehran: Mehr Arvand higher education institute. Center for strategies for achieving sustainable development.
Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychologica Methods, 3(4): 424–453.
Jiménez-Moya, G., Kanacri, B. P. L., Cumsille, P., Martínez, M. L., & Berger, C. (2021). You may have my help but not necessarily my care: The effect of social class and empathy on prosociality. Frontiers in Psychology, 12.
Khodapanahi, M. K., & Khaksaboldaji, M. A. (2007). The relationship between religious orientation and psychological adjustment in students. Journal of Psychology, 9(3): 310-320.
Khormaei, F., & Ghaemi, M. (2018). Evaluation of psychometric properties of the moral character Questionnaire. Faculty of Psychology and Educational Sciences, Shiraz University.
Khormaei, F., & Ghaemi, M. (2018). Evaluation of psychometric properties of the moral character Questionnaire. Faculty of Psychology and Educational Sciences, Shiraz University.
Khormaei, F., & Zabihi, M. (2020). The relationship between sensory processing sensitivity and emotional cognitive self-regulation mediated by moral character. Ethics and history of medicine, 13, 1-13.
Kline, R. B. (2016). Methodology in the social sciences. Principles and practice of structural equation modeling (4th ed.). New York, NY, US: Guilford Press.
Kural, A. I., & Özyurt, B. (2021). Why Some Students Adjust Easily While Others Can Not? Stress and Adjustment to University: Personality as Moderator. Journal of College Student Retention: Research, Theory & Practice, 15210251211002179.
Kurtz, J. E; Puher, M.A; Cross, N. A. (2012). Prospective prediction of college adjustment using self and informant rated personality traits. Journal of Personality Assessment, 94(6): 630-637.
Liran, B., H., & Miller, P. (2017). The role of psychological capital in academic adjustment among university student. Journal happiness study. 20(1): 51-65.
McIntosh, D. N., Silver, R. C., & Wortman, C. B. (1993). Religious role in adjustment to a negative life event: Coping with the loss of a child. Journal for the scientific study of religion, 30, 57-62.
Medrano, J. L. J., Lopez Rosales, F., & Gámez-Guadix, M. (2018). Assessing the links of sexting, cybervictimization, depression, and suicidal ideation among university students. Archives of suicide research, 22(1): 153-164.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2016). Applied multivariate research: Design and interpretation. Sage publications.
Montgomery, S., Gregg, D. H., Somers, C. L., Pernice-Duca, F., Hoffman, A., & Beeghly, M. (2019). Intrapersonal variables associated with academic adjustment in United States college students. Current Psychology, 38(1): 40-49.
Nasihatkon, Z. S. (2010). The Relationship between academic adjustment and personality traits and religious attitudes of female students in the faculty of psychology and educational sciences, Allameh Tabatabaei University. Master thesis in psychology. Tehran: Allameh Tabatabai University.
Park, C., Cohen, L., & Herb, I. (1990). Intrinsic religiousness and religion coping as life stress moderator for catholic versus protestants. Journal of Personality and Social Psychology, 54(3): 562-574.
Parker, J., Creque, R., Barnhart, D., Harris, J., Majeski, S., Wood, L., Bond, B., & Hogan, M. (2004). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences, 37(7): 1321-1330.
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. USA: Oxford University Press.
Piumatti, G., Abbiati, M., Baroffio, A., & Gerbase, M. W. (2019). Associations between motivational factors for studying medicine, learning approaches and empathy among medical school candidates. Advances in Health Sciences Education, 24(2): 287-300.
Raza, S. A., Qazi, W., & Yousufi, S. Q. (2020). The influence of psychological, motivational, and behavioral factors on university students' achievements: the mediating effect of academic adjustment. Journal of Applied Research in Higher Education.
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