دانش فراشناخت و بهزیستی مدرسه: نقش واسطه‌ای کمک‌طلبی تحصیلی
محورهای موضوعی : روان شناسی تحولیمحمد قنبری طلب 1 , راضیه شیخ الاسلامی 2 , محبوبه فولادچنگ 3 , مسعود حسین چاری 4
1 - دانشجوی دکتری روانشناسی تربیتی
دانشگاه شیراز
2 - دانشیار گروه روانشناسی تربیتی
دانشگاه شیراز
3 - دانشیار گروه روانشناسی تربیتی
دانشگاه شیراز
4 - دانشیار گروه روانشناسی تربیتی
دانشگاه شیراز
کلید واژه: بهزیستی مدرسه, دانش فراشناخت, کمک‌طلبی تحصیلی,
چکیده مقاله :
هدف از این پژوهش بررسی نقش واسطه‌ای کمک‌طلبی تحصیلی در رابطه دانش فراشناخت و بهزیستی مدرسه در قالب یک مدل علی بود.بدین منظور456نفر از دانش‌آموزان دوره متوسطه دوم شهرستان لردگان به شیوۀ خوشه‌ای تصادفی چند‌مرحله‌ای انتخاب شدند.برای گردآوری داده‌ها از سیاههآگاهی‌های فراشناختی(شرا و دنیسون،1994)، پرسشنامهرفتار کمک‌طلبی(رایان و پینتریچ،1997)و مقیاس بهزیستی مدرسه(کاپلان و ماهر،1999)استفاده شد.مدل پیشنهادی پژوهش با روش تحلیل مسیر آزمون شد.یافته‌ها نشان‌دهنده اثر مستقیم دانش روندی و دانش بیانی بر بهزیستی مدرسه بود.همچنین، انواع دانش فراشناخت اثر مستقیم بر پذیرش کمک‌طلبی تحصیلی نشان دادند.انواع کمک‌طلبی تحصیلی نیز بهزیستی مدرسه را تحت تأثیر قرار دادند.نتایج بوت‌استراپ حاکی از نقش واسطه‌ای پذیرش کمک‌طلبی تحصیلی در رابطه بین انواع دانش فراشناخت و بهزیستی مدرسه و نقش واسطه‌ای اجتناب از کمک‌طلبی تحصیلی در رابطه بین دانش روندی و بهزیستی مدرسه بود.در کل، نتایج این پژوهش شواهدی را مبنی بر نقش واسطه‌ای کمک‌طلبی تحصیلی در رابطه بین دانش فراشناخت و بهزیستی مدرسه فراهم آورد.
The aim of this study was to investigate the mediating role of academic help-seeking in the relationship between metacognitive knowledge and school well-being in the format of a causal model. For this purpose, 456 students were selected from high schools of Lordegan, by using multistage cluster sampling method. For collecting data Metacognitive Awareness Inventory (Shraw & Dennison, 1994), Help-Seeking Behaviors Questionnaire (Ryan & Pintrich, 1997), and School-Related Well-Being Scales (Kaplan & Maehr, 1999) were used. Research hypothetical model was tested by path analysis. The results showed direct effects of procedural knowledge and declaration knowledge on school well-being. Furthermore, types of metacognitive knowledge showed direct effects on academic help seeking acceptance Also types of metacognitive knowledge have effects on school well-being. The Bootstrap results showed the mediating role of academic help seeking acceptance in the relationship between types of metacognitive knowledge and school well-being and the mediating role of academic avoidance from help seeking in the relationship between procedural knowledge and school well-being. In general, results of the present study provided evidence for mediating role of academic help-seeking in the relationship between types of metacognitive knowledge and school well-being.
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