تاثیر سرزندگی تحصیلی و خودناتوان سازی تحصیلی بر رضایت از زندگی دانش آموزان متوسطه دوم با میانجیگری ادراک نوجوان از شیوه های تربیتی والدین
محورهای موضوعی : سلامت
سهیلا سبزی چی
1
(دانشجوی دکتری گروه مشاوره، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد اراک، اراک. ایران.)
ذبیح پیرانی
2
(استادیار گروه روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد اراک. ایران)
فیروزه زنگنه مطلق
3
(استادیار گروه روانشناسی، دانشکده علوم انسانی دانشگاه آزاد اسلامی، واحد اراک. ایران.)
کلید واژه: سرزندگی تحصیلی, خودناتوان سازی تحصیلی, دانش آموزان متوسطه دوم, رضایت از زندگی, ادراک نوجوان از شیوه های تربیتی والدین,
چکیده مقاله :
این پژوهش با هدف بررسی تاثیر سرزندگی تحصیلی و خودناتوان سازی تحصیلی بر رضایت از زندگی دانش آموزان متوسطه دوم با میانجیگری ادراک نوجوان از شیوه های تربیتی والدین به روش تحلیل مسیر انجام گرفت. جامعه آماری شامل دانش آموزان شهر اراک بود که در دوره دوم متوسطه مدارس دولتی رشته های ریاضی، تجربی و انسانی تحصیل می کردند و با روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند. تعداد افراد نمونه با در نظر گرفتن احتمال افت و نقص در تکمیل پرسشنامه ها، 719 دانش آموز در نظر گرفته شد. ابزارهای گردآوری داده ها شامل پرسشنامه سرزندگی تحصیلی (Dehghanizadeh & Hossein Chari, 2012)، خود ناتوان سازی تحصیلی(ASHS)( Schwinger & Stiensmeier-Pelster, 2011)، رضایت از زندگی دانش آموزان(MSLSS) (Huebner, 1994) و ادراک نوجوان از شیوه های تربیتی والدین(pops)(Robbins, 1994) بود. داده های به دست آمده با روش مدل معادلات ساختاری از نوع متغییر مکنون مورد تجزیه و تحلیل قرار گرفتند. برای بررسی برازش مدل مقادیر نسبت کای اسکوئر به درجه ی آزادی، (RMSEA)، (CFI)،(NFI)،(TLI)،(IFI) و آلفای کرونباخ گزارش شدند که حکایت از پایایی مناسب مدل داشتند. یافته ها نشان داد سرزندگی و خودناتوان سازی تحصیلی بر رضایت از زندگی و ادراک نوجوان از شیوه های تربیتی والدین اثر مستقیم و معناداری دارند. همچنین اثر مستقیم متغیر میانجی بر رضایت از زندگی تایید شد.با انجام این تحقیق می‌توان با مشاهده مشکلات آموزشی یا عدم سلامت روان و تشخیص عوامل موثر بر آن در دانش‌آموزان، برنامه‌های متناسب را اجرا نمود تا رضایتمندی از زندگی در دانش‌آموزان افزایش یابد.
The aim of this study was to investigate the effect of academic buoyancy and academic self- handicapping on life satisfaction of second high school students through the mediation of adolescent perception of parenting educational methods by path analysis. The statistical population included students of Arak city who were studying mathematics, experimental and humanities in the Second Period public high schools and were selected by multi-stage cluster sampling method. The number of sample people was considered as 719 students, considering the probability of failure in completing the questionnaires. Data collection tools included Academic Boyancy Questionnaire (Dehghanizadeh & Hossein Chari), Academic Self- handicapping (ASHS) ( Schwinger & Stiensmeier-Pelster), Multidimensional Students’ Life Satisfaction (MSLSS) (Huebner) and Adolescent Perception of Parenting Educational Methods (POPS)( Robbins). The obtained data were analyzed by the structural equation model of latent variable type. In order to verify the model's fit, the values of the ratio of chi-square to degree of freedom, (RMSEA), (CFI), (NFI), (TLI), (IFI) and Cronbach's alpha were reported that indicate appropriate model reliability. Findings showed that buoyancy and academic self- handicapping have a direct and significant effect on life satisfaction and adolescent perception of parenting educational methods. The direct effect of the mediating variable on life satisfaction was also confirmed. By doing this research, by observing educational problems or lack of mental health and identifying the factors affecting it in students, appropriate programs can be implemented to increase life satisfaction in students.
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