آزمایش و مقایسه مدل رابطه علّی بین تنیدگی تحصیلی ادراک شده و بهزیستی ذهنی با میانجیگری حمایت اجتماعی ادراک شده و باورهای خودکارآمدی تحصیلی در دانشجویان دختر و پسر دانشگاه شهید چمران اهواز

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دوره دکتری روان‌شناسی تربیتی دانشگاه شهید چمران اهواز

2 استاد گروه روان‌شناسی تربیتی دانشگاه شهید چمران اهواز

3 دانشیار گروه روان‌شناسی تربیتی دانشگاه شهید چمران اهواز

چکیده

هدف از انجام پژوهش حاضر بررسی رابطه علّی بین تنیدگی تحصیلی ادراک شده و بهزیستی ذهنی با میانجیگری حمایت اجتماعی ادراک شده و باورهای خودکارآمدی تحصیلی در دانشجویان دانشگاه شهید چمران اهواز و مقایسه مدل در دو گروه پسر و دختر بود. جامعه آماری شامل کلیه دانشجویان دانشگاه شهید چمران اهواز بود که به روش تصادفی چند مرحله‌ای 600 نفر به عنوان نمونه از میان آنها انتخاب شدند. ابزارهای استفاده شده در این پژوهش، پرسشنامه تنیدگی تحصیلی (ASQ)، مقیاس چند بُعدی حمایت اجتماعی ادراک شده (MSPSS) پرسشنامه باورهای خودکارآمدی تحصیلی (ASEBQ)، برنامه‌ی عاطفه‌ی مثبت و منفی  (PANAS) و مقیاس رضایت از زندگی (SWLS) است. ارزیابی مدل پیشنهادی با استفاده از مدل یابی معادلات ساختاری انجام گرفت. نتایج نشان دادند که تنیدگی تحصیلی ادراک شده هم به صورت مستقیم و هم غیرمستقیم از طریق حمایت اجتماعی ادراک شده و ترکیب باورهای خودکارآمدی تحصیلی و حمایت اجتماعی ادراک شده با بهزیستی ذهنی رابطه دارد. رابطه غیرمستقیم تنیدگی تحصیلی ادراک شده با بهزیستی ذهنی از طریق باورهای خودکارآمدی تحصیلی تأیید نشد. همچنین نتایج تحلیل مدل چندگروهی نشان داد که با وجود یکسان بودن نمودار مسیر دخترها و پسرها، از لحاظ ضرایب مسیر بین دو گروه تفاوت معنی‌دار وجود دارد.

کلیدواژه‌ها


بخشی‌پور رودسری، عباس و دژکام، محمود (1384). تحلیل عاملی تأییدی مقیاس عاطفه مثبت و منفی. مجله‌ی روانشناسی، سال نهم، شماره 4 (36)، 351-365.

شکری، امید، کرمی‌نوری، رضا، فراهانی، محمدنقی و مرادی، علیرضا (1389). آزمون ساختار عاملی و ویژگی‌های روان‌سنجی نسخه فارسی پرسشنامه استرس تحصیلی. مجله علوم رفتاری، 4، 304-297.

یوسفی، ناصر، اعتمادی، عذرا، بهرامی، فاطمه، بشلیده، کیومرث و شیربگی، ناصر (1389). بررسی روابط ساختاری آسیب‌شناسی خود تمایزی در خانواده درمانی بوونی با بهزیستی ذهنی، سلامت روانی و بهداشت کیفیت زناشویی برازش نظریه بوون. مجله دانشگاه علوم پزشکی شهرکرد، 12، 3، 78-68.

 

لاتین

Akin, A. (2008). Self-efficacy, achievement goals, and depression, anxiety, and stress: A structural equation modeling. Word Applied Sciences Journal, 3 (5), 725-732.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Beilock, S. (2011). Back to school: Dealing with academic stress. Retrieved from American Psychology Association. aspx.

Benight, C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behavior Research and Therapy, 42, 1129–1148.

Bhupeinder, S., & Udainiya, A. (2009). Self-efficacy and well-being of adolescents. Journal of the Indian Academy of Applied Psychology, 35, 227-232.

Breso, E., Schaufeli, W. B., & Salavona, M. (2011). Can a self-efficacy based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. High Education, 61, 339-355.

Brougham, R. R., Zail, C. M., Mendoza, C. M., & Miller, J. R. (2009). Stress, sex differences, and coping strategies among college students. Current Psychology, 28, 85–97.

Bruwer, B., Emsley, R., Kidd, M., Lochner, C., & Seedat, S. (2008). Psychometric properties of the multidimensional scale of perceived social support in youth. Comprehensive Psychiatry, 49(2), 195-201.

Calaguas, G. M. (2011). College academic stress: Differences along gender line. Journal of Social and Development Sciences, 5, 194-201.

Calvete, E., & Connor-Smith, J. K. (2006). Perceived social support, coping, and symptoms of distress in American and Spanish students. Anxiety, Stress and Coping, 19(1), 47-65.

Carademas, E. C. (2006). Self-efficacy, social support, and well-being: The mediating role of obtimism. Personality and Individual Differences, 40, 1281-1290.

Cassiddy, T. (2009). Stress, cognition and health. London UK: Routledge.

Chan, D. W. (2007). Positive and negative perfectionism among Chinese gifted students in Hong Kong: Their relationships to general self-efficacy and subjective well-being. Journal for the Education of the Gifted, 31(1), 77-117.

Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64.

Cheng, K. W. (2009). A study of stress sources among college students in Taiwan. Journal of Academic and Business Ethics, 2, 1-8.

Coffman, D. L., & Gilligan, T. D. (2003). Social support, stress, and self-efficacy: Effects on students' satisfaction. College Student Retention, 4(1), 53-66.

Cotton, S. J., Dollard, M. F., & Jong, J. (2012). Stress and student job design: Satisfaction, wellbeing and performance. International Journal of Stress Management, 9(3), 147-162.

Day, A. L., & Livingstone, H. (2003). Gender differences in perceptions of stressors and utilization of social support among university students. Canadian Journal of Behavioral Sciences, 35(2), 73-83.

DeLongis, A., & Holtzman, S. (2005). Coping in context: The role of stress, social support, and personality in coping. Journal of Personality, 73 (6), 1-24.

Diener, E. (2000). The science of happiness and a proposal for a national index. American Psychologist, 55(1), 34-43.

Diener, E., & Chan, M. Y. (2011). Happy people live longer: Subjective well-being contributes to health and longevity. Applied Psychology: Health and Well-Being, 3(1), 1-43.

Diener, E., Emmons, R., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-75.

Eroglu, S. E. (2012). Examination of university students' subjective well-being: A cross-cultural comparison. International Journal of Academic Research, 4(1), 168-171.

Eryilmaz, A. (2010). Turkish adolescents’ subjective well-being with respect to age, gender and SES of  parents. International Journal of Human and Social Sciences, 5, 522-526.

Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and self-concept: Reconsidering structural relationships. Learning and Individual Differences, 19, 499-505.

Gallagher, E. N., & Vella-Brodrick, D. A. (2008). Social support and emotional intelligence as predictors of subjective well-being. Personality and Individual Differences, 44, 1551-1561.

Goetz, T., Frenzel, A. C., Hall, N. C., & Pekran, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9-33.

Gulacti, F. G. (2010). The effect of perceived social support on subjective well-being. Procedia Social and Behavioral Science, 2, 3844-3849.

Hamdan-Mansour, A., M., & Dawani, H., A. (2008). Social support and stress among university students in Jordan. International Journal of Health Addiction, 6, 442-450.

Hora, M. T., & Ferrare, J. (2012). Investigation the antécédents instructors self-efficacy for teaching : Implications for pedagogical reform. Wisconsin Center for Education Research. Retrieved from www.wcer.Wisc.edu.

Jackson, E. S., Tucker, C. M., & Herman, K. C. (2007). Health value,

perceived social support, and health self-efficacy as factors in a health-promoting life style. Journal of American College Health, 56(1), 69-74.

Karatzias, A., Power, K. G., Fleming, J., Lennan, F., & Swanson, V. (2002). The role of demographics, personality variables and school stress on predicting school satisfaction/dissatisfaction: Review of the literature and research findings. Educational Psychology, 22(1), 33-50.

Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.

Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived family support: potential factors for reducing stress in premedical students. Medical Education, 42, 572-579.

Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.

Lee, G. R., Secombe, K., & Shehan, C. L. (2004). Marital status and personal happiness: An analysis trend data. Journal of Marriage and the Family, 53,839-844.

Lyrakos, D. (2012). The impact of stress, social support, self-efficacy and copping on university students, a multicultural Europan study. Scintiffic Research, 3 (2), 143-149.

MacGeorge, E. L., Samter, W., & Gillihan, S. J. (2005). Academic stress, supportive communication, and health. Communication Education, 54 (4), 365-372.

Magnet de saissy, G. K. (2009). Acculturational self-efficacy and social support among Chinne immigrant in Northern Ireland International. Journal of Intercultural Relation, 33, 291-300.

Misra, R., Crist, M., & Burant, C. J. (2003). Relationships among life stress, social support, academic stressors, and reactions to stressors of international students in the United States. International Journal of Stress management, 10 (2), 137-157.

O'Conor, D. B., Cobb, J., & O'Conor, R. C. (2003). Religiosity, stress and psychological distress: No evidence for an association among undergraduate students. Personality and Individual Differences, 34, 211-217.

Pavot, W., & Diener, E. (2004). The subjective evaluation of well-being in adulthood: findings and implication. Ageing international, 29, 113-135.

Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and re-sampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.

Rashid, W. E., Nordin, M. S., Omar, A., & Ismail, I. (2011). Evaluating social support, work-family enrichment and life satisfaction among nurses in Malaysia. International Conference on Management and Service Science, Press, Singapore.

Schwarzer, R., & Knoll, N. (2007). Functional roles of social support within the stress and coping process: A theoretical and empirical overview. International Journal of Psychology, 42 (4), 243-252.

Shah, M., Hasan, S., & Malik, S. (2010). Perceived stress, source and severity of stress among medical undergraduates in a Pakestani medical school. BMC Medical Education, 10, 1-8.

Smith, T. W., & Spiro, A. (2002). Personality, health and aging: Prolegomenon for the next generation. Journal of Research in Personality, 36, 363-394.

Tong, Y., & Song, S. (2004). A study on general self-efficacy and subjective well-being of low college students in a Chinese university. College Student Journal, 38 (4), 637-642.

Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.

Whitny, C. (2010). Social support among college students and measures of alcohol use, perceived stress, satisfaction with life, emotional intelligence and coping. Journal of Student Wellbeing, 4 (1), 49-70.

Wilks, S. E., & Spivey, C. A. (2009). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education: The International Journal, 14, 1470-1227.

Yu, G., & Lee, D. J. (2008). A model of quality of college life (QCL) of students in Korea. Social Indicators Research, 87 (2), 269-286.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46 (6), 678-706.

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30–41.