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

عنوان مقاله [English]

The causal relationship between perceived academic stress and subjective well-being, with mediating roles of perceived social support and academic self-efficacy beliefs among male and female undergraduate students of Shalid Chamran University

نویسندگان [English]

  • A. Taghvaei Neya 1
  • M. Shehni Yailagh 2
  • A. Neissi 3

1

2

3

چکیده [English]

The purpose of the present study was to examine the causal relationship between perceived academic stress and subjective well-being, with mediating roles of perceived social support and academic self-efficacy beliefs among undergraduate students of Shahid Chamran University, and comparing the model in male and female students. The population of this study was all of the students who were studying in 1389-90 academic year. Among these, 600 students were selected, using multi-stage random sampling method. The research instruments were Academic Stress Questionnaire (ASQ), Multiple Scale Perceived Social Support (MSPSS), Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), Positive Affect and Negative Affect Schedule (PANAS), and Satisfaction with Life Scale (SWLS). The proposed model was tested using structural equation modeling. The results indicated the fitness of data to the proposed model. Other results revealed that the direct paths from perceived academic stress to subjective well-being, through perceived social support and academic self-efficacy beliefs were significant. The results of multiple mediator analysis showed that, in combination, the perceived social support and academic self-efficacy beliefs were significant mediators, but the indirect path from perceived academic stress to subjective well-being, through academic self-efficacy beliefs was not meaningful. The comparison of the model for male and female students indicated the moderating role of sex in the model.

کلیدواژه‌ها [English]

  • perceived academic stress
  • subjective well-being
  • perceived social support and academic self-efficacy beliefs
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