نوع مقاله : مقاله پژوهشی

نویسندگان

• محمد دریکوند ¹
• مسلم دانش پایه ²
• عاطفه مازوساز ³
• سید جواد حسینی ⁴

¹ دانش‌آموخته دکتری، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه شهید چمران، اهواز، ایران.

² دانش‌آموخته دکتری، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

³ دانشجوی دکتری، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

⁴ دانش‌آموخته دکتری، گروه روان شناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه شهید چمران، اهواز، ایران

چکیده

هدف پژوهش حاضر بررسی نقش میانجی حساسیت اضطرابی در رابطه بین تعلق به مدرسه با بهزیستی تحصیلی بود. طرح پژوهش همبستگی و ازنوع معادلات ساختاری بود. جامعه مورد مطالعه پژوهش را کلیه دانش‌آموزان دختر و پسر مقطع متوسطه شهران تهران در سال تحصیلی 1403-1402 تشکیل می‌دهند. نمونه پژوهش شامل 256 دانش‌آموز بود که با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. افراد نمونه به پرسشنامه‌های، احساس تعلق به مدرسه (بری و همکاران، 2004)، حساسیت اضطرابی (فلوید و همکاران، 2005) و بهزیستی تحصیلی (تومینن و همکاران، 2012)، پاسخ دادند. تحلیل داده‌ها با روش الگویابی مدل معادلات ساختاری و با استفاده از نرم‌افزار Spss و Amos نسخه 26 انجام شد. نتایج نشان داد حساسیت اضطرابی بین تعلق به مدرسه و بهزیستی تحصیلی دارای نقش میانجی است و دارای رابطه منفی و معنی‌دار است (p<0/01). همچنین، بین احساس تعلق به مدرسه و بهزیستی تحصیلی رابطه مثبت و معنی‌دار است (p<0/01). بر پایه یافته‌های پژوهش مشخص شد هر چه میزان تعلق به مدرسه بالاتر باشد، حساسیت اضطرابی کاهش، در نتیجه بهزیستی تحصیلی دانش‎آموزان افزایش می‎یابد.

کلیدواژه‌ها

• حساسیت اضطرابی
• تعلق به مدرسه
• بهزیستی تحصیلی

موضوعات

• روان‌شناسی تربیتی

عنوان مقاله [English]

the mediating role of anxiety sensitivity in the relationship between connectedness with school and academic well - being

نویسندگان [English]

• mohammad derikvand ¹
• Moslem Daneshpayeh ²
• atefeh mazoosaz ³
• Seyed javad Hosseini ⁴

¹ PhD, Department of educational psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran

² 2- PhD, Department of educational psychology , Faculty of Department of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.

³ PhD student, Department of educational psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran

⁴ PhD, Department of educational psychology, Faculty of Psychology and Educational Sciences, Shahid Chamran University, Ahvaz, Iran

چکیده [English]

Introduction
academic well-being refers to the individuals enjoyment of the role and experience as a self-taught student, perception of educational programs, the necessary conditions for studying, and overall satisfaction of student in the academic environment. It is associated with positive factors in school context , such as increasing educational activities, having good social relations,satisfaction with education and finally academic achievement. On the other hand, the mood of depression , anxiety , anger , educational loss and education is the consequences of academic failure. According to the researches , including effective variables on academic well-being, school connectedness and anxiety sensitivity. school connectedness is a multi-dimensional structure, but is generally defined as the extent to which students acquire, respect and support in the school environment. anxiety sensitivity is a personal tendency to understand emotions and anxiety symptoms as consequences of disasters that can be identified that in shaping social interaction,feeling of security and psychological and social development of students have an important role and academic well - being . the purpose of this study was to
the mediating role of anxiety sensitivity in the relationship between connectedness with school and academic well – being.

Method
This study employed an applied objective and a correlational descriptive method. The study population consisted of all male and female middle school students in Tehran during the academic year 2024-2025. The research sample included 256 students selected through multi-stage sampling. Participants responded to questionnaires on connectedness with school (Berry et al., 2004), anxiety sensitivity (Floyd et al., 2005), and academic well-being (Tominen et al., 2012). Data analysis was conducted using SPSS and Amos version 26, structural equation modeling.
Results
Results indicated a anxiety sensitivity played a mediating role between connectedness with school and academic well-being, showing a significant and negative association (p<0/01) . Additionally significant and positive relationship between connectedness with school and academic well-being (p<0/01). Finally, the model an appropriate goodness of fit.
Discussion
Therefore it can be concluded that the more to connectedness with school the degree of anxiety sensitivity of students and reduce academic well-being has in important role in school context, such as increasing educational activities, feeling management, in class, having good social relations, education satisfaction and academic achievement. according to the mediating role of anxiety sensitivity in relation to connectedness with school and academic well-being, counselors apractitioners need to employ efficient therapeutic procedures for anxiety disorder and improve students academic well – being.

کلیدواژه‌ها [English]

• anxiety sensitivity
• connectedness with school
• academic well-being