نقش میانجی حساسیت اضطرابی در رابطه بین تعلق به مدرسه با بهزیستی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

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

2 دانش‌آموخته دکتری، گروه روان‎شناسی تربیتی، دانشکده روان‎شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

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

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

10.22055/psy.2024.45605.3180
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 (Brew et al.)، حساسیت اضطرابی (Floyd et al.) و بهزیستی تحصیلی (Tuominen–Soini et al.)، 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


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 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
چکیده English

This study aimed to explore the mediating role of anxiety sensitivity in the relationship between connectedness with school and academic well-being. The research design was correlational and of structural equation modeling type. The study population consisted of all high school male and female students in Tehran in the academic year 2014-2015. The research sample consisted of 256 students who were selected through multi-stage cluster sampling. The sample individuals responded to questionnaires on connectedness with school (Brew et al.), anxiety sensitivity (Floyd et al.), and academic well-being (Tuominen–Soini et al.). Data analysis was conducted using the structural equation modeling method via SPSS and Amos version 26 software. The results revealed that anxiety sensitivity has a mediating role between connectedness with school and academic well-being and it has a negative as well as significant relationship (p<0.01). There was also a positive and significant relationship between the sense of connectedness with school and academic well-being (p<0.01). Based on the research findings, it was determined that the higher the level of connectedness with school, the lower the anxiety sensitivity, and as a result, the greater the academic well-being of students.

کلیدواژه‌ها English

anxiety sensitivity
connectedness with school
academic well-being
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