آزمون مدل رابطه‌ی علّی حمایت‌ اجتماعی ادراک شده ‌و مولفه‌های بهزیستی تحصیلی با میانجی‌گری باورهای خودکارآمدی، حرمت خود و استرس تحصیلی در دانش‌آموزان پسر

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 3، دوره 9، شماره 33، آذر 1397، صفحه 35-50   

نوع مقاله: مقاله پژوهشی

نویسندگان

ناصر بهروزی^{* 1}؛ مرتضی مرادی²؛ علیرضا حاجی یخچالی²؛ سیروس عالیپور¹

¹دانشیار دانشگاه شهید چمران اهواز

²دانشگاه شهید چمران اهواز

تاریخ دریافت: 01 آذر 1397،  تاریخ بازنگری: 09 دی 1397،  تاریخ پذیرش: 13 بهمن 1397 

چکیده

هدف پژوهش حاضر تعیین رابطه­ی علّی حمایت اجتماعی ادراک شده با بهزیستی تحصیلی با توجه به نقش میانجی­گری باورهای خودکارآمدی، حرمت خود و استرس تحصیلی بود. 230 دانش­آموز مقطع متوسطه­ی دوم به شکل نمونه­برداری تصادفی خوشه­ای چندمرحله­ای انتخاب شده و  مقیاس­های حمایت اجتماعی ادراک شده، باورهای خودکارآمدی تحصیلی، حرمت خود تحصیلی، استرس تحصیلی و بهزیستی تحصیلی را تکمیل کردند. ارزیابی مدل پیشنهادی­ با روش مدل­سازی معادلات ساختاری صورت گرفت. یافته­ها نشان داد که حمایت اجتماعی ادراک­شده با مولفه­های ارزش مدرسه، رضایتمندی تحصیلی و مشارکت در امور مدرسه رابطه­ی مثبت و با فرسودگی تحصیلی رابطه­ی منفی دارد. همچنین حمایت اجتماعی ادراک شده از طریق متغیرهای میانجی­گر باورهای خودکارآمدی، حرمت خود و استرس تحصیلی قادر به پیش­بینی مولفه­های بهزیستی تحصیلی است. بر این اساس می­توان گفت که حمایت­های اجتماعی از طریق ارتقای باورهای خودکارآمدی و حرمت خود تحصیلی به کاهش استرس تحصیلی می­انجامند و از این طریق به ارتقای مولفه­های بهزیستی تحصیلی کمک می­کنند. این یافته­ها بر نقش حمایت­های اجتماعی در برانگیختن و توانمندسازی افراد جهت مقابله با استرس و دستیابی به بهزیستی در محیط تحصیلی تاکید می­کند.

کلیدواژه‌ها

حمایت اجتماعی؛ باورهای خودکارآمدی تحصیلی؛ بهزیستی تحصیلی

عنوان مقاله [English]

Testing the model of causal relationship perceived social support and academic well-being components by mediating academic self-efficacy beliefs, academic self-esteem and academic stress in male students

نویسندگان [English]

nasser behroozi¹؛ morteza moradi²؛ alireza hajiyakhchali²؛ seiros Alipour¹

¹shahid chamran university of ahvaz,ahvaz,iran

²shahid chamran university of ahvaz

چکیده [English]

This study aimed to examine the mediating role of academic self-efficacy belief, academic self-esteem and academic stress between perceived social support and academic well-being components. The sample consisted of 230 high school students were selected using perceived social support multi-stage cluster sampling completed the scales of 8 academic self-efficacy belief, academic self-esteem, academic stress and academic well-being. The proposed model was evaluated using structural equation modeling. The results indicated social support had positive relationship with school value, satisfaction with educational choice and schoolwork engagement and negative relationship with School burnout. Also perceived social support through academic self-efficacy belief, academic self-esteem and academic stress, cause to forecast academic well-being components. According to, it can be said perceived social support through promoting academic self-efficacy belief and academic self-esteem cause to decrease academic stress and this path cause to promote academic well-being components. These findings emphasized the role of social support in incite people in confront to stress and access to well-being in academic environment.

کلیدواژه‌ها [English]

perceived social support, academic self-efficacy belief, academic well-being

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