آزمون و مقایسه مدل رابطه علی ویژگی‌های شخصیتی با کیفیت زندگی و عملکرد تحصیلی با میانجی‌گری خودکارآمدی تحصیلی و تنظیم هیجان در دانشجویان دانشگاه شهید چمران اهواز

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 5، دوره 10، شماره 35، خرداد 1398، صفحه 81-99   

نوع مقاله: مقاله پژوهشی

نویسندگان

غلامرضا کاویانی¹؛ سیروس عالی پور بیرگانی^{* 2}؛ منیجه شهنی ییلاق³؛ غلامرضا رجبی⁴

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

²دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

³استاد، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

⁴استاد، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

تاریخ دریافت: 08 آذر 1397،  تاریخ بازنگری: 02 خرداد 1398،  تاریخ پذیرش: 24 تیر 1398 

چکیده

این پژوهش با هدف آزمون و مقایسه مدل رابطه علی ویژگی‌های شخصیتی با کیفیت زندگی و عملکرد تحصیلی با میانجی‌گری خودکارآمدی تحصیلی و تنظیم هیجان در دانشجویان دانشگاه شهید چمران اهواز صورت گرفته است. جامعهآماری اینپژوهش تمامیدانشجویاندختروپسرمشغول بهتحصیل در دانشگاه شهیدچمراناهوازبودند که 350 نفر از آنها با استفاده از روش نمونه‌گیری تصادفی چندمرحله‌ای، به­عنوان نمونه آماری انتخاب شده و به ابزارهای پژوهش(خرده‌مقیاس وظیفه‌شناسی سیاهه شخصیتی نئو، پرسشنامه کیفیت زندگی سازمان بهداشت جهانی- فرم کوتاه، مقیاس خودکارآمدی تحصیلی و خرده‌مقیاس تنظیم هیجان) پاسخ دادند. این مطالعه از نوع همبستگی با استفاده از روش تحلیل مسیر انجام شد. نتایج نشان داد که رابطه وظیفه‌شناسی و خودکارآمدی تحصیلی، مثبت و قوی است. رابطه خودکارآمدی تحصیلی و عملکرد تحصیلی، خودکارآمدی تحصیلی و کیفیت زندگی نیز مثبت و معنی‌دار است. همچنین ضریب مسیر وظیفه‌شناسی به کیفیت زندگی در دانشجویان دختر و ضریب مسیرهای وظیفه‌شناسی به تنظیم هیجان و تنظیم هیجان به کیفیت زندگی در دانشجویان پسر بیشتر بوده است. با توجه به رابطه خودکارآمدی تحصیلی با عملکرد تحصیلی و کیفیت زندگی و همچنین و رابطه تنظیم هیجان با کیفیت زندگی، می‌توان راهکارها یا برنامه‌های را برای افزایش خودکارآمدی تحصیلی دانشجویان و همچنین درک، ارزیابی و کنترل هیجان‌ها و واکنش‌های هیجانی به شیوه‌ای سودمند مد نظر قرار داد.

کلیدواژه‌ها

تنظیم هیجان؛ کیفیت زندگی؛ خودکارآمدی تحصیلی؛ وظیفه‌شناسی؛ عملکرد تحصیلی

عنوان مقاله [English]

Testing and comparing the model of personality traits with quality of life and academic performance with mediating role of emotion regulation and academic self-efficacy in Shahid Chamran university students

نویسندگان [English]

Gholamreza Kavyani¹؛ Sirous AllipourBirgani²؛ Manijeh Shehniyailagh³؛ Gholamreza Rajabi⁴

¹PhD student of Educational Psychology, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

²Associate Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

³Professor, Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

⁴Professor, Department of Counseling, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

چکیده [English]

This correlational study aimed at testing and comparing the model of personality traits with quality of life and academic performance with mediating role of emotion regulation and academic self-efficacy in Shahid Chamran university students. All Shahid Chamran University female and male students during the academic were population of this study. A total of 350 students were selected by multi-stage random sampling method and answered the research tools (Conscientiousness subscale of NEO Personality Inventory, World Health Organization Quality of Life, Academic Self-Efficacy Scale and Dimensions of Emotional Openness Questionnaire). This correlation study was performed using path analysis method. The results showed that relationship between conscientiousness and academic self-efficacy was positive and strong. The relationship between academic self-efficacy and academic performance and academic self-efficacy and quality of life. Furthermore, path coefficient of conscientiousness to quality of life was high in female students. Path coefficient of conscientiousness to emotion regulation and emotion regulation to quality of life were high in male students. There are relationship between academic self-efficacy and academic performance and quality of life as well as emotion regulation and quality of life. It is possible to develop strategies or programs to increase students' academic self-efficacy as well as to increase the comprehension, evaluation and control of emotions and emotional reactions in a beneficial way.

کلیدواژه‌ها [English]

emotion regulation, Quality of life, academic self-efficacy, conscientiousness, academic performance

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