رابطه بین ابعاد الگوهای ارتباطی خانواده و احساس تعلق به مدرسه با تاب آوری تحصیلی به واسطه خودتنظیمی تحصیلی:

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 13، دوره 10، شماره 37، آبان 1398، صفحه 225-246   

نوع مقاله: مقاله پژوهشی

نویسندگان

علیرضا رمضانپور¹؛ مریم کورش نیا^{* 2}؛ امیر هوشنگ مهریار³؛ حجت اله جاویدی⁴

¹دانشجوی دکتری روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

²استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

³استاد گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ‌ایران

⁴مدیر گروه دکتری استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

تاریخ دریافت: 21 مهر 1398،  تاریخ پذیرش: 16 اردیبهشت 1399 

چکیده

پژوهش حاضر به منظور بررسی نقش واسطه گری خودتنظیمی تحصیلی در روابط بین ابعاد الگوهای ارتباطی خانواده (جهت گیری گفت و شنود و جهت گیری همنوایی) و احساس تعلق به مدرسه با تاب آوری تحصیلی بر روی نمونه ای 512 نفره از دانش آموزان دوره متوسطه دوم شهر داراب انجام گرفت. اعضای نمونه با استفاده از روش نمونه گیری خوشه ای چند مرحله ای انتخاب شدند و مقیاس های الگوی ارتباطی خانواده ریچی و فیتزپاتریک (1990)، مقیاس احساس تعلق به مدرسه براون و ایوانز (2002)، پرسشنامه خودتنظیمی تحصیلی سواری و عرب زاده (1392) و مقیاس تاب آوری تحصیلی کسیدی (2016) را تکمیل نمودند. پس از جمع آوری داده ها، ارزیابی مدل پیشنهادی با روش معادلات ساختاری و استفاده از برنامه لیزرل، ‌انجام گرفت. نتایج تحلیل داده ها نشان داد که متغیرهای برون زا (جهت گیری گفت و شنود خانواده و جهت گیری همنوایی خانواده و احساس تعلق به مدرسه) قادر به پیش بینی خودتنظیمی تحصیلی هستند، خودتنظیمی تحصیلی قادر به پیش بینی تاب آوری تحصیلی است و خودتنظیمی تحصیلی میانجی گر ارتباط متغیرهای برون زا (جهت گیری گفت و شنود خانواده و جهت گیری همنوایی خانواده و احساس تعلق به مدرسه) و تاب آوری تحصیلی می باشد.

کلیدواژه‌ها

ابعاد الگوهای ارتباطی خانواده؛ احساس تعلق به مدرسه؛ خودتنظیمی تحصیلی؛ ‌ تاب آوری تحصیلی

عنوان مقاله [English]

The Relationship between Dimensions of Family Communication Patterns and Sense of Belonging in School with Academic Resilience with the Mediation of Self-regulation.

نویسندگان [English]

alireza Ramezanpour¹؛ Maryam Kouroshnia²؛ Amirhooshang mehryar³؛ Hojatallah Javidi⁴

¹PHD Student, Department of psychology, Marvdasht Branch, Islamic Azad university, marvdasht, Iran

²Assistant Professor, Department of psychology, Marvdasht Branch, Islamic Azad university, marvdasht, Iran

³Professor, Department of psychology, Marvdasht Branch, Islamic Azad university, marvdasht, Iran

⁴Assistant Professor, Department of psychology, Marvdasht Branch, Islamic Azad university, marvdasht, Iran

چکیده [English]

The present study aimed to investigate the mediating role of academic self-regulation in the relationship between dimensions of family communication patterns (conversation orientation and conformity orientation) and Sense of Belonging in School with academic resilience on a sample of 512 secondary school students in the Darab city. Sample members were selected using multistage cluster sampling and the Richie and Fitzpatrick Revised Family Communication Pattern (1990), Brown & Evans Sense of Belonging in School Scale (2002), Savari and Arabzadeh Academic Self- Regulation Scale (2013) And Cassidy Academic Resilience Scale (2016) were completed. After data collection, the proposed model was evaluated using Structural Equation Method and using LISREL software. The results of the data analysis showed that dimensions of family communication patterns and Sense of Belonging in School were able to predict academic self-regulation, academic self-regulation was able to predict academic resilience, and academic self-regulation plays a significant mediating role in the relationship between conversation orientation and conformity orientation and Sense of Belonging in School with academic resilience.

کلیدواژه‌ها [English]

Dimensions of Family Communication Patterns, Sense of Belonging in School, Self-regulation, Academic Resilience

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