نقش واسطه ای پذیرش اجتماعی و طرحواره های هیجانی در رابطه بین الگوهای ارتباطی خانواده و انگیزش تحصیلی دانش آموزان متوسطه دوره دوم

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 4، دوره 10، شماره 38، بهمن 1398، صفحه 59-76   

نوع مقاله: مقاله پژوهشی

نویسندگان

طیبه رهسپار¹؛ محمد خیر^{* 1}؛ مجید برزگر¹؛ مریم کورش نیا²

¹گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

²هیات علمی / دانشگاه آزاد

تاریخ دریافت: 29 مرداد 1398،  تاریخ بازنگری: 28 مهر 1398،  تاریخ پذیرش: 30 مهر 1398 

چکیده

چکیده
هدف از پژوهش حاضر بررسی نقش واسطه ای پذیرش اجتماعی و طرحواره های هیجانی در رابطه بین الگوهای ارتباطی خانواده و انگیزش تحصیلی دانش آموزان بود. روش پژوهش همبستگی از نوع مدل معادلات ساختاری بود. جامعه آماری تمامی دانش‌آموزان متوسطه دوره دوم شهر داراب در سال تحصیلی97-96 بود. نمونه 379 نفر که به روش نمونه‌گیری خوشه‌ای چند ‌مرحله‌ای انتخاب شدند. ابزار مورد استفاده در این پژوهش شامل پرسشنامه های انگیزش تحصیلی والرند و همکاران، پذیرش اجتماعی کراون و مارلو، طرحواره های هیجانی لیهی و الگوهای ارتباطی ریچی و فیتزپاتریک بود. تجزیه و تحلیل داده­ها با استفاده از آزمون معادلات ساختاری نشان داد مدل مورد نظر از برازش مطلوبی برخوردار است. الگوی ارتباطی گفت و شنود به صورت مستقیم تأثیر مثبت و معناداری بر انگیزه تحصیلی دارد. از طرفی الگوی ارتباطی همنوایی تأثیر مستقیم بر انگیزه تحصیلی ندارد و تأثیر آن بر انگیزه تحصیلی از طریق طرحواره‌های هیجانی مثبت و منفی وجود دارد. طرحواره‌های هیجانی منفی هم به صورت مستقیم و هم از طریق پذیرش اجتماعی موجب کاهش انگیزه تحصیلی می‌شود. اما طرحواره هیجانی مثبت تنها به صورت مستقیم موجب افزایش انگیزه تحصیلی می‌شود. در مجموع یافته­ها موید آن بود که پذیرش اجتماعی و طرحواره های هیجانی در رابطه بین الگوهای ارتباطی خانواده و انگیزش تحصیلی دانش آموزان ، نقش واسطه ای داشتند.

کلیدواژه‌ها

انگیزش تحصیلی؛ پذیرش اجتماعی؛ طرحواره های هیجانی؛ الگوهای ارتباطی خانواده

عنوان مقاله [English]

The Mediating Role of Social Acceptance and Emotional Schemain Relationship betweenFamily Communication Patterns and Academic Motivation in High School Students of Second Grade

نویسندگان [English]

Tayebeh Rahsepar¹؛ Mohammad Khayer¹؛ Majid Barzegar¹؛ Maryam Kouroshnia²

¹Department of psychology , marvdasht branch, Islamic azad university, marvdasht, iran

²faculty mamber / Azad university

چکیده [English]

The purpose of this study was investigating the mediating role of social acceptance and emotional schemas in relationship between family communication patterns and academic motivation in students. The research method is descriptive-correlational and structural equation modeling. The statistical population consisted of all high school students studying in the second grade over educational year 2017-2018 in the city of Darab. 379 students were randomly selected through multistage cluster sampling. Vallerlandet. alAcademic Motivation Scale, Marlowe–Crowne Social Acceptance Scale, Leahy Emotional Schema Scale, Richie and Fitzpatrick Family Communication Patterns Scale were administered to collect data. Analyzing data using structural equation modeling indicate that this model has desirable goodness of fit. Conversation pattern has a positive and significant effect on academic motivation directly, while communication pattern conformity has no direct impact on it.The communication pattern conformity affects academic motivation by positive and negative emotional schemas. Negative emotional schema sdecreases academic motivation both directly and via social acceptance. However, positive emotional schemas merely raise academic motivation directly. In general, the findings show that social acceptance and emotional schemas has a mediating role in relationship between family communication patterns and academic motivation in high school students.

کلیدواژه‌ها [English]

Academic Motivation, Social Acceptance, Emotional Schema, Family Communication Patterns

مراجع

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