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مدل ساختاری بهزیستی تحصیلی بر اساس جو و هویت مدرسه، الگوهای ارتباطی خانواده و شایستگی هیجانی-اجتماعی دانش آموزان : نقش میانجی خودکارآمدی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری روانشناسی تربیتی، واحد تهران مرکزی،دانشگاه آزاد اسلامی، تهران،ایران
2 استاد گروه روانشناسی واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران،ایران
3 استادیار گروه روانشناسی واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران ،ایران
چکیده
پژوهش حاضر با هدف مدل یابی بهزیستی تحصیلی بر اساس جو و هویت مدرسه، الگوهای ارتباطی خانواده و شایستگی هیجانی -اجتماعی دانش‌آموزان با میانجیگری خودکارآمدی تحصیلی انجام شد. روش پژوهش، همبستگی و از نوع مدل یابی معادلات ساختاری (SEM) بود. بدین منظور تعداد 369 دانش آموزمقطع متوسطه دوم از مدارس شهرستان ساری با روش نمونه گیری خوشه ای انتخاب شدند. ابزار گردآوری داده‌ها پرسشنامه جو و هویت مدرسه لی و همکاران (2017)، پرسشنامه الگوهای ارتباطی خانواده فیتزپاتریک و ریچی (1994)، پرسشنامۀ شایستگی هیجانی‌ـ‌اجتماعی دانش‌آموزان زو و ایی (2012)، پرسشنامه بهزیستی تحصیلی تومنین-سوینی و همکاران (2012) و پرسشنامه خودکارآمدی تحصیلی مورگان و جیکنز (1998) بود. جهت تحلیل داده‌ها و برازش مدل‌ اندازه‌گیری از تحلیل عاملی تاییدی و برای برازش مدل پژوهش ازمدل سازی معادلات ساختاری (SEM) با نرم افزار 26 AMOS بهره برده شد. نتایج پژوهش نشان داد که جو و هویت مدرسه و شایستگی هیجانی- اجتماعی بر بهزیستی تحصیلی در دانش‌آموزان اثر مستقیم دارد و الگوی ارتباطی خانواده بر بهزیستی تحصیلی در دانش‌آموزان اثر مستقیم ندارد. همچنین نتایج نشان داد که جو و هویت مدرسه، الگوی ارتباطی خانواده شایستگی هیجانی- اجتماعی بر بهزیستی تحصیلی با نقش میانجی خودکارآمدی تحصیلی در دانش‌آموزان اثر غیرمستقیم دارد. بر اساس نتایج پژوهش مدل پشنهادی بهزیستی تحصیلی بر اساس جو و هویت مدرسه، الگوهای ارتباطی خانواده و شایستگی هیجانی -اجتماعی از برازش مطلوبی برخوردار است.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Structural model of Academic Well-Being based on School climate and identification, Family Communication Patterns and Emotional-Social Competence of Students with the Mediation of Academic Self-Efficacy

نویسندگان English

Fatemeh Bagherikhalili 1
mozhgan sepah mansour 2
afsaneh Ghanbari Panah 3
1 PhD student in Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 ، Professor of psychology department central tehran branch islamic azad university tehran iran
3 Assistant Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده English

Abstract

The present study was conducted with the aim of modeling academic well-being based on School climate and identify , family communication patterns and emotional-social competence of students with the mediation of academic self-efficacy.. The research method was correlational and structural equation modeling (SEM). For this purpose, 369 high school students were selected from schools in Sari using cluster sampling. The data collection tools were the School Climate and Identity Questionnaire by Lee et al. (2017), the Family Communication Patterns Questionnaire by Fitzpatrick and Ritchie (1994), the Student Social-Emotional Competence Questionnaire by Xu and Yi (2012), the Academic Well-Being Questionnaire by Tumenin-Sweeney et al. (2012), and the Academic Self-Efficacy Questionnaire by Morgan and Jakins (1998). Confirmatory factor analysis was used to analyze the data and fit the measurement model, and structural equation modeling (SEM) was used with AMOS 26 software to fit the research model. The results of the study showed that school climate and identity and social-emotional competence have a direct effect on academic well-being in students, and family communication pattern does not have a direct effect on academic well-being in students. The results also showed that school climate and identity, family communication pattern, social-emotional competence have an indirect effect on academic well-being with the mediating role of academic self-efficacy in students. According to the results of the study, the proposed model of academic well-being based on school climate and identity, family communication patterns, and social-emotional competence has a good fit.

کلیدواژه‌ها English

: Academic well-being
school climate and identity
family communication patterns
social-emotional competence
academic self-efficacy
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