| تعداد نشریات | 45 |
| تعداد شمارهها | 1,477 |
| تعداد مقالات | 18,019 |
| تعداد مشاهده مقاله | 58,387,513 |
| تعداد دریافت فایل اصل مقاله | 19,805,982 |
رابطۀ امید به تحصیل و بهزیستی تحصیلی: نقش واسطهگری اشتیاق تحصیلی | ||
| فصلنامه پژوهش های نوین روانشناختی | ||
| دوره 20، شماره 80، دی 1404، صفحه 1-15 اصل مقاله (808.64 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jmpr.2025.68506.6757 | ||
| نویسندگان | ||
| احسان کشتورز کندازی1؛ نادره سهرابی* 2؛ مریم کورشنیا2؛ مجید برزگر2 | ||
| 1دانشجوی دکتری تخصصی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران | ||
| 2گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران | ||
| چکیده | ||
| هدف این پژوهش، بررسی رابطۀ امید به تحصیل و بهزیستی تحصیلی با نقش واسطهگری اشتیاق تحصیلی بود. روش پژوهش توصیفی-همبستگی از نوع مدلیابی معادلات ساختاری بود. جامعۀ آماری پژوهش، تمامی دانشآموزان متوسطۀ دوم شهر شیراز در سال تحصیلی 1404-1403 بودند که از بین آنها 516 دانشآموز (223 پسر و 293 دختر) با استفاده از روش نمونهگیری خوشهای تصادفی چندمرحلهای انتخاب شدند و به پرسشنامههای امید به تحصیل (AHQ) خرمایی و کمری (1396)، بهزیستی تحصیلی (AWBQ) تومینن- سوینی و همکاران (2012) و اشتیاق تحصیلی (AEQ) فردریکز و همکاران (2004) پاسخ دادند. برای تجزیه و تحلیل دادهها از روش تحلیل معادلات ساختاری با استفاده از نرمافزارهای SPSS-26 و AMOS-24 استفاده شد. یافتهها نشان دادند که مدل پژوهش با دادههای جمعآوری شده برازش مطلوبی دارد. امید به تحصیل دارای تاثیر مثبت و معنیدار بر اشتیاق تحصیلی و اشتیاق تحصیلی نیز دارای تاثیر مثبت و معنیدار بر بهزیستی تحصیلی بود. همچنین، بررسی مسیر غیرمستقیم متغیر برونزاد (امید به تحصیل) بر متغیر درونزاد نهایی (بهزیستی تحصیلی)، نشان داد که امید به تحصیل از طریق اشتیاق تحصیلی دارای تاثیر غیرمستقیم معنیدار بر بهزیستی تحصیلی بود. در مجموع، یافتههای پژوهش حاضر حاکی از آن است که امید به تحصیل از طریق تقویت اشتیاق تحصیلی، میتواند نقش موثری در ارتقای بهزیستی تحصیلی ایفا کند. این نتیجه بیانگر آن است که مؤلفههای انگیزشی درونی، همچون امید و اشتیاق، نهتنها با عملکرد تحصیلی بلکه با سلامت روانی دانشآموزان نیز پیوند دارند و باید در برنامهریزیهای آموزشی مورد توجه قرار گیرند. | ||
| کلیدواژهها | ||
| امید به تحصیل؛ اشتیاق تحصیلی؛ بهزیستی تحصیلی | ||
| مراجع | ||
|
American Psychological Association. (2002). Ethical principles of psychologists and code of conduct. American Psychologist. 57(12), 1060-1073. https://doi.org/10.1017/jmo.2020.41 Arbezi, M., & Fooladchang, M. (2020). The Relationship Between Academic Hope and Academic Well-Being DuringVirtual Education: Investigating The Mediating Role of Academic Self-Regulation. Journal of Instructio and Evaluation, 15(59), 93-122. [In Persian]. 10.30495/jinev.2023.1967559.2770 Barani, H., Khormaei, F., Sheikh-ol-Eslami, R., & Foladchang, M. (2019). The relationship between academic excitement, hope, and academic dishonesty: Examining the mediating role of academic help-seeking. Journal of Psychology, 23(4 (92)), 388-406. [In Persian]. http://iranapsy.ir/en/Article/13980914193854 Bryce, C. I., Alexander, B. L., Fraser, A. M., & Fabes, R. A. (2020). Dimensions of hope in adolescence: Relations to academic functioning and well‐being. Psychology in the Schools, 57(2), 171-190. https://doi.org/10.1002/pits.22311 Byrne, B. M. (2001). Structural Equation Modeling With AMOS, EQS, and LISREL: Comparative Approaches to Testing for the Factorial Validity of a Measuring Instrument. International Journal of Testing, 1(1), 55–86. https://doi.org/10.1207/S15327574IJT0101_4 Chaya, H. (2022). The variables affecting students' enthusiasm for studying in virtual settings: a review. Asian J. Sci. Technol. Soc, 1(1), 11–16. 10.53402/ajsts.v1i1.57 Chen, J., Huebner, E. S., & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, 101824. https://doi.org/10.1016/j.lindif.2020.101824 Costantini, A., Bakker, A. B., & Scharp, Y. S. (2025). Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance. Educational Psychology Review, 37(2), 1-42. 10.1007/s10648-025-10022-6 Datu, J., Valdez, J., & Yang W. (2021). The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement. Revista de Psicodidáctica, 17, 17-26. https://doi.org/10.1016/j.psicoe.2021.02.001 Divoll, K., & Rineiro, A. (2024). Applying brain research and positive psychology to promote the wellbeing of principals. Supporting Leaders for School Improvement through Self-Care and Wellbeing, Information Age Publishing, 297-316. https://books.google.com/books?hl=fa&lr=&id=NwPvEAAAQBAJ&oi=fnd&pg=PA297&dq#v=onepage&q&f=false Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944. https://pubmed.ncbi.nlm.nih.gov/16313657/ Fooladi, F., Purshahriar, H., & Ebrahimi, S. (2022). The Relationship between Helicopter Parenting and Mental Health with Academic Welfare in High School Female Students: The Mediating Role of Academic Self-Efficacy. Journal of Modern Psychological Researches, 17(66), 217-228. [In Persian]. 10.22034/jmpr.2022.15264 Fredricks, J.A., Phyllis C.B., & Alison. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 Indreswari, H., Probowati, D., & Rachmawati, I. (2024). Psychological well-being and student academic burnout. Jurnal Kajian Bimbingan Dan Konseling, 7(3), 13. 10.17977/um001v7i32022p138-149 Jamshiddoust Miyanroudi, F., Aghajani, S., Javaheri Moghanlou, A., karampour, M. (2024). Predicting academic enthusiasm based on social adequacy and parenting styles considering the mediating role of social support in students. Preventive Counseling, 5(4), 29-38. [In Persian]. https://jpc.uma.ac.ir/article_3457.html Jung, Y., & Ryu, J. (2023). Associations between obesity and academic enthusiasm and social emotional competence: Moderating effects of gender and sleep quality. Journal of Human Behavior in the Social Environment, 33(2), 276-295. https://doi.org/10.1080/10911359.2022.2052224 Keshtvarz Kondazi, E., Rezaeifard, A., & Tomaj, A. (2021). The mediating role of academic self-concept in the relationship between academic hope and counterproductive academic behavior. Journal of Psychology, 3(25), 490-510. [In Persian]. 20.1001.1.18808436.1400.25.3.6.0 Khaleghkhah, A., & Karimianpour, G. (2020). Analyzing the mediating role of academic hope in the relationship between academic support and the academic engagement among students. Journal of School Psychology, 9(3), 50-67. [In Persian]. https://jsp.uma.ac.ir/article_1064.html?lang=en Khormaee, F., & Kamari, S. (2017). Construction and examine the psychometric characteristics the Academic Hope Scale. Bi-Quarterly Journal of Cognitive Strategies in Learning. 5(8), 15-37. [In Persian]. 10.22084/j.psychogy.2017.9549.1284 Kline, R. B. (2016). Methodology in the social sciences: Principles and practice of structural equation modeling (4th Ed.). New York, NY, US: Guilford Press. https://www.scirp.org/reference/referencespapers?referenceid=2326083 Kohzadi, M., Yarahmadi, Y., Ahmadian, H., & Jadidi, H. (2010). Predicting academic responsibility based on the social context of the classroom with the mediation of basic psychological needs satisfaction and academic enthusiasm. Journal of Education and Learning Studies, 12(1), 1-29. [In Persian]. 10.22099/jsli.2020.5780 Lei, H., Cui, Y., & Chiu, M. M. (2018). The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis. Frontiers in psychology, 8, 2288. 10.3389/fpsyg.2017.02288 Longakit, J., Lobo, J., Gazali, N., Toring-Aque, L., Sayson, M., Aque, F. J., ... & Celestial, E. F. (2025). The influence of teacher emotional support on academic engagement of university students: Examining the mediating role of academic motivation through the lens of Self-determination theory. Sportis Scientific Journal of School Sport Physical Education and Psychomotricity, 11(2), 1-25. https://doi.org/10.17979/sportis.2025.11.2.11328 Meyers, L. S., Gamst, G., & Guarino, A. J. (2013). Applied multivariate research: Design and interpretation (2nd ed.). Sage Publications, Inc. https://psycnet.apa.org/record/2013-39233-000 Mohammadipour, M., & Rahmati, F. (2016). The predictive role of social adjustment, academic procrastination and academic hope in the high school students’ academic burnout. Interdisciplinary Journal of Education, 1(1), 35-45. file:///C:/Users/modern/Downloads/iase-idje-v1n1p27-en%20(4).pdf Moradi, M., Solimani Khashab, A., Shahabzadeh, S., Sabaghian Baghdad Abad, H., & Dehghanizadeh, M. H. (2017). Testing for the Factor Structure and Measurement of Internal Consistency of the Irani Version of Academic WellBeing Questionnaire. Quarterly of Educational Measurement, 6(24), 251-276. [In Persian]. https://doi.org/10.22054/jem.2017.476.1018 Muwonge, C. M., Schiefele, U., Ssenyonga, J., & Kibedi, H. (2017). Determinants of persistence among science teacher-trainees: Examining the role of self-efficacy, task value, and academic hope. Journal of Science Teacher Education, 28(6), 522-548. https://doi.org/10.1080/1046560X.2017.1379860 Namaziandost, E., Heydarnejad, T., Rezai, A., & Kargar Behbahani, H. (2025). To boldly go in distance language learning: A picture of nexus between academic resilience, academic buoyancy, learner self-efficacy, learner enjoyment, and academic well-being. Teaching English Language, 19(1), 473-514. https://www.teljournal.org/article_207367.html?lang=en Okur, S., Ekşi, H., Demirci, İ., & Ekşi, F. (2025). Academic Encouragement and Academic Wellbeing: Mediating Roles of Grit and Hope. Psychological reports, 128(4), 2577–2603. https://doi.org/10.1177/00332941231181302 Paloș, R., Maricuţoiu, L. P., & Costea, I. (2019). Relations between academic performance, student engagement and student burnout: a cross- lagged analysis of a two-wave study. Studies in Educational Evaluation, 60, 199-204. https://doi.org/10.1016/j.stueduc.2019.01.005 Pekrun, W. E. (2024). Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions. Educational Psychology Review, 36(1), 45–68. https://doi.org/10.1007/s10648-023-09765-2 Puiu, S., Udriștioiu, M. T., Petrișor, I., Yılmaz, S. E., Pfefferová, M. S., Raykova, Z., Yildizhan, H., & Marekova, E. (2024). Students' Well-Being and Academic Engagement: A Multivariate Analysis of the Influencing Factors. Healthcare (Basel, Switzerland), 12(15), 1492. https://doi.org/10.3390/healthcare12151492 Reeve, J., Cheon, S. H., & Yu, T. H. (2020). An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(4), 325–338. https://doi.org/10.1177/0165025420911103 Schumacker, R. E., & Lomax, R. G. (2010). A beginner's guide to structural equation modeling (3rd ed.). Routledge/Taylor & Francis Group. https://psycnet.apa.org/record/2010-14122-000 Sezgin, F., & Erdogan, O. (2016). Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-Efficacy and Perceived Success. Educational Sciences: Theory & Practice, 15, 7-19. 10.12738/estp.2015.1.2338 Snyder, C. R. (1995). Conceptualizing, measuring, and nurturing hope. Journal of Counseling & Development. 73(3), 355-360. https://doi.org/10.1002/j.1556-6676.1995.tb01764.x Snyder, C. R., & Lopez, S. J. (2009). The handbook of positive psychology. New York: Oxford University Press. https://perpus.univpancasila.ac.id/repository/EBUPT200950.pdf Taheri-Kharameh, Z., Khalili, Z., Sharafi, H., & Khahan-Yazdi, I. (2024). Academic well-being in medical students: the role of spiritual health and academic hope. Health Professions Education, 10(3), 209-213. [In Persian]. https://hpe.researchcommons.org/journal/vol10/iss3/8/ Torabi S S, Mirzabeigi A, Pazuki F, Rezaei Rezvan S, Isari S A. (2025). Predicting academic well-being based on the Classroom Social-Psychological Climate of the class with the mediating role of academic engagement and Academic Buoyancy. Rooyesh, 13(12), 215-224. [In Persian]. https://frooyesh.ir/article-1-5693-fa.html Tuominen-Soini, H., Salmela-Aro, K., & Niemivirta, M. (2012). Achievement goal orientations and academic well-being across the transition to upper secondary education. Learning and Individual Differences, 22(3), 290-305. https://doi.org/10.1016/j.lindif.2012.01.002 Upadyaya, K., & Salmela-Aro, K. (2013). Development of school engagement in association with academic success and well-being in varying social contexts. European psychologist, 18(2), 136-141. https://econtent.hogrefe.com/doi/10.1027/1016-9040/a000143 Wang, W., Rezaei, Y. M., & Izadpanah, S. (2024). Speaking accuracy and fluency among EFL learners: The role of creative thinking, emotional intelligence, and academic enthusiasm. Heliyon, 10(18), 324-329. https://www.cell.com/heliyon/fulltext/S2405-8440(24)13651-1 Widlund, A., Tuominen, H., & Korhonen, J. (2018). Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year. Frontiers in psychology, 9, 297. https://doi.org/10.3389/fpsyg.2018.00297 Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2024). Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology, 116(1), 48. https://doi.org/10.1037/edu0000833 Zajda, J. (2023). The impact of motivation on students’ engagement and performance. In Globalisation and Dominant Models of Motivation Theories in Education (pp. 127-138). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-42895-1_9 Zhao, R., & Kuo, Y. L. (2015). The role of self-discipline in predicting achievement for 10th graders. International Journal of Intelligent Technologies and Applied Statistics, 8(1), 61-70. 10.6148/IJITAS.2015.0801.05 | ||
|
آمار تعداد مشاهده مقاله: 313 تعداد دریافت فایل اصل مقاله: 197 |
||