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مدل ساختاری رضایت از زندگی بر اساس مسئولیتپذیری فردی و اجتماعی با نقش میانجی هیجانخواهی در دانشجویان | ||
| فصلنامه پژوهش های نوین روانشناختی | ||
| دوره 21، شماره 82، مرداد 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jmpr.2026.69981.6876 | ||
| نویسندگان | ||
| سجاد اسدی رحمانی1؛ سعید موسوی پور* 2 | ||
| 1کارشناس ارشد روانشناسی عمومی، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 2گروه روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| چکیده | ||
| هدف از پژوهش حاضر بررسی مدل ساختاری رضایت از زندگی بر اساس مسئولیتپذیری فردی و اجتماعی با نقش میانجی هیجانخواهی در دانشجویان بود. مطالعه حاضر از نوع مطالعات همبستگی به روش مدلیابی معادلات ساختاری بود. جامعه آماری این پژوهش شامل دانشجویان تحصیلات تکمیلی دانشگاه تهران در سال تحصیلی ۱۴۰۳- ۱۴۰۴ بود که از بین آنها تعداد 300 نفر (150 نفر زن و 150 نفر مرد) به روش نمونهگیری در دسترس انتخاب شدند. ابزار گردآوری دادهها شامل مقیاس رضایت از زندگی (SWLS)، مقیاس هیجانخواهی آرنت (AISS) و مقیاس مسئولیتپذیری فردی و اجتماعی (PSRQ) بود. دادهها با استفاده از آزمون همبستگی پیرسون و شیوه مدلیابی معادلات ساختاری با کمک نرم افزار SPSS-26 و همچنین نرم افزار Amos-24 تحلیل شدند. نتایج مدل معادلات ساختاری نشان داد که مسئولیتپذیری فردی (β = 0/159 ،p = 0/016)، و هیجانخواهی (β = 0/139 ،p = 0/02)، بر رضایت از زندگی اثر مستقیم مثبت و معناداری دارند. اما اثر مستقیم مسئولیتپذیری اجتماعی بر رضایت از زندگی معنادار نبود (β = 0/028 ،p = 0/684)، در بررسی نقش میانجی، هیجانخواهی تنها در رابطه بین مسئولیتپذیری اجتماعی و رضایت از زندگی نقش میانجی معنادار ایفا کرد (0/038 = β)؛ زیرا مسئولیتپذیری اجتماعی بر هیجانخواهی اثر معناداری داشت (β = 0/245 ،p = 0/01)، از سوی دیگر، بهدلیل عدم معناداری رابطه مسئولیتپذیری فردی با هیجانخواهی (β = 0/042 ،p = 0/519)، نقش میانجی هیجانخواهی در این مسیر تأیید نشد و مدل مفهومی ارائه شده از برازش خوبی برخوردار بود. بنابراین، با آموزش و تقویت احساس مسئولیتپذیری و افزایش توانایی دانشجویان در مدیریت، جهتدهی و هدایت سازنده هیجانخواهی، میتوان از این عوامل به عنوان مبنایی برای طراحی مداخلات و رویکردهای جامع در جهت ارتقاء رضایت از زندگی بهره گرفت و لذا تمرکز بر آموزش و تقویت این متغیرها ممکن است نقش پیشگیرانهای در کاهش نارضایتی از زندگی در میان دانشجویان ایفا کند. | ||
| کلیدواژهها | ||
| رضایت از زندگی؛ مسئولیتپذیری فردی؛ مسئولیتپذیری اجتماعی؛ هیجانخواهی | ||
| مراجع | ||
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