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پیشبینی پیشرفت تحصیلی براساس اضطراب جدایی دانشآموزان با میانجیگری ظرفیت تأملی و خودآگاهی والدین آنان در شهر قم | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 13، شماره 1 - شماره پیاپی 48، اردیبهشت 1404، صفحه 73-86 اصل مقاله (432.73 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2025.73076.4313 | ||
| نویسندگان | ||
| سید علی موسوی اصل1؛ معصومه صفاری2؛ سیده فاطمه جوهری* 3 | ||
| 1استادیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران | ||
| 2کارشناس ارشد روانشناسی تربیتی، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران | ||
| 3دانشجوی کارشناسی ارشد روانشناسی عمومی، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| هدف از پژوهش حاضر پیشبینی پیشرفت تحصیلی بر اساس اضطراب جدایی دانشآموزان با میانجیگری ظرفیت تأملی و خودآگاهی والدین آنان در شهر قم بود. پژوهش حاضر از مدلسازی معادلات ساختاری برای ارزیابی مدل مفهومی (پیشبینی پیشرفت تحصیلی بر اساس اضطراب جدایی دانشآموزان با میانجیگری ظرفیت تأملی و خودآگاهی والدین آنان در شهر قم) با دادههای تجربی استفاده کرده است. جامعه آماری تحقیق حاضر شامل کلیۀ دانشآموزان ابتدایی دارای اضطراب جدایی در شهر قم و مادران آنان بود که در سال تحصیلی 1403-1402 مشغول به تحصیل بودند. روش نمونهگیری به صورت هدفمند و تعداد نمونه 381 نفر بود. ابزار پژوهش حاضر شامل پرسشنامه اضطراب جدایی هان و همکاران (2003)، ظرفیت تأملی والدینی لویتن و همکاران (2017) و پرسشنامه خودآگاهی هیجانی گرنت و همکاران (2002) بود. دادههای پژوهش به روش معادلات ساختاری تجزیه و تحلیل شد. یافتهها نشان داد پیشرفت تحصیلی بر اساس اضطراب جدایی دانشآموزان با میانجیگری ظرفیت تأملی و خودآگاهی والدین آنان قابل پیشبینی است (P<0/05). از یافتههای فوق میتوان نتیجه گرفت که پیشرفت تحصیلی بر اساس اضطراب جدایی دانشآموزان با میانجیگری ظرفیت تأملی و خودآگاهی والدین آنان قابل پیشبینی است و این متغیرها بر پیشرفت تحصیلی دانشآموزان مؤثر هستند. | ||
| کلیدواژهها | ||
| پیشرفت تحصیلی؛ اضطراب جدایی؛ ظرفیت تأملی؛ خودآگاهی والدین | ||
| عنوان مقاله [English] | ||
| Predicting Academic Achievement Based on Students' Separation Anxiety Mediated by Parental Reflective Functioning and Self-Awareness in Qom | ||
| نویسندگان [English] | ||
| Seyed Ali Mousavi Asl1؛ Masoumeh Saffari2؛ Seyedeh Fatemeh Johari3 | ||
| 1Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran | ||
| 2M.Sc. Educational Psychology, Department of Psychology, Payame Noor University, Tehran, Iran | ||
| 3M.Sc. Student Psychology, Department of Psychology, Payame Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| The present study aimed to predict academic achievement based on students’ separation anxiety mediated by parents’ reflective functioning and self-awareness in Qom. This research employed structural equation modeling to evaluate the conceptual model (predicting academic achievement based on students’ separation anxiety mediated by their parental reflective functioning and self-awareness) using empirical data. The statistical population included all elementary school students with separation anxiety and their mothers in Qom during the 2023-2024 academic year. The sampling method was purposive, and the sample size consisted of 381 participants. The research instruments comprised the Separation Anxiety Questionnaire by Hahn et al. (2003), the Parental Reflective Functioning Questionnaire by Luyten et al. (2017), and the Emotional Self-Awareness Questionnaire by Grant et al. (2002). The data analyzed using structural equation modeling. The findings indicated that academic achievement could be predicted based on students’ separation anxiety through the mediating roles of their parents’ reflective functioning and self-awareness (P < 0.05). These findings suggest that academic achievement is significantly influenced by students’ separation anxiety and the mediating effects of their parents’ reflective functioning and self-awareness. | ||
| کلیدواژهها [English] | ||
| Academic Achievement, Separation Anxiety, Reflective Functioning, Parental Self-Awareness | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 300 تعداد دریافت فایل اصل مقاله: 211 |
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