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مدل‌یابی روابط فرسودگی تحصیلی و سبک‌های حل مسئله با نقش واسطه‌ای پایستگی تحصیلی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 4، دوره 11، شماره 2 - شماره پیاپی 42، آذر 1402، صفحه 61-74 اصل مقاله (349.86 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2023.65566.3878 | ||
| نویسندگان | ||
| روح الله صالحی تبار1؛ رحیم داوری* 2؛ حسین ابراهیمی مقدم3 | ||
| 1دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران. | ||
| 2استادیار، گروه روانشناسی، واحدرودهن، دانشگاه آزاد اسلامی، رودهن، ایران. | ||
| 3دانشیار، گروه روانشناسی، واحدرودهن، دانشگاه آزاد اسلامی، رودهن، ایران. | ||
| چکیده | ||
| هدف پژوهش حاضر، مدل‌یابی روابط فرسودگی تحصیلی و سبک‌های حل مسئله با نقش واسطه‌ای پایستگی تحصیلی بود. روش پژوهش، توصیفی از نوع طرح‌های همبستگی، مبتنی بر روش مدل‌یابی معادلات ساختاری بود. جامعة آماری این پژوهش کلیة دانش‌آموزان دوره متوسطه دوم شهر همدان در سال تحصیلی 1۴۰۱ -۱۴۰۰ بود. تعداد ۳۰۴ دانش‌آموز با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‌نامه‌های فرسودگی تحصیلی مسلش (۲۰۰۲)، سبک‌های حل مسئله کسیدی و لانگ (۱۹۹۶) و پایستگی تحصیلی مارتین و مارش (۲۰۰۸) استفاده شد. یافته‌ها نشان دادند که پایستگی تحصیلی و مولفه‌های اعتماد، گرایش و خلاقانه اثر منفی؛ و مولفه‌های درماندگی و اجتناب اثر مثبت بر فرسودگی تحصیلی دارند؛ اما اثر مستقیم مولفه مهارگری بر فرسودگی معنادار نبود. مولفه‌های اعتماد، گرایش و خلاقانه اثر مثبت؛ و درماندگی، اجتناب و مهارگری اثر منفی بر پایستگی تحصیلی دارند. همچنین مولفه‌های اعتماد، گرایش و خلاقانه اثر منفی؛ و درماندگی، مهارگری و اجتناب اثر مثبت با نقش واسطه‌گری پایستگی تحصیلی بر فرسودگی تحصیلی دارند. نتایج می‌تواند الگویی برای مداخله محسوب شود. | ||
| کلیدواژه‌ها | ||
| فرسودگی تحصیلی؛ سبک‌های حل مسئله؛ پایستگی تحصیلی | ||
| عنوان مقاله [English] | ||
| Modeling the Relationships between Academic Burnout and Problem-Solving Styles with the Mediating Role of Academic Buoyancy | ||
| نویسندگان [English] | ||
| Ruhollah Salehitabar1؛ Rahim davari2؛ Hosen Ebrahimi Moghadam3 | ||
| 1PhD student Educational Psychology, Department of Psychology, Roudehen Branch, Islamic Azad Universit, Roudehen, Iran | ||
| 2Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad Universit, Roudehen, Iran | ||
| 3Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran. | ||
| چکیده [English] | ||
| The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical population encompassed all high school students in Hamadan city during the academic year 2022-2023. A sample of 304 students was selected through a multi-stage cluster sampling technique. Data collection instruments included the Mosleshs Academic Burnout questionnaire (2002), Cassidy and Long's Problem-solving Styles questionnaire (1996), and Martin and Marsh's Academic Buoyancy questionnaire (2008). The findings revealed that academic buoyancy, and the components of trust, orientation, and creativity, exerted a negative influence on academic burnout. Conversely, helplessness and avoidance exhibited a positive impact on academic burnout. Notably, the direct effect of the inhibition component on academic burnout was found to be insignificant. Furthermore, components of trust, orientation, and creativity positively affected academic buoyancy, while helplessness, avoidance, and inhibition had have a negative effect on academic buoyancy. Also, components of trust, orientation and creativity have negative effect and helplessness, inhibition and avoidance have a positive effect mediated by academic buoyancy on academic burnout. The results can be a model for intervention. | ||
| کلیدواژه‌ها [English] | ||
| Academic Burnout, Problem-Solving Styles, Academic Buoyancy | ||
| مراجع | ||
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