اشتیاق تحصیلی نوجوانان بر اساس خودشفقت ورزی، ارضای نیازهای بنیادی روان شناختی و احساس امنیت اجتماعی – یک مطالعة پنل ناهم زمان

نویسندگان

1 دانشجوی دکترای روان‌شناسی تربیتی دانشگاه علامه طباطبایی و مربی دانشگاه آزاد اسلامی واحد ابهر

2 دانشیار گروه روان‌شناسی تربیتی دانشکدة روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبائی، تهران

3 استاد گروه سنجش و اندازه‌گیری دانشکدة روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبائی، تهران

4 استاد گروه روان‌شناسی تربیتی دانشکدة روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبائی، تهران

چکیده

«اشتیاق تحصیلی» عامل مهم پیش بینی کنندة پیامدهای تحصیلی محسوب می شود. بنابراین، توجه به عوامل اثرگذار بر آن ضروری می نماید. پژوهش حاضر با هدف بررسی طولی برخی عوامل مؤثر بر اشتیاق تحصیلی انجام شد. بدین منظور ۳۹۱ دانش آموز (۴/ ۴۹درصد دختر و ۶/ ۵۰ درصد پسر) دورة متوسطة دوم شهر تهران به شیوة تصادفی خوشه ای انتخاب شدند. دانش آموزان در دو مقطع زمانی به فاصلة چهار هفته به ابزارهای «خودشفقت ورزی» نف (۲۰۰۳)، «نیازهای بنیادی روان شناختی مربوط به تحصیل» تیان و همکارانش (۲۰۱۳)، «اشتیاق تحصیلی» ویگا (۲۰۱۶) و «امنیت و لذت اجتماعی» گیلبرت و همکارانش (۲۰۰۹)، پاسخ دادند. داده ها با شیوة معادلة ساختاری از «نوع پنل ناهم زمان» تحلیل شدند. یافته ها نشان دادند: خودشفقت ورزی، علاوه بر اثر مستقیم ناهم زمان بر اشتیاق تحصیلی، از طریق ارضای نیازهای روان شناختی بنیادی مرتبط با مدرسه و احساس امنیت اجتماعی، در طول زمان بر اشتیاق تحصیلی اثر مثبت واسطه ای دارد. این نتایج، شواهدی تجربی برای درک بهتر سازوکارهای میانجی ارتباط خودشفقت ورزی و اشتیاق تحصیلی فراهم آورد. کاربردهای آموزشی و یادگیری این موضوع در دورة متوسطه و جهت گیری های تحقیقی آتی مورد بحث قرار گرفته اند.

کلیدواژه‌ها


عنوان مقاله [English]

Adolscents' academic engagement based on self-compassion, satisfaction of basic psychological needs and social safeness: A cross-lagged panel model

نویسندگان [English]

  • Marzieh Yaghoobkhāni Ghiāsvand 1
  • Hasan Asadzāde 2
  • Ismā'il Sa'dipour 2
  • Ali delavar 3
  • Fariborz Dortāj 4
1 PhD Candidate in Educational Psychology at Allāme Tabātabā'i University
2 (PhD), Allāme Tabātabā'i University
3 (PhD), Allāme Tabātabā'i University
4 (PhD), Allāme Tabātabā'i University
چکیده [English]

Students' academic engagement is considered as an important predictor of academic outcomes. Hence, it is necessary to pay attention to the factors influential on it. The present study was carried out to longitudinally investigate some variables, effective on students' academic engagement. So, 391 students (49. 4% females and 50. 6% males) were selected from high schools in the city of Tehrān, based on the random cluster sampling method. The participants completed measures of self-compassion (Neff, 2003), adolescents' basic psychological needs (Tian et.al, 2013), social safeness (Gilbert et.al, 2009), and student engagement (Viega, 2016) at two time points, with 4 weeks interval. Cross-lagged panel structural equation modeling was used to analyze the data. The results showed that self-compassion has direct and positive effect on student engagement over time. Furthermore, self-compassion via basic psychological needs and social safeness indirectly and positively affected the students' academic engagement. These findings provided empirical support for better understanding of mediating mechanisms of the relationship between self-compassion and the students' academic engagement. Implications and future research directions would be discussed.

کلیدواژه‌ها [English]

  • Self-compassionPsychological NeedsSocial SafenessCross-Lagged ModelAdolescents' Academic Engagement

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