رابطه باورهای هوشی و بهزیستی مدرسه: نقش واسطه‌ای امید

نوع مقاله: مقاله علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی،دانشگاه شیراز

2 دانشیار گروه روانشناسی تربیتی، دانشگاه شیراز

چکیده

هدف: هدف از این پژوهش بررسی نقش واسطه‌ای هیجان امید در رابطه باورهای هوشی و بهزیستی مدرسه در قالب یک مدل علی بود.
روش: روش پژوهش توصیفی از نوع همبستگی و جامعه آماری تمامی دانش‌آموزان دوره متوسطه دوم شهرستان لردگان در سال تحصیلی 96-1395 به تعداد 3008 نفر بود که با روش خوشه‌ای چندمرحله‌ای تعداد 456 نفر انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های نظریه تلویحی هوش (عبدالفتاح و یتس، 2006)، خرده مقیاس هیجان امید (پکران، گوئتز، تیتز و پری، 2005) و مقیاس بهزیستی مدرسه (کاپلان و ماهر، 1999) استفاده شد. مدل پیشنهادی پژوهش با روش تحلیل مسیر و با استفاده از نرم‌افزارAMOS آزمون شد.
یافته‌ها: یافته‌ها نشانگر اثر مستقیم باور هوشی افزایشی و ذاتی بر بهزیستی مدرسه بود. همچنین، هیجان امید اثر مستقیم بر بهزیستی مدرسه نشان داد. علاوه بر این، نتایج آزمون بوت استراپ حاکی از نقش واسطه‌ای هیجان امید در رابطه بین باور هوشی افزایشی و بهزیستی مدرسه بود.
نتیجه‌گیری: نتایج این پژوهش بیانگر اهمیت نقش هیجان امید مبتنی بر باور هوشی افزایشی در بهزیستی مدرسه است.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship Between Intelligence Beliefs and School well- being: The Meditating Role of Hope Emotion

نویسندگان [English]

  • mohammad ghanbari talab 1
  • razeyeh shekholeslami 2
  • majbobeh foladghang 2
  • masoud hoseinchari 2
چکیده [English]

Aim: The purpose of research was to investigate the mediating roles of hope emotion in the relationship between intelligence beliefs and school well- being in a causal model. Method: The study method was a descriptive-correlation and statistical population included of all students of high school in the city of Lordegan in the 2016-17 academic year (3008 person), which 456 students were selected through multistage cluster sampling. For collecting data, used from Implicit Theory of Intelligence Scale (Abd-El-Fattah & Yates, 2005), Hope Emotion Subscale (Pekrun, Goetz, Titz& Perry, 2005), and School-Related Well-Being Scales (Kaplan & Maehr, 1999). Research hypothetical model was tested by path analysis and AMOS software.
Results: The results were marker direct effects of incrementalbelief and fixedbelief on school well-being. Furthermore, emotion of hope showed direct effect on school well-being. In addition, results of boot strap test showed the mediating role of hope in the relationship between incrementalbeliefand school well-being.
Conclusion:Results of this research indicated the importance of emotion ofhope based on intelligence beliefs in school well- being.

کلیدواژه‌ها [English]

  • intelligence beliefs
  • hope emotion
  • school well-being

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