مدل‌یابی روابط ساختاری حمایت اجتماعی بر رضایت تحصیلی با نقش میانجی سرزندگی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی (مدیریت آموزشی)، دانشکده علوم انسانی، دانشگاه کردستان، سنندج، ایران

2 کارشناسی ارشد مدیریت آموزشی، دانشگاه کردستان، سنندج، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی روابط ساختاری بین حمایت اجتماعی بر رضایت تحصیلی با نقش میانجی سرزندگی تحصیلی انجام شد.
روش: روش تحقیق کمی و بر اساس نوع گردآوری داده‌ها توصیفی از نوع همبستگی بود. جامعه مورد پژوهش کلیه‌ی دانشجویان دانشکده علوم انسانی و ادبیات دانشگاه کردستان بود. نمونه با استفاده از جدول کرجسی - مورگان و روش نمونه‌گیری در دسترس تعداد 315 نفر انتخاب شدند. به‌منظور گردآوری داده‌ها، از سه پرسشنامۀ حمایت اجتماعی ادراک شده، رضایت تحصیلی و سرزندگی تحصیلی استفاده شد. تجزیه‌وتحلیل و ارائه داده‌ها در دو بخش آمار توصیفی و استنباطی انجام شد. در بخش آمار توصیفی از میانگین، مد و میانه استفاده شد و در بخش آمار استنباطی نیز آزمون‌های همبستگی و مدلسازی معادلات ساختاری در نرم‌افزار spss و pls مورد استفاده قرار گرفت.
یافته‌ها: نتایج نشان داد که مقدار ضریب معناداری فرضیه اول پژوهش 99.979 بود که تأیید کرد حمایت اجتماعی به‌طور مستقیم بر رضایت تحصیلی تأثیرگذار است. مقدار ضریب معناداری برای فرضیه دوم پژوهش 18.464 بود که تأیید کرد حمایت اجتماعی به‌طور مستقیم بر سرزندگی تحصیلی تأثیرگذار است. همچنین مقدار ضریب معناداری فرضیه سوم 41.797 بود و تأیید کرد سرزندگی تحصیلی نیز بر رضایت تحصیلی تأثیر مثبت و معناداری دارد. لذا با توجه به تأیید شدن هر سه فرضیه، فرضیه چهارم پژوهش؛ یعنی اثر غیرمستقیم سرزندگی تحصیلی در رابطه بین حمایت اجتماعی و رضایت تحصیلی تأیید شد. با تأیید شدن نقش میانجی‌گری سرزندگی تحصیلی، مشخص شد که حمایت اجتماعی دارای اثر غیرمستقیم، مثبت و معنادار برابر با 0.897 بر رضایت تحصیلی است.
نتیجه‌گیری: با توجه به نتایج به‌دست‌آمده از مطالعه حاضر می‌توان نتیجه‌گیری کرد که سرزندگی تحصیلی در رابطه بین حمایت اجتماعی و رضایت تحصیلی نقش میانجی دارد. کسی که مورد حمایت اجتماعی قرار می‌گیرد از نظر تحصیلی سرزندگی بیشتری دارد که در افزایش رضایت تحصیلی مؤثر است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Modeling the Structural Relationships of Social Support on Academic Satisfaction with the Mediating Role of Academic Vitality

نویسندگان [English]

  • Seyed Jamal Barkhoda 1
  • pardis karami 2
1 Assistant Professor, Department of Educational Sciences (Educational Management), Faculty of Humanities, University of Kurdistan, Sanandaj, Iran
2 Master of Educational Management, University of Kurdistan, Sanandaj, Iran
چکیده [English]

Objective: The purpose of this research is to investigate the effect of social support on academic satisfaction, emphasizing the mediating role of academic vitality.
Method: Quantitative research method based on the type of data collection was descriptive and correlational. The research population included all students of the Faculty of Humanities and Literature of Kurdistan University in the academic year of 2021-2022. A sample of 315 people was selected using Morgan table and available sampling method. In order to collect data, three questionnaires of perceived social support, academic satisfaction and academic vitality were used. Correlation tests and structural equation modeling were used in SPSS and Amos software in the inferential statistics section.
Results: The results showed that the significance coefficient value of the first research hypothesis was 99.979, which confirmed that social support directly affects academic satisfaction. The value of the significance coefficient for the second hypothesis of the research was 18.464, which confirmed that social support directly affects academic vitality. Also, the significance coefficient value for the third hypothesis was 41.797 and confirmed that academic vitality also has a positive and significant effect on academic satisfaction. Therefore, according to the confirmation of all three hypotheses, the fourth hypothesis of the research, that is the mediation of academic vitality in the relationship between social support and academic satisfaction, was confirmed. By confirming the mediating role of academic vitality, it was found that social support has an indirect, positive and significant effect of 0.897 on academic satisfaction.
Conclusion: According to the results obtained from the present study, it can be concluded that academic vitality plays a mediating role in the relationship between social support and academic satisfaction. A person who receives social support has more academic vitality, which is effective in increasing academic satisfaction.

کلیدواژه‌ها [English]

  • Perceived Social Support
  • Academic Satisfaction
  • Academic Vitality
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