مدل یابی ساختاری روابط بین سرسختی روانشناختی و اشتیاق تحصیلی با نقش میانجی احساس انسجام در دانش آموزان متوسطه اول

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

2 استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

10.22034/trj.2024.139180.1797

چکیده

از آنجایی که کندوکاو در عوامل مرتبط با عملکرد تحصیلی دانش آموزان به منظور اتخاذ رویکردی مناسب در برنامه‌ریزی و اقدامات آموزشی از دیرباز مورد توجه نظام‌های آموزشی سیستماتیک بوده است، پژوهش حاضر با هدف ارائه مدل ساختاری روابط‌ بین سرسختی روانشناختی و اشتیاق تحصیلی با میانجی‌گری احساس انسجام در دانش‌آموزان مقطع متوسطه اول انجام شده است. روش پژوهش حاضر همبستگی از نوع معادلات ساختاری است. جامعه آماری پژوهش، کلیه‌ی‌ دانش‌آموزان مقطع متوسطه اول شهر باغملک در سال تحصیلی 1401-1400 به تعداد 1300 نفر می‌باشند که تعداد ۳۳۰ نفر از آنها بر اساس جدول کرجسی- مورگان به عنوان نمونه آماری با روش‌ نمونه‌گیری تصادفی طبقه‌ای و خوشه‌ای چند مرحله‌ای (مبتنی بر مدارس و کلاس)، پرسشنامه‌های اشتیاق تحصیلی وانگ، وایلت و اسکلز (2011)، سرسختی روانشناختی کیامرثی، نجاریان و مهرابی‌زاده هنرمند (1377) و احساس انسجام آنتونوسکی (۱۹۸۷) را تکمیل نمودند. داده‌ها با استفاده از مدل‌یابی معادلات ساختاری مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد که مدل پیشنهادی رابطه‌ بین سرسختی روانشناختی و اشتیاق تحصیلی با نقش میانجی‌گری احساس انسجام از برازش "مناسب" برخوردار است. همچنین رابطه‌ خطی و مستقیم بین متغیرهای پژوهش در سطح معنی‌داری 01/0 و رابطه غیرمستقیم آنها با میانجی‌گری احساس انسجام در سطح معنی‌داری 05/0 مثبت و معنی‌دار می‌باشد. با عنایت به یافته‌های فوق می‌توان اظهار داشت که با تقویت سرسختی روانشناختی و احساس انسجام در دانش‌آموزان، اشتیاق تحصیلی آنان ارتقاء و زمینه موفقیت‌های آتی آنها در زمینه‌ی عملکردهای تحصیلی- تربیتی فراهم می‌گردد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Structural Modelling of the Relationship Between Psychological Hardiness and Academic Enthusiasm with The Mediating Role of Sense of Coherence in First Secondary School Students.

نویسندگان [English]

  • Akbar Bashokooh 1
  • Mohammad bagher Akbarpoor 1
  • Mohammad rahim Jafarzadeh 2
1 Assistant Professor, Department of Education, Payame Noor University, Tehran, Iran.
2 Assistant Professor Department of Educational Science Payam noor University. Tehran, Iran.
چکیده [English]

The research on the factors related to human psychological development shows that these factors are multi-dimensional and multi-variable on the one hand and their interaction on the other hand. One of the most central components affecting this psychological growth is the process of learning and their accumulation in a dense manner, which includes three cognitive (knowledge-based), emotional (insight-based) and psychomotor (ability-based) dimensions. One of the most important types of these learnings is systematic learning based on written teaching systems (Jafarzadeh and Bashkooh, 1400).

Analysis of previous studies shows that psychological toughness, academic enthusiasm and sense of cohesion are the meeting points of most theories related to students' academic performance (success and failure). Pintrich et al. (2003) have used the concept of academic enthusiasm (Walker, 2014) in the study of factors affecting the academic progress of students, which according to them is an immediate state consisting of emotional-cognitive aspects that focus on a subject. An object, a person or a specific behavior is focused (Salanova, Schafley, Lawrence, Pir and Gera, 2015). The concept of academic enthusiasm as the basis for reformist efforts in the field of education has three behavioral, cognitive and motivational components and is based on three aspects of energy (mental strength to start academic activities), perseverance (necessary strength to continue and complete homework) and attraction (attractiveness of homework for the learner) (Shoufli and Salanova, 2017).

On the other hand, the review of the subject literature shows that the academic and educational performance of the students is also influenced by the factors and personality traits of the learners. One of these traits is psychological toughness, which consists of three components: commitment, control, and struggle. The purpose of commitment is that people in facing difficult situations, instead of leaving the scene, maintain their presence and help people in that situation to reduce or solve their problems. Control means that people believe in their abilities to influence the outcome of events. Ultimately, the purpose of struggle is that people seek to create opportunities for themselves and others to grow, instead of blaming others when facing challenges (Maddy and Hardins, 2018). Possessing such traits makes stubborn people interpret and evaluate environmental events in a meaningful way.

The mutual relationship between psychological toughness and academic enthusiasm is influenced by variables, one of the most important of which is the sense of coherence. Evidence suggests that the sense of coherence has a direct relationship with psychological toughness (Gibson Parker, 2017) on the one hand and academic performance on the other hand (Greyson, 2008). The sense of coherence is a construct that was used to describe the successful coping style of people against surrounding pressure factors. According to him, the feeling of coherence indicates the general orientation of the person and his feeling of trust and continuous and inclusive dynamics in life. This feeling makes a person understand internal and external movements more organized, predictable and explainable. (Schneider, Bochi, Sensky, and Kalakfar, 2018).

Exploring the factors related to human psychological development shows that these factors are multi-dimensional and multi-variable on the one hand and their interaction on the other hand. One of the most central components affecting this psychological growth is the process of learning and their accumulation in a dense manner, which includes three cognitive (knowledge-based), emotional (insight-based) and psychomotor (ability-based) dimensions. One of the most important types of these learnings is systematic learning based on written teaching systems (Jafarzadeh and Bashkouh, 1400). In this codified teaching-learning system, knowing the factors related to the progress and academic performance of students in order to adopt a suitable approach in planning and educational measures has always been the focus of systematic educational systems.

Exploring the factors related to human psychological development shows that these factors are multi-dimensional and multi-variable on the one hand and their interaction on the other hand. One of the most central components affecting this psychological growth is the process of learning and their accumulation in a dense manner, which includes three cognitive (knowledge-based), emotional (insight-based) and psychomotor (ability-based) dimensions. One of the most important types of these learnings is systematic learning based on written teaching systems (Jafarzadeh and Bashkouh, 1400). In this codified teaching-learning system, knowing the factors related to the progress and academic performance of students in order to adopt a suitable approach in planning and educational measures has always been the focus of systematic educational systems.



Exploring the factors related to human psychological development shows that these factors are multi-dimensional and multi-variable on the one hand and their interaction on the other hand. One of the most central components affecting this psychological growth is the process of learning and their accumulation in a dense manner, which includes three cognitive (knowledge-based), emotional (insight-based) and psychomotor (ability-based) dimensions. One of the most important types of these learnings is systematic learning based on written teaching systems (Jafarzadeh and Bashkouh, 1400). In this codified teaching-learning system, knowing the factors related to the progress and academic performance of students in order to adopt a suitable approach in planning and educational measures has always been the focus of systematic educational systems.

Since exploring the factors related to the optimal academic performance of students in order to adopt a suitable approach in planning and educational measures has long been the focus of systematic education systems, the aim of this study is to provide a structural model of the relationships between psychological hardiness and academic enthusiasm with mediated role of the sense of cohesion in students of the first secondary level. the current research is a structural equation correlation. the statistical population of the research is all the students of the first secondary level of Baghmalek city in the academic year of 1400-1401 in the number of 1300 people, 330 of them as a statistical sample, the academic enthusiasm questionnaires of Wang, Violet and Scales (2011), the psychological hardiness of Kiamarsi, Najjarian and Mehrabizadeh Honarmand (1377) and Antonovsky's sense of cohesion (1987) were completed. The data was analysed using structural equation modelling. the results of the research showed that the proposed model of the relationship between psychological hardiness and academic enthusiasm with the mediating role of sense of cohesion has a "proper" fitness. also, the linear and direct relationship between the research variables and their indirect relationship with the mediation of sense of cohesion is positive and significant. based on the above findings, it can be stated that by strengthening the psychological hardiness and sense of cohesion in the students, their academic enthusiasm is improved and the ground for their future success in the field of academic-educational performance is provided.

کلیدواژه‌ها [English]

  • Psychological Hardiness
  • Academic Enthusiasm
  • Sense of Cohesion
  • Students
  • Academic Performance