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رابطه‌ی پیوند والدینی و رفتارهای آسیبزای تحصیلی با میانجی‌گری ایمنی هیجانی و خودتنظیمی تحصیلی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 2، دوره 14، شماره 2 - شماره پیاپی 43، مرداد 1404، صفحه 19-35 اصل مقاله (639.7 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.15382.4348 | ||
| نویسندگان | ||
| فرهاد خرمائی* 1؛ فرامرز کشکولی2؛ سید مهدی پورسید3 | ||
| 1دانشیار بخش روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران | ||
| 2دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران | ||
| 3استادیار گروه آموزش روان‌شناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر تبیین رفتارهای آسیبزای تحصیلی بر اساس پیوند والدینی با میانجی‌گری ایمنی هیجانی و خودتنظیمی تحصیلی در دانش‌آموزان بود. مشارکت کنندگان در پژوهش شامل 503 نفر (272 دختر و 231 پسر) از دانش‌آموزان دوره‌ی متوسطه‌ی اول شهر بوشهر بود که با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش شامل ابزار پیوند والدینی (پارکر و همکاران، 1979)، مقیاس ایمنی هیجانی (فورمن و دیویس، 2005)، پرسشنامه‌ی خودتنظیمی تحصیلی (بوفارد، 1995) و مقیاس رفتارهای آسیبزای تحصیلی (کشکولی و همکاران، 1400) بود. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری و نرم افزارهای SPSS-21 و Amos-21 تحلیل شدند. یافته‌های پژوهش حاکی از آن بود که متغیرهای پیوند والدینی، ایمنی هیجانی و خودتنظیمی تحصیلی بر رفتارهای آسیبزای تحصیلی دارای اثری مستقیم بودند و همچنین پیوند والدینی توانست با میانجی‌گری ایمنی هیجانی و خودتنظیمی تحصیلی بر رفتارهای آسیبزای تحصیلی اثری غیرمستقیم داشته باشد. علاوه براین، ایمنی هیجانی بر خودتنظیمی تحصیلی هم دارای اثر مستقیم بود. بنابراین، نتیجه‌گیری می‌شود که پیوند والدینی هم با میانجی‌گری و هم بدون میانجی‌گری ایمنی هیجانی و خودتنظیمی تحصیلی، رفتارهای آسیبزای تحصیلی را پیش‌بینی و تبیین می‌نمایند. با توجه به یافته‌های پژوهش حاضر، پیشنهاد می‌شود که در برنامه‌های آموزشی، پرورشی، سلامت روان و فعالیت‌های پژوهشی به نقش پیوند والدینی، ایمنی هیجانی و خودتنظیمی تحصیلی در رفتارهای آسیبزای تحصیلی به‌طور ویژه توجه گردد. | ||
| کلیدواژه‌ها | ||
| ایمنی هیجانی؛ پیوند والدینی؛ خودتنظیمی تحصیلی؛ رفتارهای آسیبزای تحصیلی؛ روش همبستگی | ||
| عنوان مقاله [English] | ||
| The relationship between parental bonding and academic destructive behaviors with the mediating of emotional security and academic self-regulation | ||
| نویسندگان [English] | ||
| Farhad Khoemaei1؛ Faramarz Kashkoli2؛ Seyed Mehdi Poorseyed3 | ||
| 1Assistant Prof, Department of Psychology and Counselling, Farhangian University, Tehran, Iran | ||
| 2Ph.D., Department of Educational Psychology, Faculty of Education and Psychology, Shiraz University, Shiraz, Iran | ||
| 3Assistant Prof, Department of Psychology and Counselling, Farhangian University, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and objectives: The aim of the present study was to explain academic destructive behaviors based on parental bonding with the mediation of emotional security and academic self-regulation in students. Methods: Research participants included 503 students from the first high school students of Bushehr city, selected by multi-stage cluster random sampling method. The research tools included parental bonding instrument (Parker et al., 1979), emotional security scale academic self-regulation questionnaire and academic destructive behaviors scale. Data were analyzed using structural equation modeling method and SPSS-21 and Amos-21 software. Findings indicated that the variables of parental bonding, emotional security and academic self-regulation directly affected academic destructive behaviors. Parental bonding was found to have an indirect impact on academic destructive behaviors through the mediation of emotional security and academic self-regulation. Furthermore, emotional security had a direct effect on academic self-regulation. Thus, it can be concluded that parental bonding, whether mediated by emotional security and academic self-regulation or not, can serve as a predictor and explanatory factor for destructive academic behaviors. According to the findings, it is suggested that the role of parental bonding, emotional security, and academic self-regulation in academic destructive behaviors be given special attention in educational, mental health, and research programs. | ||
| کلیدواژه‌ها [English] | ||
| emotional security, parental bonding, academic self-regulation, destructive academic behaviors, correlational method | ||
| مراجع | ||
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