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نقش مهارتهای حل مسئله و الگوهای ارتباطی خانواده در پیشبینی خودناتوانسازی تحصیلی دانشآموزان | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 7، دوره 6، شماره 1 - شماره پیاپی 10، شهریور 1405، صفحه 96-107 اصل مقاله (1.35 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2026.22170.1271 | ||
| نویسندگان | ||
| خدیجه فولادی1؛ سمیه سادات کریمی چشمه ایلخی2؛ سجاد خلفی* 3 | ||
| 1استادیار گروه روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران | ||
| 2دانشجوی کارشناسی ارشد روانشناسی عمومی، گروه روانشناسی، دانشگاه آزاد اسلامی واحد تربت جام، تربت جام، ایران | ||
| 3گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، پردیس ارس، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: دوران مدرسه، مقطعی حساس و سرنوشتساز در زندگی است که اهمیت آن در سنین نوجوانی دوچندان میشود. کنار آمدن با تغییرات دوره نوجوانی همواره برای والدین، مدرسه و خود دانشآموزان با دشواریهایی همراه است و میتواند مشکلاتی را به دنبال داشته باشد. هدف پژوهش حاضر، تعیین نقش مهارتهای حل مسئله و الگوهای ارتباطی خانواده در پیشبینی خودناتوانسازی تحصیلی دانشآموزان بود. روشها: روش پژوهش حاضر از نوع همبستگی بود. جامعة آماری شامل کلیة دانشآموزان پسر دورة متوسطه دوم شهر تهران در سال تحصیلی 1404-1405 بود. تعداد 384 نفر از طریق نمونهگیری خوشهای چندمرحلهای انتخاب شدند. ابزارهای مورد استفاده شامل پرسشنامههای خودناتوانسازی تحصیلی Jones & Rodewalt (1982)، حل مسئله Heppner (1982) و الگوهای ارتباطی خانواده Fitzpatrick & Ritchie (1994) بود. بهمنظور تجزیه و تحلیل دادهها از آزمون همبستگی پیرسون و آزمون رگرسیون چندگانه استفاده شد. یافتهها: نتایج آزمون فرضیهها نشان داد که مهارتهای حل مسئله شامل ابعاد اعتماد به حل مسئله، گرایش- اجتناب و کنترل شخصی، خودناتوانسازی تحصیلی را بهصورت منفی پیشبینی میکنند (001/0P<). در میان مؤلفههای الگوهای ارتباطی خانواده، بعد همنوایی پیشبینیکننده مثبت خودناتوانسازی تحصیلی بود(001/0P<)، در حالی که بعد گفتوشنود فاقد قدرت پیشبینیکنندگی معنادار برای این متغیر بود(05/0p>). نتیجهگیری: بنابراین میتوان نتیجه گرفت مهارتهای حل مسئله و الگوهای ارتباطی سازندة خانواده میتواند به کاهش خودناتوانسازی تحصیلی دانشآموزان کمک کند. | ||
| کلیدواژهها | ||
| مهارتها؛ حل مسئله؛ الگوهای ارتباطی خانواده؛ خودناتوانسازی تحصیلی؛ دانش آموزان | ||
| عنوان مقاله [English] | ||
| The role of problem-solving skills and family communication patterns in predicting students' academic self-handicapping | ||
| نویسندگان [English] | ||
| Khadije Fooladi1؛ Somaye Karimi2؛ Sajjad Khalafi3 | ||
| 1Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran. | ||
| 2Department of Psychology, Islamic Azad University, Torbat Jam Branch, Torbat Jam, Iran. | ||
| 3Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Aras Campus, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The school years are a sensitive and pivotal stage of life, and their importance becomes even greater during adolescence. Coping with the changes that occur during this period is often challenging for parents, schools, and students themselves, and it can lead to various difficulties and problems. The aim of the present study was to determine the role of problem-solving skills and family communication patterns in predicting students' academic self-handicapping. Methods: The present study method was correlational. The statistical population included all male high school students (second secondary level) in the city of Tehran in the academic year 1404–1405. A total of 384 participants were selected through multi-stage cluster sampling. The instruments used included the Jones and Rodewalt (1982) academic self-handicapping questionnaires, Heppner's problem-solving (1982) and Fitzpatrick and Ritchie's (1994) family communication patterns questionnaires. Pearson correlation test and multiple regression test were used to analyze the data. Findings: The results of hypothesis testing showed that problem-solving skills, including the dimensions of problem-solving confidence, approach–avoidance style, and personal control, negatively predicted academic self-handicapping (P<0.001). Among the components of family communication patterns, the conformity dimension was a positive predictor of academic self-handicapping (P<0.001), while the conversation dimension did not have significant predictive power for this variable (P>0.05). Conclusion: Given that problem-solving skills and the pattern of conformity in family communication have a predictive role in academic self-handicapping, strengthening these factors can effectively help reduce this phenomenon in students. | ||
| کلیدواژهها [English] | ||
| Skills, Problem-Solving, Fmily Communication Patterns, Academic Self-Handicapping, Students | ||
| مراجع | ||
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