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نقش هیجان‌خواهی و سرزندگی تحصیلی در پیش‌بینی تاب‌آوری دانشجویان دختر دانشگاه فرهنگیان کردستان | ||
| تجارب معلمی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 16 آبان 1405 | ||
| نوع مقاله: مقاله پژوهشی اصیل | ||
| شناسه دیجیتال (DOI): 10.48310/jte.2026.23647.1268 | ||
| نویسندگان | ||
| سیف الله رحمانی* 1؛ شهاب نصیری نیا2؛ افسانه شیرزاده3 | ||
| 1استادیار گروه آموزشی روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران. | ||
| 2مدرس دانشگاه فرهنگیان کردستان و دکتری مدیریت آموزشی دانشگاه علامه طباطبایی تهران | ||
| 3کارشناسی ارشد روانشناسی عمومی دانشگاه آزاد اسلامی، سنندج، ایران. | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف پیش‌بینی تاب‌آوری بر اساس هیجان‌خواهی و سرزندگی تحصیلی در دانشجو‌معلمان دختر دانشگاه فرهنگیان کردستان انجام شد. روش: این پژوهش از نوع توصیفی–همبستگی با رویکرد پیش‌بینی بود که بر روی ۲۲۳ دانشجو‌معلم دختر انجام شد؛ این افراد با روش نمونه‌گیری تصادفی ساده از جامعه آماری ۷۷۳ نفری در سال تحصیلی ۱۴۰5–۱۴۰4 انتخاب شدند. داده‌ها با پرسشنامه‌های تاب‌آوری ساموئلز، هیجان‌خواهی آرنت و سرزندگی تحصیلی مارتین و مارش گردآوری شده و با ضریب همبستگی پیرسون و رگرسیون چندگانه هم‌زمان در نرم‌افزار SPSS-26 تحلیل شدند. یافته‌ها: هیجان‌خواهی (r=0.32,p<0.001) و سرزندگی تحصیلی (r=0.50,p<0.001) همبستگی مثبت و معناداری با تاب‌آوری داشتند. نتایج رگرسیون چندگانه هم‌زمان نشان داد که این دو متغیر در مجموع ۲۸ درصد از واریانس تاب‌آوری تحصیلی را پیش‌بینی می‌کنند (R^2=0.28,F=43.88,p<0.001). در این مدل، سرزندگی تحصیلی سهم پیش‌بین قوی‌تری نسبت به هیجان‌خواهی داشت (β=0.44 در برابر β=0.19). در سطح مؤلفه‌ها، از ابعاد هیجان‌خواهی، خودتنظیمی و علاقه به خطر پیش‌بین‌های معنادار تاب‌آوری بودند (p<0.001)، در حالی که جستجوی تحریک رابطه معناداری نشان نداد (p=0.859). افزون بر این، مؤلفه‌های سرزندگی تحصیلی (انگیزه، تعهد، خودکارآمدی، مدیریت استرس و رضایت تحصیلی) به‌طور معناداری تاب‌آوری را پیش‌بینی کردند (p<0.001). نتیجه‌گیری: تاب‌آوری دانشجو‌معلمان دختر به‌طور هم‌زمان متأثر از منابع شخصیتی (هیجان‌خواهی سازگارانه) و منابع انگیزشی–تحصیلی (سرزندگی تحصیلی) است. با توجه به نقش برجسته‌تر سرزندگی تحصیلی، طراحی برنامه‌های مشاوره‌ای و کارگاه‌های توانمندسازی در دانشگاه برای ارتقای نشاط تحصیلی، خودکارآمدی و خودتنظیمی به‌منظور بهبود مقاومت روانی معلمان آینده ضرورت دارد. | ||
| کلیدواژه‌ها | ||
| تاب‌آوری؛ هیجان‌خواهی؛ سرزندگی تحصیلی؛ دانشجو‌معلمان؛ دانشگاه فرهنگیان | ||
| عنوان مقاله [English] | ||
| The Role of Sensation Seeking and Academic Vitality in Predicting Resilience among Female Student-Teachers of Farhangian University of Kurdistan | ||
| نویسندگان [English] | ||
| Seifollah Rahmani1؛ Shahab Nasirinia2؛ Afsaneh Shirzadeh3 | ||
| 1Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran. | ||
| 2Lecturer at the University of Kurdistan and PhD in Educational Management at Allameh Tabatabaei University, Tehran | ||
| 3Master's degree in General Psychology, Islamic Azad University, Sanandaj, Iran. | ||
| چکیده [English] | ||
| Purpose: This study aimed to predict resilience based on sensation seeking and academic vitality among female student-teachers at Farhangian University of Kurdistan. Method: This was a descriptive-correlational study with a predictive design conducted on 223 female student-teachers selected via simple random sampling from a total population of 773 students during the 2025–2026 academic year. Data were collected using the Samuels Resilience Questionnaire, the Arnett Sensation Seeking Scale, and the Martin and Marsh Academic Vitality Questionnaire. Statistical analyses were performed using Pearson’s correlation coefficient and simultaneous multiple regression in SPSS-26. Findings: Both sensation seeking (r=0.32,p<0.001) and academic vitality (r=0.50,p<0.001) exhibited significant positive correlations with resilience. The simultaneous multiple regression model indicated that the two predictors jointly accounted for 28% of the variance in resilience (R^2=0.28,F=43.88,p<0.001), with academic vitality demonstrating a stronger relative contribution (β=0.44) compared to sensation seeking (β=0.19). At the component level, among the dimensions of sensation seeking, self-regulation and thrill/risk interest were significant positive predictors (p<0.001), whereas stimulation seeking was not statistically significant (p=0.859). Furthermore, all academic vitality components—including academic motivation, commitment, self-efficacy, stress management, and academic satisfaction—significantly predicted resilience (p<0.001). Conclusion: The resilience of female student-teachers is simultaneously fostered by personality dispositions (adaptive sensation seeking) and academic-motivational resources (academic vitality). Given the predominant predictive power of academic vitality, designing targeted counseling programs and university training workshops aimed at cultivating academic vitality, self-efficacy, and self-regulation is essential for strengthening the psychological resilience of prospective educators. Purpose: This study aimed to predict resilience based on sensation seeking and academic vitality among female student-teachers at Farhangian University of Kurdistan. Method: This was a descriptive-correlational study with a predictive design conducted on 223 female student-teachers selected via simple random sampling from a total population of 773 students during the 2025–2026 academic year. Data were collected using the Samuels Resilience Questionnaire, the Arnett Sensation Seeking Scale, and the Martin and Marsh Academic Vitality Questionnaire. Statistical analyses were performed using Pearson’s correlation coefficient and simultaneous multiple regression in SPSS-26. Findings: Both sensation seeking (r=0.32,p<0.001) and academic vitality (r=0.50,p<0.001) exhibited significant positive correlations with resilience. The simultaneous multiple regression model indicated that the two predictors jointly accounted for 28% of the variance in resilience (R^2=0.28,F=43.88,p<0.001), with academic vitality demonstrating a stronger relative contribution (β=0.44) compared to sensation seeking (β=0.19). At the component level, among the dimensions of sensation seeking, self-regulation and thrill/risk interest were significant positive predictors (p<0.001), whereas stimulation seeking was not statistically significant (p=0.859). Furthermore, all academic vitality components—including academic motivation, commitment, self-efficacy, stress management, and academic satisfaction—significantly predicted resilience (p<0.001). Conclusion: The resilience of female student-teachers is simultaneously fostered by personality dispositions (adaptive sensation seeking) and academic-motivational resources (academic vitality). Given the predominant predictive power of academic vitality, designing targeted counseling programs and university training workshops aimed at cultivating academic vitality, self-efficacy, and self-regulation is essential for strengthening the psychological resilience of prospective educators. Purpose: This study aimed to predict resilience based on sensation seeking and academic vitality among female student-teachers at Farhangian University of Kurdistan. Method: This was a descriptive-correlational study with a predictive design conducted on 223 female student-teachers selected via simple random sampling from a total population of 773 students during the 2025–2026 academic year. Data were collected using the Samuels Resilience Questionnaire, the Arnett Sensation Seeking Scale, and the Martin and Marsh Academic Vitality Questionnaire. Statistical analyses were performed using Pearson’s correlation coefficient and simultaneous multiple regression in SPSS-26. Findings: Both sensation seeking (r=0.32,p<0.001) and academic vitality (r=0.50,p<0.001) exhibited significant positive correlations with resilience. The simultaneous multiple regression model indicated that the two predictors jointly accounted for 28% of the variance in resilience (R^2=0.28,F=43.88,p<0.001), with academic vitality demonstrating a stronger relative contribution (β=0.44) compared to sensation seeking (β=0.19). At the component level, among the dimensions of sensation seeking, self-regulation and thrill/risk interest were significant positive predictors (p<0.001), whereas stimulation seeking was not statistically significant (p=0.859). Furthermore, all academic vitality components—including academic motivation, commitment, self-efficacy, stress management, and academic satisfaction—significantly predicted resilience (p<0.001). Conclusion: The resilience of female student-teachers is simultaneously fostered by personality dispositions (adaptive sensation seeking) and academic-motivational resources (academic vitality). Given the predominant predictive power of academic vitality, designing targeted counseling programs and university training workshops aimed at cultivating academic vitality, self-efficacy, and self-regulation is essential for strengthening the psychological resilience of prospective educators. | ||
| کلیدواژه‌ها [English] | ||
| Resilience, Sensation Seeking, Academic Vitality, Student-Teachers, Farhangian University | ||
| مراجع | ||
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