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نقش واسطهای رضایت از مدرسه در رابطة بین خودکارآمدی انطباق با پرخاشگری همسالان و اضطراب اجتماعی | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 9، دوره 12، شماره 1 - شماره پیاپی 34، خرداد 1402، صفحه 231-207 اصل مقاله (1.59 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2023.2856 | ||
نویسندگان | ||
جعفر زارعی1؛ فریده یوسفی* 2 | ||
1کارشناسی ارشد روانشناسی تربیتی، دانشگاه شیراز، شیراز، ایران | ||
2دانشیار، گروه روانشناسی تربیتی، دانشکدة علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران | ||
تاریخ دریافت: 07 تیر 1398، تاریخ بازنگری: 25 بهمن 1400، تاریخ پذیرش: 03 اسفند 1400 | ||
چکیده | ||
هدف پژوهش حاضر، بررسی نقش واسطهای رضایت از مدرسه در رابطة بین خودکارآمدی انطباق با پرخاشگری و اضطراب اجتماعی در دانشآموزان دختر و پسر کلاس هشتم دورة متوسطة اول شیراز بود. برای این منظور، 492 دانشآموز (254 پسر و 238 دختر) با استفاده از ملاک کلاین (2015) و نیز روش نمونهگیری تصادفی خوشهای چندمرحلهای از مدارس متوسطة اول نواحی چهارگانة شهر شیراز انتخاب شدند و به پرسشنامههای خودکارآمدی انطباق با پرخاشگری همسالان سینگ و باسی (2009)، پرسشنامه اضطراب اجتماعی نوجوانان لاگریکا (1998)، و خردهمقیاس رضایت از مدرسه مربوط به مقیاس چندبعدی رضایت از زندگی دانشآموزان هیوبنر (1994) پاسخ دادند. نتایج، نشان داد اثر مستقیم خودکارآمدی انطباق با پرخاشگری همسالان بر رضایت از مدرسه مثبت و معنادار است. همچنین، مشخص شد که اثر غیر مستقیم خودکارآمدی انطباق با پرخاشگری همسالان بر اضطراب اجتماعی از طریق رضایت از مدرسه معنادار است. بر اساس یافتههای پژوهش، میتوان نتیجه گرفت که آموزش مهارتهای خودکارآمدی انطباقی میتواند با افزایش رضایت از مدرسه موجب کاهش اضطراب اجتماعی دانشآموزان و افزایش سلامت روان آنها شود. | ||
کلیدواژهها | ||
اضطراب اجتماعی؛ پرخاشگری همسالان؛ خودکارآمدی انطباق؛ رضایت از مدرسه | ||
عنوان مقاله [English] | ||
The Mediating Role of School Satisfaction in Relationship between Peer Group Aggression Coping Self-efficacy and Social Anxiety | ||
نویسندگان [English] | ||
Jafar Zarei1؛ Farideh Yousefi2 | ||
1M.A. in Educational Psychology, Shiraz University, Shiraz, Iran | ||
2Associate Professor, Department of Educational Psychology, Faculty of Education & Psychology, Shiraz University, Shiraz, Iran | ||
چکیده [English] | ||
The aim of present research was to investigate the mediating role of school satisfaction in the relationship between peer group aggression coping self-efficacy and social anxiety. Participants were 492 sophomore high school students both boys and girls from four districts of Shiraz. They were selected by random multistages cluster sampling method using Kline’s criterion. To collect the data, three instruments were used. Peer Group Aggression Coping Self-Efficacy (Singh & Bussy, 2009), Social Anxiety Scale for Adolescents (LaGreca, 1998), and school satisfaction subscale of the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994). Based on the results, the direct effect of peer group aggression coping self-efficacy on school satisfaction was positive and statistically significant. The results also revealed that indirect effect of peer group aggression coping self-efficacy on social anxiety through school satisfaction was statistically significant. Based on the research results, it can be concluded that teaching coping self-efficacy skills to students can increase their school satisfaction levels and therby can lead to decreasing of social anxiety and promoting mental helath in them. | ||
کلیدواژهها [English] | ||
Coping self-efficacy, Peer group aggression, School satisfaction, Social anxiety | ||
مراجع | ||
استوار، صغری، و رضویه، اصغر (1382). بررسی ویژگیهای روانسنجی مقیاس اضطراب اجتماعی برای نوجوانان جهت استفاده در ایران. روشها و مدلهای روانشناختی، 3(12)، 78-69.
تمناییفر، محمدرضا (1391). پیشبینی اضطراب اجتماعی بر اساس ابراز وجود و خودکارآمدی در دانشآموزان شهرستان کاشان. خانواده و پژوهش، 9(4)، 118-95.
لطیفیان، مرتضی، و شیخالاسلامی، راضیه (1383). بررسی رابطة رضایت از زندگی با سلامت عمومی و مؤلفههای آن در بین دانشجویان دانشکده علوم تربیتی و روانشناسی دانشگاه شیراز. دومین همایش بهداشت روانی دانشجویان.
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