مدل اهمال‌کاری تحصیلی بر اساس جو مدرسه، حمایت اجتماعی و انسجام روانی: نقش واسطه‌ای نیازهای اساسی روان‌شناختی

نویسندگان

    حسین روزبهانی دانشجوی دکتری، گروه روانشناسی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران.
    بهشته نیوشا * دانشیار، گروه روانشناسی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران (نویسنده مسئول). beheshteh_niusha@yahoo.com
    فاطمه شاطریان محمدی استادیار، گروه روانشناسی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران.

کلمات کلیدی:

اهمال‌کاری تحصیلی, جو مدرسه, حمایت اجتماعی, انسجام روانی, نیازهای اساسی روانشناختی

چکیده

هدف: این پژوهش با هدف مدل اهمال‌کاری تحصیلی بر اساس جو مدرسه، حمایت اجتماعی و انسجام روانی: نقش واسطه‌ای نیازهای اساسی روانشناختی انجام شد.

روش‌شناسی: پژوهش حاضر از نظر هدف، بنیادی و از نظر شیوۀ گردآوری و تحلیل اطّلاعات، توصیفی از نوع همبستگی و مبتنی بر مدل معادلات ساختاری بود. جامعه آماری شامل تمامی دانش آموزان دختر و پسر متوسطه دوم ناحیه یک شهر تهران در سال تحصیلی 1402-1401 که بصورت نمونه‌گیری طبقه‌ای انتخاب شدند. معیارهای ورود به مطالعه شامل رضایت آگاهانه، قرار داشتن در متوسطه دوم و داشتن سلامت روانی بر اساس پرونده سلامت و معیارهای خروج از مطالعه شامل عدم امضای رضایت‌نامه شرکت در پژوهش، عدم همکاری و تکمیل پرسشنامه‌ها به‌صورت ناقص بود. ابزار تحقیق پرسشنامه‌های پرسشنامه اهمال‌کاری تحصیلی، پرسشنامه تنظیم هیجان، پرسشنامه انسجام روانی، مقیاس حمایت اجتماعی و مقیاس جو مدرسه بودند. تحلیل داده­ها با استفاده از نرم افزار SPSS.v24 و AMOS.v23 انجام شد. سطح معناداری در این مطالعه نیز 05/0 در نظر گرفته شد.

یافته‌ها: یافته‌ها نشان داد که جو مدرسه بر اهمال‌کاری تحصیلی به طور مستقیم و غیر مستقیم اثر می‌گذارد و مدل پیشنهادی از برازش خوبی برخوردار است.

نتیجه‌گیری: بر اساس یافته‌ها می‌توان نتیجه گرفت که بهبود نیازهای اساسی روان شناختی در دانش آموزان باعث کاهش اهمال کاری تحصیلی آن‌ها می‌شود. از سوی دیگر بهبود و افزایش جو مدرسه در دانش آموزان باعث کاهش اثرات مخرب و منفی اهمال کاری تحصیلی دانش آموزان می‌گردد. هم چنین بهبود همزمان نیازهای اساسی روان شناختی و متغیرجو مدرسه باعث کاهش اثرات زبان بار اهمال کاری تحصیلی می‌شود. همینطور مدل ساختاری پژوهش حاضر در تبیین و پیش بینی اهمال‌کاری تحصیلی دانش آموزان کارآمد بوده است.

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مدل اهمال‌کاری تحصیلی بر اساس جو مدرسه، حمایت اجتماعی و انسجام روانی: نقش واسطه‌ای نیازهای اساسی روان‌شناختی. (1783). پویایی روانشناختی در اختلال های خلقی، 3(4)، 228-243. https://maherpub.com/pdmd/article/view/339

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