رابطة بین بیش درگیری والدین و رفتار غیرمولد تحصیلی فرزندان
محورهای موضوعی : روانشناسیمینا مهبد 1 , محبوبه فولادچنگ 2
1 - دانشگاه شیراز
2 - دانشگاه شیراز
کلید واژه: بیش درگیری والدین, رفتار غیرمولد تحصیلی, محق پنداری تحصیلی,
چکیده مقاله :
پژوهش حاضر با هدف شناخت رابطة ساختاری بیش درگیری والدین بر رفتار غیرمولد تحصیلی فرزندان با واسطه گری محق پنداری تحصیلی انجام شد. شرکت کنندگان پژوهش شامل 451 نفر از دانشجويان دانشگاه شيراز بودند که براساس روش نمونه برداری خوشه اي چندمرحله اي انتخاب شدند و مقیاس بیش درگیری والدین لیمون و بوچانان (2011)، مقياس محق پنداری تحصیلی چونینگ و کمبل (2009) و مقیاس رفتار غیرمولد تحصیلی ریمکوس (2012) را تکميل کردند. نتایج تحلیل مسیر از نوع مدلیابی معادلات ساختاری نشان دادند مدل پیشنهادی با داده های این پژوهش برازش مناسبی دارد و اثر مستقیم بیش درگیری والدین بر محق پنداری تحصیلی تایید شد. همچنین محق پنداری تحصیلی بر رفتار غیرمولد تحصیلی تاثیر مستقیم داشت. مدل نشان داد بیش درگیری والدین به واسطة محق پنداری تحصیلی بر رفتار غیرمولد تحصیلی تأثیر دارد. نتایج بیانگر آن است که بیش درگیری والدین، سطح محق پنداری تحصیلی را پیشبینی و بروز سوءرفتارهای تحصیلی را تعیین میکند.
The aim of this study was to investigate the structural relationship between parental over-involvement and counterproductive academic behavior through academic entitlement. The participants were 451 university students from Shiraz University selected by multistage random cluster sampling method. The participants completed three measures: Parental Over-Involvement Scale/ Helicopter Parenting (LeMoyne, & Buchanan, 2011), Academic Entitlement Scale (Chowning & Campbell, 2009), and Counterproductive Student Behavior Scale (Rimkus, 2012). The results indicated that the model had a good fitness with the data. There was a direct effect of parental over-involvement on academic entitlement. Academic entitlement also had a positive direct effect on counterproductive academic behavior. The parental over-involvement had an indirect effect on counterproductive academic behavior through academic entitlement. The results showed that parental over involvement predict academic entitlement and consequently perception of entitlement determine level of counterproductive academic behavior.
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