رابطۀ میان تاب آوریِ تحصیلی و مشارکت تحصیلی: نقش میانجی‌گرِ خودتنظیمیِ هیجانی
محورهای موضوعی : علوم تربیتیمسعود غلامعلی لواسانی 1 , سوگند قاسم زاده 2 , زهرا پناهی آذر 3 , مینو مطبوع ریاحی 4
1 - دانشگاه تهران
2 - دانشگاه تهران
3 - دانشگاه تهران
4 - دانشگاه تهران
کلید واژه: مشارکت تحصیلی, تاب‌آوری تحصیلی, خودتنظیمی هیجانی, ,
چکیده مقاله :
هدف پژوهش حاضر بررسی رابطه میان تاب آوری تحصیلی و مشارکت تحصیلی با نقش میانجی گرانه خودتنظیمی هیجانی است. این پژوهش از نوع مطالعات توصیفی ـ همبستگی است. شرکت کنندگان 220 نفر از دانش آموزان پسر مشغول به تحصیل در رشتۀ ریاضی یا تجربی، در پایه های یازدهم و دوازدهم شهر تهران در سال تحصیلی 1398- 1397 بودند که به روش نمونه گیری در دسترس انتخاب شدند. جهت گردآوری اطلاعات، از مقیاس های مشارکت تحصیلی ریو و تسنگ (AES)، تاب آوری تحصیلی ساموئلز (ARI)، و خودتنظیمی هیجانی گراس و جان (ERQ) استفاده شد. تحلیل داده های پژوهش با استفاده از روش تحلیل مسیر نشان داد که رابطۀ معنا‌داری (01/0P≤) بین تاب‌آوری تحصیلی با مشارکت تحصیلی، تاب آوری تحصیلی با خودتنظیمی هیجانی، و همچنین مشارکت تحصیلی با خودتنظیمی هیجانی وجود دارد. همچنین تاب‌آوری تحصیلی (001/0P≤) و خود تنظیمی هیجانی (01/0P≤)، توانایی پیش بینی متغیر مشارکت تحصیلی را دارند. بدین روی می توان نتیجه گرفت که با افزایش تاب آوری تحصیلی با میانجی گری خود تنظیمی هیجانی، مشارکت تحصیلی نیز افزایش می یابد.
The aim of the present study was to investigate the relationship between academic resilience (AR) and academic engagement (AE) with the mediating role of emotional self-regulation (ESR). The study was descriptive - correlational, and the participants were 11th-12th grade boy students (n=22), studying either mathematics or life sciences, in the academic year 2018-19 in Tehran. The participants were selected by using the convenience sampling method. The data was collected by the Rio and Tseng Academic Engagement Scale (AES), the Samuels Academic Resilience Inventory (ARI), and the Grass and John Emotion Regulation Questionnaire (ERQ). The results of the path analysis method showed a significant relationship (P≤0.01) between AR-AE, AR-ESR, as well as AE- ESR. The results also indicated that AR (P≤0.001) and ESR (P≤0.01) can predict AE. Therefore, it can be concluded that AR improvement with ESR mediation will result in more academic engagement in students.
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