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رابطه بین کارکردهای اجرایی و سیستمهای مغزی-رفتاری با اضطراب ریاضی: نقش میانجیگر استحکام روانی | ||
راهبردهای شناختی در یادگیری | ||
مقاله 11، دوره 12، شماره 22، 1403، صفحه 187-204 اصل مقاله (711.02 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2024.28507.2637 | ||
نویسندگان | ||
مجتبی بیرامی* 1؛ پروین کدیور2؛ مهدی عربزاده3 | ||
1دانشجوی دکترای روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی، تهران، ایران | ||
2استاد گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی، تهران، ایران | ||
3استادیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه خوارزمی، تهران، ایران | ||
چکیده | ||
هدف: اضطراب ریاضی پدیدهای شایع و تضعیفکننده است که مانع پیشرفت دانشآموزان در ریاضیات میشود. لذا، شناسایی عوامل موثر بر آن ضروری است. بر همین اساس، هدف این پژوهش بررسی نقش میانجیگر استحکام روانی در مدل علی تاثیر کارکردهای اجرایی و سیستمهای مغزی- رفتاری بر اضطراب ریاضی بود. روش: پژوهش از نظر هدف کاربردی و از نوع طرحهای توصیفی-همبستگی و و روش تحلیل آن مدلیابی معادلات ساختاری بود. جامعه آماری مورد نظر دانشآموزان دوره دوم دبیرستان رشتههای نظری مشغول به تحصیل در سال 1402-1401 در شهر زنجان بودند؛ که 455 نفر به عنوان نمونه انتخاب شدند. روش نمونهگیری، خوشهای چندمرحلهای تصادفی بود. جهت سنجش متغیرهای پژوهش از مقیاسهای استحکام روانی مکگوئن و همکاران (2016)، اضطراب ریاضی هاپکو و همکاران (2003)، کارکردهای اجرایی بریف جیووا و همکاران (2015)، تئوری حساسیت به تقویت واکیونی و کور (2020) استفاده شد. تجزیه و تحلیل دادهها با استفاده از نرم افزار SPSS-26 و AMOS-24 صورت گرفت. ارزیابی مدل پژوهش با استفاده از شاخصهای برازش مدل معادلات ساختاری و با تکنیک تحلیل مسیر انجام گرفت. یافتهها: بررسی ضرایب مسیر نشان داد که اثر سیستم فعالساز رفتاری (001/0 P=، 26/0-=β)، سیستم بازداری رفتاری (001/0 P=، 31/0-=β) و کارکردهای اجرایی (001/0 P=، 44/0-=β) بر استحکام روانی معنادار بود. به علاوه، استحکام روانی (001/0 P=، 26/0-=β)، کارکردهای اجرایی (001/0P= ، 17/0=β) و سیستم فعالساز رفتاری (001/0 P=، 16/0=β) قادر به پیشبینی مستقیم اضطراب ریاضی بودند. تعیین معناداری اثر غیرمستقیم نیز حاکی از آن است که استحکام روانی نقش میانجیگری بین سیستمهای مغزی- رفتاری و کارکردهای اجرایی (05/0 p<) دارد. نتیجهگیری: نقص در کارکردهای اجرایی و سیستم بازداری رفتاری موجب کاهش سطح استحکام روانی شده و استحکام روانی پایین نیز موجب افزایش سطح اضطراب ریاضی میشود. در مقابل فعالیت بهینه سیستم فعالسازی رفتاری موجب افزایش استحکام روانی و در پی آن کاهش اضطراب ریاضی را در پی دارد؛ بنابراین با شناخت سیستمهای مغزی-رفتاری و با هدف قرار دادن دو سازه چتری استحکام روانی و کارکردهای اجرایی میتوان اضطراب ریاضی را در بین دانشآموزان کاهش داد. | ||
کلیدواژهها | ||
کارکردهای اجرایی؛ سیستمهای مغزی- رفتاری؛ اضطراب ریاضی؛ استحکام روانی | ||
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