
تعداد نشریات | 22 |
تعداد شمارهها | 495 |
تعداد مقالات | 5,173 |
تعداد مشاهده مقاله | 9,602,206 |
تعداد دریافت فایل اصل مقاله | 6,323,867 |
تدوین مدل سرزندگی تحصیلی براساس ثبات قدم و جهتگیری آینده با میانجیگری مهارتهای حل مسئله در دانشجویان | ||
راهبردهای شناختی در یادگیری | ||
مقاله 3، دوره 13، شماره 24، تیر 1404 اصل مقاله (851.96 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2025.28768.2657 | ||
نویسندگان | ||
حسین محققی* 1؛ مهران فرهادی2؛ محیا حسینی3؛ ابوالقاسم یعقوبی4؛ فرشته مطهری فر5 | ||
1دانشیار، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران | ||
2استادیار، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. | ||
3دانشجوی دکتری، روانشناسی تربیتی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. | ||
4استاد، گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران. | ||
5دانشجوی دکتری، روانشناسی تربیتی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران | ||
چکیده | ||
هدف: پژوهش پیشرو به ارائه الگوی روابط علی سرزندگی تحصیلی براساس ثبات قدم و جهتگیری آینده با نقش میانجی مهارتهای حلمسئله به روش مدلسازی معادلات ساختاری پرداخته است. روش: این پژوهش به صورت توصیفی همبستگی انجام شده است. نمونه شامل 382 نفر دانشجوی کارشناسی دانشگاه بوعلی سینا 1401بود که به شیوه نمونهگیری خوشهای انتخاب شدهاند. ابزار پژوهش متشکل از پرسشنامههای سرزندگی تحصیلی دهقانیزاده و حسینچاری (1391)، ثباتقدم داکورث(2007)، جهتگیری آینده استینبرگ و همکاران (2009) و مهارتهای حلمسئله هپنر و پترسن (1982) بود. یافتهها: مطابق با یافتههای پژوهش، ثباتقدم بر سرزندگی تحصیلی اثر مستقیم دارد (β= 0/35، P <0/01). جهتگیری آینده بر سرزندگی تحصیلی اثر مستقیم دارد (β= 0/29، P <0/01). مهارت حلمسئله بر سرزندگی تحصیلی اثـر مسـتقیم دارد (β= 0/32، P <0/01). ثبـاتقدم بر حـلمسئـله اثــر مستقیم دارد (β= 0/21، P <0/01). جهتگیری آینده بر حلمسئله اثر مستقیم دارد (β= 0/43، P <0/01). اثر غیرمستقیم ثباتقدم از طریق مهارت حلمسئله بر سرزندگی تحصیلی معنادار است (β= 0/06، P<0/01). اثر غیرمستقیم جهتگیری آینده از طریق مهارت حلمسئله بر سرزندگی تحصیلی معنادار است (β= 0/14، P <0/01). نتیجهگیری: این پژوهش شواهدی را برای نقش واسطهای مهارت حلمسئله در رابطه بین ثباتقدم و جهتگیری آینده با سرزندگی تحصیلی نشان داد. در پرتو این یافتهها با توجه به نقش تاثیرگذار ثباتقدم و جهتگیری آینده و ظرفیت قابل تغییر و انعطاف آنها، برنامههای آموزشی جهت افزایش سرزندگی تحصیلی لازم است. | ||
کلیدواژهها | ||
ثباتقدم؛ جهتگیری آینده؛ سرزندگی تحصیلی؛ مهارتهای حلمسئله | ||
مراجع | ||
Afzali, A., Soltanqoli, F., & Rahimi, G. (2021). Predicting academic engagement based on problem-solving styles, self-control, and emotional expressiveness among students. Cognitive Strategies in Learning, 9(17), 15-29. https://doi.org/10.22084/J.PSYCHOGY.2021.22665.2224 [in Persian]
Arianfar, A., & Seif, M. H. (2020). A causal model of future orientation on self-regulated learning with the mediating role of academic self-efficacy and task value among master students of medical education at Shahid Beheshti University. Journal of Medical Education Development, 13(38), 45-54. https://doi.org/10.29252/edcj.13.38.45 [in Persian]
Azadianbojnordi, M., Bakhtiarpour, S., Makvandi, B., & Ehteshamizadeh, P. (2020). Can Academic Hope Increase Academic Engagement in Iranian Students Who Are University Applicants? Investigating Academic Buoyancy as a Mediator. Journal of Psychologists and Counsellors in Schools, 32(2), 1-9. https://doi.org/10.1017/jgc.2020.31 [in Persian].
Badie, S., & Sherif, S. (2024). The relative contribution of subjective vitality, sense of coherence and future orientation in academic buoyancy among a sample of Al-Azhar secondary stage students. Mental health Department. Faculty of Education for Girls, Al-Azhar University in Cairo, 3(201), 351-447. https://doi.org/10.21608/jsrep.2024.344847
Bagheri, M., Barzegar Bafrooei, K., & Estabraqi, M. (2022). Structural equation model of predicting academic enthusiasm based on attributional styles and psychological capital with the mediating role of flow experience among students. Journal of Educational Psychology Studies, 47(19), 16-32. https://doi.org/10.22111/jeps.2022.7229 [in Persian]
Carr, P., & Steele, C. (2009). Stereotype threat and inflexible perseverance in problem solving. Journal of Experimental Social Psychology, 45, 853-859. https://doi.org/10.1016/j.jesp.2009.03.003
Chen, Ch. (2018). Grit, Intrinsic Motivation, and Costly Perseverance: Their Interactive Influence in Problem Solving. Roceedings of The National Conference On Undergraduate Research.
DiNapoli, J., & Miller, E. (2022). Recognizing, supporting, and improving student perseverance in mathematical problem-solving: The role of conceptual thinking scaffolds. The Journal of Mathematical Behavior, 66, 291-302. https://doi.org/10.1016/j.jmathb.2022.100965
Duckworth, A., & Allred, K. (2012). Temperament in the classroom. Handbook of Temperament, 627-644.
Duckworth, A., Peterson, C., Matthews, M., & Kelly, D. (2007). Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A., & Gross, J. (2014). Self-Control and Grit: Related but Separable Determinants of Success. Journal of Current Directions in Psychological Science, 23(5), 319-325. https://doi.org/10.1177/0963721414541462
Duckworth, A., & Quinn, P. (2012). What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451. https://doi.org/10.1037/a0026280
Duckworth, A., Winkler, L., Shulman, E., & Beal, S. (2014). The grit effect: predicting retention in the military, the workplace, school and marriage. Frontiers in Psychology, 5(36), 321-335. https://doi.org/10.3389/fpsyg.2014.00036
Falah, A., Alazemi, T., Heydarnejad, T., Ismaili, M., & Gheisari, A. (2023). A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context. Heliyon, 9(2), e13149. https://doi.org/10.1016/j.heliyon.2023.e13149 [in Persian]
Ebrahimi-Bakht, H., Yarahmadi, Y., Asadzadeh, H., & Ahmadian, H. (2018). Designing a model of academic vitality based on satisfaction of basic psychological needs, motivational orientation, and self-directed learning. Cognitive Strategies in Learning, 11(6), 135-153. https://doi.org/10.22084/j.psychogy.2018.14791.1661 [in Persian]
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Eslami, F., & Hooshmandi, R. (2023). The Dynamics of Academic Buoyancy in Contemporary Education. Conseling and Psychology Nexus, 1(1), 102-108. https://doi.org/10.61838/kman.psynexus.1.1.12
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(2), 97-105. https://doi.org/10.1016/j.aip.2010.02.003
Fernández, FD., Tirado, J., & Torres, M. (2020). Grit as a predictor and outcome of educational, professional, and personal success: A systematic review. Psicologia Educativa, 26(2), 163-173. https://doi.org/10.5093/psed2020a11
Fulya, OA., Safak, US., & Ayce, YC. (2009). The effect of student's problem solving skills on their understanding of chemical rate and their achievement on this issue. Social and behavioral sciences, 1(12), 78-84. https://doi.org/10.1016/j.sbspro.2009.01.473
Guerrero, R., Dudovitz, R., Chung, P., Dosanjh, K., & Wong, M. (2016). A Potential Protective Factor Against Substance Use and Other Risk Behaviors Among Latino Adolescents. Journal of Academic Pediatrics, 16(3), 81-275. https://doi.org/10.1016/j.acap.2015.12.016
Haririzadeh, F., Barzegar Bafrooei, K., & Zandvanyan, A. (2023). Investigating the relationship between time perspective and academic engagement with the mediating role of self-efficacy in students. New Findings in Cognitive Science, 25(1), 46-59. https://doi.org/10.30514/icss.25.1.46 [in Persian]
Hejazi, E., Moghadam, A., Naghsh, Z., & Tarkhan, R. (2011). The future orientation of Iranian adolescents girl students and their academic achievement. Procedia Social and Behavioral Sciences, 15, 2441-2444. https://doi.org/10.1016/j.sbspro.2011.04.124 [in Persian]
Heppner, P. (1988). The Problem-Solving Inventory. Measurement and evaluation consulting and development, 229-241.
Hirvonen, R., Yli-Kivistö, L., Putwain, DW., & Ahonen, T. (2019). School-related stress among sixth-grade students Associations with academic buoyancy and temperament. Learning and Individual Differences, 70, 100-108. https://doi.org/10.1016/j.lindif.2019.01.012
Hoon, T.S., Hong, J.B., Rameli, M., Alhassora, M., & Mazlan, A. (2024). The Relationship Between Achievement Goal Orientation and Academic Buoyancy in Mathematics among Secondary School Students in FELDA Areas. Journal of Advanced Research in Applied. Sciences and Engineering Technology, 38(2), 186-195. https://doi.org/10.37934/araset.38.2.186195
Hosseini, M., Zoghi-Paydar, M. R., & Rashid, K. (2018). The role of grit and intelligence in predicting academic achievement of students. Cognitive Strategies in Learning, 6(11), 233-248. https://doi.org/10.22084/j.psychogy.2018.16198.1753 [in Persian]
Hosseinkhani, K., Ghasemi, M., & Hejazi, M. (2021). The effectiveness of an educational package based on cognitive components of critical thinking, problem-solving, and metacognition on academic self-efficacy and vitality of students. New Findings in Cognitive Science, 23(4), 48-60. https://doi.org/10.30514/icss.23.4.48 [in Persian]
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality, 52, 29-36. https://doi.org/10.1016/j.jrp.2014.06.005
Jahedizadeh, S., Ghonsooly, B., & Ghanizadeh, A. (2019). Academic buoyancy in higher education: Developing sustainability in language learning through encouraging buoyant EFL students. Journal of Applied Research in Higher Education, 11(2), 162-177. https://doi.org/10.1108/JARHE-04-2018-0067 [in Persian]
Jarchalou, S., Entesar Foomani, G., & Kiani, G. (2021). Effectiveness of group problem-solving training in increasing help-seeking and academic vitality of tenth-grade procrastinating female students in Urmia. Journal of Disability Studies, 11(50), 1-7. [in Persian]
Jiang, W., & Xiao, Z. (2019). Reciprocal relations between grit and academic achievement: A longitudinal study. Learning and Individual Differences, 71, 13-22. https://doi.org/10.1016/j.lindif.2019.02.004
Khojasteh , S., & Goodarzi, M. (2020). Effectiveness of problem-solving skill training on improving achievement motivation and academic self-concept in tenth-grade male students with low motivation and self-concept. Journal of Disability Studies, 10, 14-27. [in Persian]
Kwon, H.W. (2021). Are gritty people happier than others?: Evidence from the United States and South Korea. Journal of Happiness Studies, 22, 2937-2959. https://doi.org/10.1007/s10902-020-00343-4
LaVoie, J. (2016). Predicting Elements of Grit through Problem-Solving Ability. University of Wisconsin - Superior.
Martin, AJ., & Marsh, HW. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83. https://doi.org/10.1016/j.jsp.2007.01.002
Martin, AJ., & Marsh, H. W. (2008). Workplace and academic buoyancy: psychometric assessment and construct validity amongst school personnel and students. Journal of Psycho educational Assessment, 26, 168-184. https://doi.org/10.1177/0734282907313767
Martin, A. J., & Marsh, H. W. (2019). Investigating the Reciprocal Relations Between Academic Buoyancy and Academic Adversity: Evidence for the Protective Role of Academic Buoyancy in Reducing Academic Adversity Over Time. International Journal of Behavioral Development, 44(4), 016502541988502. https://doi.org/10.1177/0165025419885027
Martin, A. (2015). Academic buoyancy: Towards an understanding of student's everyday academic resilience. Journal of School Psychology.,46(30), 53-83. https://doi.org/10.1016/j.jsp.2007.01.002
Martin, A., Nejad, H., Colmar, S., & Arief, D.(2012). Conceptual and Empirical Perspectives on Responses to Change, Novelty and Uncertainty. Australian Journal of Guidance and Counselling, 22(01). https://doi.org/10.1017/jgc.2012.8
Martin, AJ. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. The British journal of educational psychology, 84(1), 86-107. https://doi.org/10.1111/bjep.12007
Montas, M., Rao, S. R., Atassi, H. A., Shapiro, M. C., Dean, J., & Salama, A. R. (2021). Relationship of Grit and resilience to dental students' academic success. Journal of Dental Education, 85(2),176-186. https://doi.org/10.1002/jdd.12414
Nurjamin, A., Espinoza, D., Saenko, N., & Bina, E. (2023). Learner oriented assessment matters: testing the effects of academic buoyancy, reflective thinking, and learner enjoyment in self assessment and test taking anxiety management of the EFL learners. Language Testing in Asia, 13, 30. https://doi.org/10.1186/s40468-023-00247-z
Ozdoğan, A. (2023). Mediating role of academic grit and subjective vitality in the relationship between school belongingness and school satisfaction among middle school students who migrated after an earthquake. Journal of Happiness and Health, 3(2), 127-138. https://doi.org/10.47602/johah.v3i2.64
Pawlak, S., & Moustafa, A.A. (2023). A systematic review of the impact of future-oriented thinking on academic outcomes. Frontiers in Psychology, 14, 1-11. https://doi.org/10.3389/fpsyg.2023.1190546
Park, D., Alisa, Y., Baelen, R., Tsukayama, E., & Duckworth, A. (2018). Fostering grit: Perceived school goal-structure predicts growth in grit and grades. Contemporary Educational Psychology, 55, 120-128. https://doi.org/10.1016/j.cedpsych.2018.09.007
Prince-Embury, S., & Saklofske, D. H. (2014). Resilience Interventions for Youth in Diverse. Populations. New York: Springer. 12, 22-35. https://doi.org/10.1007/978-1-4939-0542-3
Putwain, DW., Daumiller, M. Hussain, T., & Pekrun, R.(2024). Revisiting the relation between academic buoyancy and coping: A network analysis. Contemporary Educational Psychology, 78, 102-133. https://doi.org/10.1016/j.cedpsych.2024.102283
Ramon, S., Marqués, D., & Soriano, D. (2023). Exploring the boundaries of open innovation: Evidence from social media mining. Technovation, 119-129. https://doi.org/10.1016/j.technovation.2021.102447
Setlogelo, B., & Nyoni, N. (2024). Grit, academic resilience, and mindset of nursing students: A cross-sectional study. International Journal of Nursing Studies Advances, 7, 100-153. https://doi.org/10.1016/j.ijnsa.2024.100253 Scherera, R., & Gustafsson, J. (2015). The relations among openness, perseverance, andperformance in creative problem solving. Thinking Skills and Creativity, 18, 4-17. https://doi.org/10.1016/j.tsc.2015.04.004
Seginer, R. (2009). Future orientation: Developmental and ecological perspectives. Springer Science & Business Media. https://doi.org/10.1007/b106810
Seginer, R., & Mahajna, S. (2016). On the meaning of higher education for transition to modernity youth: Lessons from future orientation research of Muslim. International Journal of Educational Research, 76, 112-119. https://doi.org/10.1016/j.ijer.2015.03.005
Shelly, I. D. (2009). Building the resilience of front_line nurses. Royal Roods University.
Shiann Khoo, S., & Yang, W. (2022). Resisting problematic smartphone use: Distracter resistance strengthens grit's protective effect against problematic smartphone use. Personality and Individual Differences, 194, 153-161. https://doi.org/10.1016/j.paid.2022.111644
Shtapura-Ifrah M., & Benish-Weisman, M. (2019). Seeking the help of school counselors: Cross-cultural differences in mothers' knowledge, attitudes, and help-seeking behavior. International Journal of Intercultural Relations, 69, 90-110. https://doi.org/10.1016/j.ijintrel.2019.01.004
Steinberg, L., Graham, S., O'Brien, L., Woolard, J., Cauffman, J., & Banich, M. (2009). Age differences in future orientation and delay discounting. Child Development, 80, 28-44. https://doi.org/10.1111/j.1467-8624.2008.01244.x
Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100(3), 629-642. https://doi.org/10.1037/0022-0663.100.3.629
Tang, X., Upadyaya, A., & Salmela-Aro, K. (2021). School burnout and psychosocial problems among adolescents: Grit as a resilience factor. Journal of Adolescence, 86, 77-89. https://doi.org/10.1016/j.adolescence.2020.12.002 Torkzadeh, J., & Keshavarzi, F. (2015). Explaining the relationship between future thinking and academic performance of Shiraz University of Medical Sciences students: The mediating role of orientation variable. Research in Medical Education, 7(4), 3-12. https://doi.org/10.18869/acadpub.rme.7.4.3 [in Persian]
Vergara, C. (2020). Grit, self-efficacy, achievement orientation goals, a correlation to achievement in statistics. International Journal of Education and Research, 8(1), 89-106.
Verner-Filion, J., Schellenberg, B.J.I., Holding, A.C., & Koestner, R. (2020). Passion and grit in the pursuit of long-term personal goals in college students. Learning and Individual Differences, 83-94. https://doi.org/10.1016/j.lindif.2020.101939
Wolters, C., & Hussain, M. (2015). Investigating grit and its relations with college students' self-regulated learning and academic achievement. Metacognition and Learning, 10, 293-311. https://doi.org/10.1007/s11409-014-9128-9 Yelkin, D., Çağla, G., & Ülkü, T. (2014). Analysis of the relationship between the resiliency level and problem solving skills of university students. Procedia- Socialand Behavioral Sciences, 114, 673-680. https://doi.org/10.1016/j.sbspro.2013.12.766
Zhao, J., Li, R., Ma, J., & Zhang, W. (2019). Longitudinal relations between future planning and adolescents' academic achievement in China. Journal of Adolescence, 75, 73-84. https://doi.org/10.1016/j.adolescence.2019.07.002 Zheng, L., Lippke, S., Chen, Y., Li, D., & Gan, Y. (2019). Future orientation buffers depression in daily and specific stress. PsyCh Journal, 8(3), 342-352. https://doi.org/10.1002/pchj.283 | ||
آمار تعداد مشاهده مقاله: 249 تعداد دریافت فایل اصل مقاله: 61 |