طراحی و آزمون برازش مدل کمک‌طلبی تحصیلی بر اساس احساس تعلق به مدرسه، شایستگی اجتماعی-هیجانی و سبک‌های ارتباطی معلم با میانجی‌گری اهمال‌کاری تحصیلی | ||
| راهبردهای شناختی در یادگیری | ||
| مقاله 10، دوره 11، شماره 21، 1402، صفحه 157-175 اصل مقاله (1.37 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22084/j.psychogy.2023.27874.2588 | ||
| نویسندگان | ||
| راحله مشاوری ایزدی1؛ ذبیح پیرانی* 2؛ فیروزه زنگنه2؛ مسلم عباسی3 | ||
| 1دانشجوی دکتری روانشناسی تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران | ||
| 2استادیار گروه روانشناسی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران | ||
| 3استادیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه سلمان فارسی کازرون، کازرون، ایران | ||
| چکیده | ||
| هدف: هدف پژوهش حاضر طراحی و آزمون برازش مدل کمک‌طلبی تحصیلی بر اساس احساس تعلق به مدرسه، شایستگی اجتماعی-هیجانی و سبک‌های ارتباطی معلم با میانجی‌گری اهمال‌کاری تحصیلی بود. روش: روش پژوهش همبستگی و از نوع تحلیل معادلات ساختاری بود. جامعه آماری شامل دانش‌آموزان پنجم و ششم ابتدایی شهر اراک به تعداد 14842 نفر در سال تحصیلی 1400-1399 بود که نمونه‌ای به حجم 501 نفر با استفاده از روش تصادفی خوشه‌ای انتخاب شد. ابزار پژوهش شامل پرسشنامه‌های رفتار کمک‌طلبی ریان و پینتریچ (۱۹۹۷)، احساس تعلق به مدرسه بری و همکاران (2004)، شایستگی اجتماعی_هیجانی زو و ای (2012)، جو تعاملی معلم_دانش‌آموز بلمونت و همکاران (1991) و پرسشنامه اهمال‌کاری تاکمن (1991) بود. برای تجزیه‌وتحلیل داده‌ها از روش تحلیل معادلات ساختاری با استفاده از نرم‌افزارهای SPSS22 و LISREL8.8 استفاده شد. یافته‌ها: نتایج نشان داد الگوی پیشنهادی پژوهش با داده‌ها برازش مناسبی داشت. در بررسی نتایج مشخص شد اثر مستقیم احساس تعلق به مدرسه، شایستگی اجتماعی-هیجانی و سبک‌های ارتباطی معلم بر بعد پذیرش کمک‌طلبی مثبت و معنادار و بر بعد اجتناب کمک‌طلبی و اهمال‌کاری تحصیلی منفی و معنادار بود (01/0p<). اثر اهمال‌کاری تحصیلی بر بعد پذیرش کمک‌طلبی منفی و بر بعد اجتناب کمک‌طلبی مثبت و معنادار بود. همچنین نتایج نشان داد اهمال‌کاری تحصیلی در مدل مورد بررسی نقش واسطه‌ای معناداری داشت. نتیجه‌گیری: بر اساس نتایج می‌توان گفت اثرات مثبت احساس تعلق به مدرسه و شایستگی اجتماعی_هیجانی و سبک‌های ارتباطی معلم نقش مؤثری در کاهش اهمال‌کاری تحصیلی داشته و کاهش اهمال‌کاری در افزایش رفتارهای کمک‌طلبی دانش‌آموزان مؤثر است. | ||
| کلیدواژه‌ها | ||
| کمک‌طلبی تحصیلی؛ احساس تعلق به مدرسه؛ شایستگی اجتماعی-هیجانی؛ سبک‌های ارتباطی معلم؛ اهمال‌کاری تحصیلی | ||
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