رابطه خردمندی با بهزیستی روان‌شناختی و سرزندگی تحصیلی در دانش آموزان

نویسندگان
نرجس خاتون ذبیحی حصاری 1
محمدرضا چاجی 2
علی زارع مقدم 3
1 گروه روانشناسی دانشگاه پیام نور
2 گروه روانشناسی دانشگاه پیام نور تربت حیدریه
3 دانشگاه آزاد اسلامی مرکز نهبندان
10.52547/erj.4.35.20
چکیده
هدف پژوهش حاضر بررسی رابطه خردمندی با بهزیستی روان‌شناختی و سرزندگی تحصیلی در دانش آموزان است. مطالعه حاضر از نوع مطالعات همبستگی می­باشد. جامعه آماری پژوهش شامل کلیه دانش­آموزان متوسطه دوم شهرستان خوسف است و تعداد 317 نفر به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه خردمندی آردلت، پرسش‌نامه بهزیستی روان‌شناختی ریف و پرسش‌نامه سرزندگی تحصیلی دهقانی­زاده و حسین چاری بود. برای تجزیه و تحلیل داده­ها از آزمون همبستگی پیرسون و تحلیل رگرسیون خطی استفاده شد. نتایج نشان داد بین خردمندی با سرزندگی تحصیلی و بهزیستی روان‌شناختی ارتباط مثبت و معناداری وجود دارد، مؤلفه­های انعکاسی و عاطفی خردمندی پیش‌بینی­کننده بهزیستی روان‌شناختی بودند و مؤلفه­های شناختی و انعکاسی پیش‌بینی کننده سرزندگی تحصیلی بودند. بنابراین می‌توان این‌گونه نتیجه گرفت که خردمندی به عنوان پیش‌بینی کننده‌ای قابل‌اعتماد برای بهزیستی روان‌شناختی و سرزندگی تحصیلی در بین دانش­آموزان است و دانش­آموزان خردمند از بهزیستی روان‌شناختی و سرزندگی تحصیلی بالاتری برخوردارند
کلیدواژه‌ها
خردمندی
بهزیستی روان‌شناختی
سرزندگی تحصیلی
دانش آموزان

عنوان مقاله English

Relationship between wisdom and psychological well-being and academic buoyancy of students

چکیده English

This study aims to investigate the relationship between wisdom and psychological well-being and academic buoyancy of students. This is a correlation study. The statistical population of this research includes all high school Secondary students of Khusf town, and 317 students were selected through cluster random sampling method. Research tools employed include Wisdom Scale of Ardelt, psychological well-being scale of Ryff and academic buoyancy of Dehqanizadeh and Hussein Chari. For analysis, Pearson correlation coefficient and regression analysis were adopted. Results showed that significant and positive relationship between wisdom and academic buoyancy and psychological well-being exist. The reflective and emotional components of wisdom predicted the level of psychological well-being, and cognitive and reflective components predicted the level of academic buoyancy. Thus, it can be concluded that wisdom is a reliable anticipator for academic buoyancy and psychological well-being between students, and wiser students have higher levels of academic buoyancy and psychological well-being.

کلیدواژه‌ها English

wisdom
Psychological well-being
academic buoyancy
Students
Ardelt, M. (1997). Wisdom and life satisfaction in old age. Journal of Gerontology: Psychological Sciences, 52(1), 15–27.
Ardelt, M. (2000). Antecedents and Effects of Wisdom in Old Age: A Longitudinal Perspective on Aging Well. Research on Aging, 22:360-94
Ardelt, M. (2003). Empirical Assessment of a Three-Dimensional Wisdom Scale. Research on Ageing, 25(3), 275-324.
Ardelt, M. (2011). Wisdom, Age, and Well-Being. In K.W.Schaie & S. L. Willis (Eds.), Handbook of the Psychology of Aging. AP: Academic Press.
Ardelt, M., & Oh, H. (2010). Wisdom: Definition, assessment, and its relation to successful cognitive and emotional aging. In D. Jeste & C. Depp (Eds.), Successful cognitive and emotional aging (pp. 87–113). Washington, DC: American Psychiatric Publishing.
Assmann, A. (1994). “Wholesome Knowledge: Concepts of Wisdom in a Historical and Cross-Cultural Perspective.” Pp. 187-224 in Life-Span Development and Behavior, vol. 12, edited by D. L. Featherman, R. M. Lerner, and M. Perlmutter. Hillsdale, NJ: Lawrence Erlbaum.
Bailey, A. (2009). Cultivating wisdom through a service-learning experience. A dissertation submitted to the faculty of the graduate school. Bianchi, E.C. (1994). ElderWisdom. Crafting YourOwnElderhood. NewYork: Crossroad.
Brown, S. C. (2004). Learning across campus: How college facilitates the development of wisdom. Journal of College Student Development, 45, 134-148.
Brown, S. C. and Greene, J. A. (2006). The wisdom development scale: Translating the conceptual to the concrete. Journal of College Student Development, 47(1), 1-18.
Edwards, S.D. (2005). A psychology of breathing methods. Internation Journal of Mental Health Promotion, 7 (4), 28-34.
Gilbert, D. T. (2006). Stumbling on happiness. New York: Knopf
Greene, J. A., & Brown, S. C. (2009). The wisdom development scale: further validity investigation. Aging and Human Development, 68(4), 289-320.
Khajeh, Nabiollah., Bahrami, Fatemeh., Fatehizadeh, Maryam., Abedi, Mohammadreza. (2012). Predicting psychological well-being based on marital relationship quality, empathy and systematization in married students of Isfahan university. Journal of psychological studies, 8(2), 74-95.
Kramer, D. A. (2000). Wisdom as a classical source of human strength: Conceptualization and empirical inquiry. Journal of Social and Clinical Psychology, 19(1), 83–101.
Le, T. N. (2011). Life satisfaction, openness value, self-transcendence, and wisdom. Journal of Happiness Studies, 12, 171–182.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
McMahon, D. M. (2006). Unahistoria de la felicidad. Madrid: Taurus.
Neff, K. D., Kirkpatrick, K. & Rude, S. S. (2007). Self-compassion and its link to adaptive psychological functioning. Journal of Research in Personality, 41, 139-154.
Pettus, K. R. (2006). The relationship of prenatal monitoring to community college student adjustment and achievement: Differences by gender, ethnicity, parental education level, and student residence. Unpulished Ph.D. Dissertation, Carolina University.
Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn. E. (2011). Isacademic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 1-10.
Ryff, C.D. (1989). Beyond Ponce de Leon and life satisfaction: new directions in quest of successful aging. International Journal of Behavioural Development, 12, 35 – 55.
Smith, J., & Baltes, P. B. (1990). Wisdom-related knowledge: age/Cohort differences in responses to life planning problems. Developmental Psychology, 26(3), 494-505
Sternberg, R. J. (2004). What is wisdom and how can we develop it? The Annals of the American Academy of Political and Social, 591, 164–74.
Takahashi, M., & Overton, W. F. (2002). Wisdom: A culturally inclusive developmental perspective. International Journal of Behavioral Development, 26(3), 269–277.
Taylor, M., Bates, G., & Webster, J. D. (2011). Comparing the psychometric properties of two measures of wisdom: Predicting forgiveness and psychological well-being with the Self-Assessed Wisdom Scale (SAWS) and the Three-Dimensional Wisdom Scale (3D-WS). Experimental Aging Research, 37(2), 129–141.
Taylor, S. E., Kemeny, M. E., Reed, G. M., Bower, J. E., & Gruenewald, T. L. (2000). Psychological resources, positive illusions, and health. American psychologist, 55 (1), 99-109
Thomas, L. E. (1991). Dialogues With three religious renunciates and reflection on wisdom and maturity. International Journal of Agin and Human Development, 32, 211-227.
Vazquez, C. (2009b). E1 bienestar de alsnaciones. In C. Vazquez & G. Hervas (Eds.), La ciencia Del bienestar: fundamentos de unaPsicologio positive (pp. 103-141). Madrid: Alianza Editorial
Webster, J. (2010). Wisdom and positive psychosocial values in young adulthood. Journal of Adult Development, 17, 70-80.
Webster, J. D. (2003). An exploratory analysis of a self-assessed wisdom scale. Journal of Adult Development, 10(1), 13-22.
Yang, S. (2013). Wisdom and good lives: A process perspective. New Ideas in
Psychology, 31 (3), 194-201.
Yang, S.Y. (2008). Real-life contextual manifestations of wisdom. International Journal of Aging and Human Development, 67(4), 273–303.