تدوین مدل روابط ساختاری نقش واسطه‌ای خودآگاهی هیجانی و مسئولیت‌پذیری در ارتباط بین حس انسجام و خود دلسوزی با بهزیستی تحصیلی

نویسنده
فاطمه محمدی یوزباش کندی
دانشگاه آزاد اسلامی
چکیده
بهزیستی تحصیلی از متغیرهای مهم در حوزه آموزش و یادگیری است که شناخت عوامل زمینه­ساز آن ضرورت دارد. بهزیستی از تعامل عامل­های چندی از جمله محیطی، فردی و شخصیتی پدید می­آید. هدف پژوهش حاضر بررسی روابط ساختاری متغیرهای شخصیتی حس انسجام، خوددلسوزی، خودآگاهی هیجانی و مسئولیت­ پذیری با بهزیستی تحصیلی بود. در این مطالعه توصیفی همبستگی دانشجویان دانشگاه علوم پزشکی تبریز جامعه آماری را تشکیل دادند. تعداد 350 نفر (181 مرد و 169 زن) به روش نمونه­گیری چند­مرحله­ای به عنوان نمونه انتخاب شدند و به پرسشنامه­های حس انسجام آنتونوسکی (Antonovsky)، خوددلسوزی نف (Neff)، خودآگاهی هیجانی گرنتGrant) و همکاران، مسئولیت­پذیری گاف (Gaugh)، فهرست مشغولیت تحصیلی سالملا-آرو و آپادیا (Salmela-Aro & Upadya) و سیاهه فرسودگی تحصیلی سالملا-آرو (Salmela-Aro و همکاران پاسخ دادند. داده­ها با روش مدل­یابی معادلات ساختاری تحلیل شد. مدل فرضی بهزیستی تحصیلی در جامعه پژوهش برازنده بود X2/DF=2/12 , RMSEA= 0/05 . مسیر مستقیم حس انسجام و خودآگاهی هیجانی و مسئولیت­ پذیری به بهزیستی تحصیلی دانشجویان معنادار بود اما مسیر مستقیم خوددلسوزی معنادار نبود. مسیر غیرمستقیم حس انسجام با میانجی­گری خودآگاهی هیجانی و مسئولیت­پذیری معنادار بود. همچنین مسیر غیرمستقیم خوددلسوزی از طریق خودآگاهی هیجانی بر بهزیستی تحصیلی معنادار بود. در مجموع 38 درصد از واریانس بهزیستی تحصیلی از طریق متغیرهای مدل تبیین شد. با توجه به اثر مستقیم و غیر­مستقیم حس انسجام، خودلسوزی، خودآگاهی هیجانی و مسئولیت­پذیری بر میزان بهزیستی تحصیلی، به نظر می رسد با تقویت خودآگاهی هیجانی، حس انسجام، خوددلسوزی و مسئولیت­پذیری می­توان بهزیستی تحصیلی دانشجویان را تقویت کرد.
کلیدواژه‌ها
بهزیستی تحصیلی
خودآگاهی هیجانی
حس انسجام
خوددلسوزی
مسئولیت‌پذیری

عنوان مقاله English

Developing a model of structural relationships the mediating role of emotional self-awareness and responsibility in the relationship between sense of coherence and self -compassion with academic well-being

چکیده English

Academic well-being is an important variable in the field of education and learning, whose underlying factors must be identified. Therefore, the aim of this study was to investigate the structural relationship between sense of coherence, self-compassion, emotional self-awareness with academic well-being. This descriptive correlational study was performed on students of Tabriz University of Medical Sciences. A number of 350 students (181 males and 169 females) who were selected through multi-stage sampling method completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, responsibility by gough, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. The data were analyzed using structural equation modeling method. The hypothetical model of academic well-being provided a good fit to the research population (X2/df=2/12, RMSEA=0/05). Direct path of sense of coherence, emotional self-awareness and responsibility to academic well-being was significant. But, direct path of self-compassion wasn't significant. Indirect path of sense of coherence with mediating role of emotional self-awareness and responsibility to academic well-being was significant. Also, indirect path of self-compassion with mediating role of emotional self-awareness to academic well-being was significant. Given the direct and indirect effect of sense of coherence, self-compassion, emotional self-awareness and responsibility on the academic well-being, it seems that reinforcement of emotional self-awareness, self-compassion, sense of coherence and responsibility may enhance student’s academic well-being.

کلیدواژه‌ها English

Academic Well-being
emotional self-awareness
sense of coherence
Self-Compassion
responsibility
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