روابط ساختاری هویت‌های تحصیلی با شایستگی تحصیلی: نقش میانجی ذهن‌آگاهی

نویسندگان
سید موسی طباطبایی 1
عبدالله بهرامی 2
زهرا کسکنی 3
1 استادیار گروه علوم شناختی، دانشگاه سمنان، سمنان، ایران.
2 کارشناس ارشد روانشناسی تربیتی، دانشگاه سمنان، سمنان، ایران.
3 کارشناس ارشد روانشناسی تربیتی، دانشگاه پیام نور، سمنان، ایران.
چکیده


هدف پژوهش حاضر، بررسی نقش هویت تحصیلی بر شایستگی تحصیلی دانش‌آموزان دختر دوره دوم متوسطه شهر سبزوار با میانجی‌گری ذهن‌آگاهی بود. روش پژوهش توصیفی–همبستگی و مبتنی بر مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل تمامی دانش‌آموزان دختر دوره دوم متوسطه شهر سبزوار بود که ۳۶۲ نفر به روش نمونه‌گیری در دسترس انتخاب شدند. ابزارهای پژوهش عبارت بودند از: پرسشنامه هویت تحصیلی واز و ایزاکسون (2008)، مقیاس شایستگی تحصیلی دی‌پرنا و الیوت (1999) و پرسشنامه پنج‌وجهیِ ذهن‌آگاهی بائر و همکاران (2006). یافته‌ها نشان دادند که از منظر اثرات مستقیم، سبک هویت تحصیلی موفق رابطه مثبت و معناداری با شایستگی تحصیلی دارد، در حالی‌که سبک سردرگم رابطه منفی و معنادار نشان داد. سبک دیررس اثر مستقیم معناداری بر شایستگی تحصیلی نداشت و سبک دنباله‌رو اثر مثبت اما ضعیف و معناداری را نشان داد. همچنین نتایج مربوط به اثرات غیرمستقیم حاکی از آن بود که سبک موفق از طریق افزایش ذهن‌آگاهی اثر مثبت و معناداری بر شایستگی تحصیلی دارد، در حالی‌که سبک‌های دیررس و سردرگم از طریق کاهش ذهن‌آگاهی اثر منفی و معناداری بر شایستگی تحصیلی نشان دادند. اثر غیرمستقیم سبک دنباله‌رو از طریق ذهن‌آگاهی معنادار نبود. به‌طور کلی، یافته‌ها نشان دادند که هویت تحصیلی ـ به‌ویژه سبک موفق ـ نقش تعیین‌کننده‌ای در پیش‌بینی شایستگی تحصیلی دارد و ذهن‌آگاهی در این میان به‌عنوان میانجی جزئی عمل می‌کند.
کلیدواژه‌ها
هویت تحصیلی
شایستگی تحصیلی
ذهن‌آگاهی

عنوان مقاله English

Structural Relations of Academic Identities with Academic Competence: The Mediating Role of Mindfulness

نویسندگان English

Seyed Mosa Tabatabaee 1
Abdollah Bahrami 2
Zahra Kaskani 3
1 Assistant Professor, Department of cognitive sciences, faculty of psychology and educational sciences, Semnan university, Semnan, Iran.
2 Master of Educational Psychology, Semnan University, Semnan, Iran.
3 Master of Educational Psychology, Payam Noor University, Semnan, Iran
چکیده English

The present study aimed to examine the role of academic identity in predicting academic competence among female high school students in Sabzevar, with the mediating role of mindfulness. The research employed a descriptive–correlational design based on structural equation modeling. The statistical population consisted of all female students in the second cycle of high school in Sabzevar, from which 362 participants were selected through convenience sampling. The research instruments included the Academic Identity Questionnaire by Was and Isaacson (2008), the Academic Competence Evaluation Scale by DiPerna and Elliott (1999), and the Five Facet Mindfulness Questionnaire by Baer et al. (2006). The findings indicated that, in terms of direct effects, the achieved academic identity style had a significant positive relationship with academic competence, whereas the diffused style showed a significant negative relationship. The moratorium style did not have a significant direct effect, while the foreclosed style demonstrated a weak but significant positive effect. Regarding indirect effects, the achieved style positively predicted academic competence through increased mindfulness, whereas the moratorium and diffused styles negatively predicted academic competence through reduced mindfulness. The indirect effect of the foreclosed style via mindfulness was not significant. Overall, the results highlighted that academic identity—particularly the achieved style—plays a decisive role in predicting academic competence, with mindfulness serving as a partial mediator in this relationship.

کلیدواژه‌ها English

Academic identity
academic competence
Mindfulness
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