دوره 17، شماره 2 - ( 10-1401 )                   جلد 17 شماره 2 صفحات 57-45 | برگشت به فهرست نسخه ها

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ارتباط میان ادراک از روابط والدین، سبک‌های والدگری و سرزندگی تحصیلی در دختران نوجوان: نقش واسطه‌ای خودکارآمدی عمومی
آمنه پزشک1 ، سامره اسدی مجره* 2
1- گروه روان شناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران
2- گروه روان شناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران ، asadimajreh_psy@yahoo.com
چکیده:   (950 مشاهده)
هدف پژوهش حاضر، ارزیابی برازش مدل ارتباطی ادراک از روابط والدین و سبک‌های والدگری با سرزندگی تحصیلی دختران نوجوان به میانجی‌گری خودکارآمدی عمومی بود. روش پژوهش حاضر، توصیفی از نوع همبستگی بود. جامعه‌ی آماری پژوهش شامل تمام دانش‌آموزان دختر متوسطه‌ی اول شهرستان ماسال استان گیلان در سال 1401-1400 و والدین آن‌ها بودند. نمونه‌ی آماری شامل 238 دانش آموز بود که به روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. ابزارهای گردآوری داده‌ها شامل پرسشنامه‌های ادراک کودک از والدین گرولنیک و همکاران (POPS) (1997)، سبک‌های والدگری بامریند (1988)، سرزندگی تحصیلی دهقانی‌زاده و چاری (2011) و خودکارآمدی عمومی شرر و همکاران (1982) بود. تحلیل داده‌ها با روش همبستگی پیرسون و مدل‌یابی معادلات ساختاری با نرم‌افزارهای 26SPSS و 24AMOS انجام گرفت. یافته‌ها نشان دادند رابطه‌ی ساختاری بین سبک‌های والدگری مستبدانه، مقتدرانه و ادراک از روابط والدین با سرزندگی تحصیلی از طریق میانجی‌گری خودکارآمدی عمومی دانش‌آموزان برازش دارد. ضرایب مسیر اثرات مستقیم سبک والدگری مستبدانه و خودکارآمدی عمومی بر سرزندگی تحصیلی نیز معنی‌دار بود. بر اساس یافته‌های پژوهش می‌توان نتیجه گرفت که خودکارآمدی در رابطه‌ی بین ادارک از روابط والدینی و سبک‌های والدگری با سرزندگی تحصیلی نقش میانجی دارد و یافته‌ها دارای تلویحات کاربردی برای مشاوران و روان‌شناسان فعال در حوزه‌ی خانواده و تحصیلی است.
واژه‌های کلیدی: سبک های والدگری، ادراک از روابط والدین، سرزندگی تحصیلی، خودکارآمدی، نوجوانی.
متن کامل [PDF 620 kb]   (48 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: عمومى
دریافت: 1402/4/12 | پذیرش: 1402/9/19 | انتشار: 1403/4/6
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