مدل‌یابی علی روابط معلم- دانش‌آموز و طرد همسالان با اضطراب مدرسه‌ای در دانش‌آموزان ابتدایی با نقش میانجی جو عاطفی در مدرسه

نوع مقاله : پژوهشی

نویسندگان

1 استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 دانشجوی دکتری روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

مطالعه در حوزۀ اضطراب مدرسه‌ای منجر به بهبود عملکرد روان‌شناختی و جسمانی در دانش‌آموزان می‌شود. پژوهش حاضر با هدف مدل‌یابی علّی روابط معلم- دانش‌آموز و طرد همسالان با اضطراب مدرسه‌ای در دانش‌آموزان ابتدایی با نقش میانجی جو عاطفی مدرسه انجام شد. پژوهش حاضر بر مبنای هدف و شیوه گردآوری اطلاعات، توصیفی- همبستگی از نوع مدل‌یابی معادلات ساختاری بود. جامعۀ آماری شامل 714 نفر از دانش‌آموزان مقطع ابتدایی شهرستان نیر در سال 1404-1403 است. نمونۀ آماری شامل 250 نفر براساس فرمول کوکران، از دانش‌آموزان پایه‌های چهارم، پنجم و ششم به‌صورت نمونه‌گیری تصادفی خوشه‌ای بوده است. ابزار استفاده‌شده، پرسش‌نامه‌های رابطۀ معلم - دانش‌آموز زاکاریا (2020)، اضطراب کلاس درس داوائل (2020)، جو مدرسه اسکالز (2020) و طردشدگی از سوی همسالان طهماسیان (1384) بوده است. یافته‌ها نشان داد که اثر مستقیم بین طرد همسالان با اضطراب مدرسه‌ای مثبت و معنادار و مسیر مستقیم بین جو عاطفی مدرسه با اضطراب مدرسه‌ای منفی و معنادار بود. همچنین اثرات غیرمستقیم رابطۀ معلم- دانش‌آموز و طرد همسالان از طریق میانجی‌گری جو عاطفی مدرسه با اضطراب مدرسه‌ای معنادار بود. شاخص‌های نکویی برازش مدل از طریق ضریب تعیین R2 و ضریب پیش‌بینی‌کنندگی Q2 تایید شد. نتایج نشانگر آن است که جو عاطفی در مدرسه می‌تواند نقش موثری در ایجاد رابطۀ مطلوب در روابط معلم – دانش‌آموز و کاهش اضطراب مدرسه‌ای داشته باشد. همچنین کنترل طرد همسالان می‌تواند در کاهش اضطراب مدرسه‌ای در دانش‌آموزان موثر واقع شود. پیشنهاد می‌شود که در مراکز آموزش و پرورش برنامه‌های کاربردی مناسب طراحی شود و اقدامات لازم صورت گیرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Causal Modeling of Teacher-Student Relationships and Peer Rejection with School Anxiety in Elementary School Students, with the Mediating Role of the Emotional Atmosphere at School

نویسندگان [English]

  • Sajjad Basharpoor 1
  • Nima Sadeghzadeh Belil 2
  • Hossein Ashiani 2
1 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 PhD student in Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده [English]

Studying school anxiety leads to improved psychological and physical performance in students. The present study aimed to model the causal relationship between teacher-student relationships and peer rejection with school anxiety in elementary school students, with the mediating role of school emotional atmosphere. The present study based on the purpose and the data collection method was descriptive-correlational using structural equation modeling. The statistical population included 714 elementary school students in Nir city in the year 1403-1404. The statistical sample includes 250 people based on the Cochran formula, from fourth, fifth, and sixth-grade students, using cluster random sampling. Instruments used were Zakaria's Teacher-Student Relationship Questionnaire (2020), Dawael's Classroom Anxiety (2020), Scholes' School Climate (2020), and Tahmasian's Peer Exclusion (2005). Findings showed that the direct effect between peer rejection and school anxiety was positive and significant, and the direct path between school atmosphere and school anxiety was negative and significant. Also, the indirect effects of the teacher-student relationship and peer rejection through the mediation of school atmosphere with school anxiety were significant. The goodness-of-fit indices of the model confirmed through the coefficient of determination R2 and the predictive coefficient Q2. The results indicate that the emotional atmosphere in school can play an effective role in creating a favorable relationship between teacher and student and reducing school anxiety. Also, controlling peer rejection can effectively reduce school anxiety in students. It is recommended that appropriate applications be designed in educational centers and that necessary measures be taken.

کلیدواژه‌ها [English]

  • School Anxiety
  • School Emotional Atmosphere
  • Teacher–Student Relationships
  • Peer Rejection
An, R., Zhang, H., Akbar, A., & Haider, S. A. (2024). Exploring the influence of teacher–student relationships on Chinese language learning through the mediating role of students’ self-efficacy: Foreign language classroom anxiety as a moderator. Acta Psychologica, 251, 104552. https://doi.org/10.1016/j.actpsy.2024.104552
Araújo, B. E. de. (2022). Revisão narrativa acerca do conceito de ansiedade em psicologia. Revista Científica Gênero na Amazônia, 22(2), 59–70. https://doi.org/10.18542/rcga.v22i2.13484
Bahrami, M. B. (2025). The reasons and preventive ways of exam anxiety. Journal of Social Sciences, 6(1), Article 84. https://doi.org/10.62810/-jss.v6i1.84
Bodrug-Lungu, V. (2023). The socio-ecological context of school anxiety in adolescents. Studia Universitatis Moldaviae Seria Științe ale Educației, 5(165), 12. https://doi.org/10.59295/-sum5(165)2023_12
Boluda-Verdú, I., Senent-Valero, M., Casas-Escolano, M., Matijasevich, A., & Pastor-Valero, M. (2022). Fear for the future: Eco-anxiety and health implications, a systematic review. Journal of Environmental Psychology, 84, 101904. https://doi.org/10.1016/j.jenvp.2022.101904
Brophy, H., Olson, J., & Paul, P. (2023). Eco-anxiety in youth: An integrative literature review. International Journal of Mental Health Nursing, 32(3), 633–661. https://doi.org/10.1111/-inm.13099
Burrows, C., Lasch, C., Gross, J., Girault, J. B., Rutsohn, J., Wolff, J. J., Swanson, M. R., Lee, C. M., Dager, S. R., Cornea, E., Stephens, R., Styner, M., John, T. S., Pandey, J., Deva, M., Botteron, K. N., Estes, A. M., Hazlett, H. C., Pruett, J. R., Jr., Schultz, R. T., Zwaigenbaum, L., Gilmore, J. H., Shen, M. D., Piven, J., Elison, J. T., & IBIS Network. (2024). Associations between early trajectories of amygdala development and later school-age anxiety in two longitudinal samples. Developmental Cognitive Neuroscience, 65, 101333. https://doi.org/10.1016/j.dcn.2023.101333
Dewaele, J. M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45–65. https://doi.org/10.14746/ssllt.2020.10.1.3
González, R., & Parra-Bolaños, N. (2023). Neuropsychology of anxiety disorders. Ciencia Latina Revista Científica Multidisciplinar, 7(1), 5206–5221. https://doi.org/10.37811/cl_rcm.v7i1.4825
Hofmann, V. (2023). Anxiety in students with intellectual disabilities: The influence of staff-perceived social acceptance and rejection in the classroom. Frontiers in Education, 8, 1157248. https://doi.org/10.3389/feduc.2023.1157248
Hojjati, M., Abbasi, M., & Ghadampour, E. (2022). Modeling school aggression based on family functioning, neuroticism, and school climate: The mediating role of belief in aggression, empathy, and school attachment. Social Psychological Research, 12(47), 77–98. https://doi.org/10.-22034/spr.2022.348821.1763 [In Persian]
Hokmollahi, M., Ayatizadeh Tafti, F., & Fallah Yakhdani, H. (2024). The effect of mastery-oriented motivational climate intervention on static and dynamic balance of overweight girl children. TB, 22(6), 44–61. http://tbj.ssu.ac.ir/article-1-3549-fa.html [In Persian]
Huang, J. (2023). Relations between teacher–student relationship quality, emotional engagement, and writing performance. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231199821
Hulac, D. M., Ryan, A. M., Pratt, A., Nyberg, J., & Kriescher, S. (2025). Understanding depression and anxiety rates of school psychology graduate students. School Psychology, 40(4), 504–515. https://doi.org/10.1037/spq0000655
Kajastus, K., Haravuori, H., Kiviruusu, O., Marttunen, M., & Ranta, K. (2024). Associations of generalized anxiety and social anxiety with perceived difficulties in school in the adolescent general population. Journal of Adolescence, 96(2), 291–304. https://doi.org/10.1002/jad.12275
Khalili Torghabeh, S., Salehi Fadardi, J., Sepehri Shamloo, Z., & Rasool Zadeh Tabatabaei, K. (2022). Illness anxiety disorder: A systematic review and meta-analysis of studies related to common therapeutic interventions in Iran. Clinical Excellence, 12(2), 52–68. http://ce.mazums.ac.ir/-article-1-736-fa.html [In Persian]
Lari, N., Hejazi, E., Jokar, B., & Ejei, J. (2022). The quality of teacher–student relationships in the school context: An ethnographic study. Quarterly Journal of Educational Psychology, 18(64), 129–156. https://doi.org/10.22054/jep.2023.70678.3730 [In Persian]
Liu, Y., Jin, C., Zhou, X., & et al. (2024). The chain mediating effect of anxiety and inhibitory control between bullying victimization and internet addiction in adolescents. Scientific Reports, 14, 23350. https://doi.org/10.1038/s41598-024-74132-x
Lu, Y., Dan, W., & Li, Y. (2025). Teachers’ emotional contagion on students: Evidence from multi-method approaches. Teaching and Teacher Education, 155, 104891. https://doi.org/10.-1016/j.tate.2024.104891
Luo, T., & Derakhshan, A. (2024). Examining the role of classroom climate and teacher–student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective. Learning and Motivation, 88, 102062. https://doi.org/10.1016/j.lmot.2024.102062
Matasă, E. (2024). Current theories and models of scholar anxiety. Journal of Innovation in Psychology, Education and Didactics, 28(2), 197–206. https://doi.org/10.29081/jiped.2024.28.2.06
Metasari, D., Andriyaningsih, A., Burmansah, B., Pramono, E., Suryanadi, J., Kasrah, R., & Seneru, W. (2024). The effect of mindfulness practices on learning anxiety: A case study on high school students. International Journal of Science and
Mîslițchi, V., & Andrievici, C. (2023). Manifestations of anxiety in preadolescents. Proceedings of the Conference on Pedagogical Research: Contemporary Requirements and Development Perspectives, 429–437. https://doi.org/10.46727/-c.03-04-11-2023.p429-437
Mohammadi Bolban Abad, S., Taghinejad, N., & Amirfakhraei, A. (2025). The relationship between teacher-student interaction and anxiety in students: The mediating role of emotion regulation. Quarterly Journal of Research in School and Virtual Learning, 13(1), 35–44. https://doi.org/10.30473/etl.2025.72145.4255 [In Persian]
Möhring, W., Moll, L., & Szubielska, M. (2024). Mathematics anxiety and math achievement in primary school children: Testing different theoretical accounts. Journal of Experimental Child Psychology, 247, 106038. https://doi.org/10.1016/j.jecp.2024.106038
Montecillo, M. J., Pejoto, J. L., & Moral, R. V. (2024). Belongingness matters: A qualitative exploration of peer acceptance and rejection among high school students. Eureka: Journal of Educational Research, 2(2), 93–100. https://doi.org/10.56773/ejer.v3i1.51
Mousavi Asl, S. A., Safari, M., & Johari, S. F. (2025). Predicting academic achievement based on separation anxiety in students with the mediation of reflective capacity and parental self-awareness in Qom city. Quarterly Journal of Research in School and Virtual Learning, 13(1), 73–86. https://doi.org/10.30473/etl.2025.73076.4313 [In Persian]
Neyazi, A., Rahimi, B. A., Mohammadi, A. Q., Razaqi, N., Qanawezi, L., Sarem, S., Said, S., Tabib, R. M., Afzali, H., Neyazi, M., & Griffiths, M. D. (2024). Anxiety symptoms, sleep disturbance, and academic achievement among Afghan female school students: A cross-sectional study. Sleep Epidemiology, 4, 100102. https://doi.org/10.1016/j.sleepe.2024.100102
Ramezanzadeh, Z., Amraei, K., & Ghazanfari, F. (2024). Prevention of suicide in Iranian teenagers: A scoping review. Refah Journal, 24(95), 3. https://doi.org/10.32598/refahj.24.95.4448.1 [In Persian]
Rezaei, Z., Bordbar, M., & Zare Zardini, F. (2022). Teacher-student relationship and adolescent academic engagement: The mediating role of school belonging. Rooyesh Psychology, 11(9), 45–56. http://frooyesh.ir/article-1-3946-fa.html [In Persian]
Sabzipour, A., & Danesh Payeh, S. (2024). Prediction of school belonging based on perceived self-efficacy, school emotional climate, and social-emotional competence of secondary school students. New Approach to Educating Children, 5(4), 87–102. https://doi.org/10.22034/-naes.2024.441563.1370 [In Persian]
Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020). Effects of developmental relationships with teachers on middle‐school students’ motivation and performance. Psychology in the Schools, 57(4), 646–677. https://doi.org/10.1002/pits.22350
Segari, D., & Nastizaei, N. (2023). The effect of teacher violence on positive and negative academic emotions and school anxiety. Educational Innovations, 22(1), 102–107. https://doi.org/10.22034/jei.2023.348597.2379 [In Persian]
Shields, B., Silverdale, M., & Prokop, A. (2024). Understanding the underlying causes of degenerative neural diseases. Innov AiT. Advance online publication. https://doi.org/10.1177/-17557380241298477
Shivandi Chalicheh, K., Nafer, Z., Hassanvand, F., & Mousavi, A. (2020). The effectiveness of life skills training (problem solving and decision making) on teacher-student relationships, academic vitality and academic optimism in sixth grade male elementary school students. Journal of Applied Psychological Research, 11(4), 47–67. https://doi.org/10.22059/japr.2021.300406.643483 [In Persian]
Silva, W. A. D., de Sampaio Brito, T. R., & Pereira, C. R. (2022). COVID-19 anxiety scale (CAS): Development and psychometric properties. Current Psychology, 41, 5693–5702. https://doi.org/10.1007/s12144-020-01195-0
Syakarofath, N. A., Biorohmi, A. N., & Latipun, L. (2021). The role of peer rejection in adolescent internalizing problems. Jurnal Psikologi, 20(2), 140–151. https://doi.org/10.14710/jp.20.2.140-151
Taherzadeh Ghahfarkhi, S., Khaleghi Farimani, T., & Parvin, F. (2024). Presenting a model for predicting school anxiety based on schema mentalities and difficulty in emotion regulation with the mediation of distress tolerance in students. Quarterly Journal of New Psychological Research, 19(74), 186–197. https://doi.org/10.-22034/jmpr.2024.60559.6087 [In Persian]
Tahmasian, K., & Gholamrezaei, M. (2009). Investigating the relationship between self-efficacy and peer rejection in adolescents. Journal of Modern Psychological Research (Psychology, University of Tabriz), 4(14), 107–123. https://psychologyj.tabrizu.ac.ir/article_4310.html [In Persian]
Tamanaifar, M. R., & Esmi Khani, M. (2025). Structural equation modeling of the mediating role of attention deficit/hyperactivity in the relationship between executive function deficits and anxiety in children with specific learning disabilities. Quarterly Journal of Research in School and Virtual Learning, 13(1), 57–72. https://doi.org/10.30473/etl.2025.71941.4243 [In Persian]
Tari, N., Zarghami Hamrah, S., Mahmoudnia, A., & Ghaedi, Y. (2020). The nature of the relationship between teacher and learner in the e-learning process with emphasis on Deleuze's views. Educational Technology, 14(3), 521–532. https://doi.org/10.22061/jte.2019.3988.1970 [In Persian]
Tavlin, S., Ariol, M., & Lawson, G. M. (2025). Strengthening relationships with students with ADHD symptomology: A qualitative study about teacher perspectives. Teaching and Teacher Education, 153, 104820. https://doi.org/10.1016/-j.tate.2024.104820
Valeh, M., Shokri, O., & Asadzadeh, H. (2021). The effectiveness of a psychological empowerment training program on increasing psychological capital and emotional well-being related to teachers' jobs. Journal of Psychological Sciences, 20(100), 579–596. https://psychologicalscience.-ir/article-1-843-fa.html [In Persian]
Wan, S., Lin, S., Yirimuwen, Li, S., & Qin, G. (2023). The relationship between teacher–student relationship and adolescent emotional intelligence: A chain-mediated mediation model of openness and empathy. Psychology Research and Behavior Management, 16, 1343–1354. https://doi.org/-10.2147/PRBM.S399824
Wang, R., Huang, A., Wang, Y., & Akbari, M. (2022). Non-pharmacological approaches in preoperative anxiety: A comprehensive review. Frontiers in Public Health, 10, 854673. https://doi.org/10.3389/fpubh.2022.854673
Yahyanejad, M., Marziyeh, A., & Jenaabadi, H. (2025). The role of students’ academic emotions and family emotional climate in predicting school connectedness. Journal of Educational Psychological Studies, 22(58). https://doi.org/10.-22111/jeps.2025.48793.5738 [In Persian]
Yousefi, M., Zarghami, S., Ghaedi, Y., & Mahmoudnia, A. (2015). Deconstructing the hierarchical relationship between teacher and student according to the ideas of Jacques Derrida. Educational Innovations, 14(3), 37–50. https://noavaryedu.oerp.ir/article_79067.html [In Persian]
Zainali, B., Tajik Esmaili, S., Niroumand, L., & Mozaffari, A. (2020). Comparing the effectiveness of brainstorming and problem-solving teaching methods on teacher-student interaction. Teaching Research, 8(2), 130–146. https://doi.org/10.-34785/J012.2020.898 [In Persian]
Zakariya, Y. F. (2020). Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: A structural multigroup invariance approach. International Journal of STEM Education, 7, 1–12. https://doi.org/10.1186/s40594-020-00209-4
Zarkouipour, A., Sanagoy Mohrar, G., & Shirazi, M. (2022). Effectiveness of commitment and acceptance therapy on academic procrastination and behavioral maladaptation of male students with test anxiety: A quasi-experimental study. Journal of Rafsanjan University of Medical Sciences, 21(1), 3–16. http://journal.rums.ac.ir/article-1-6217-fa.html [In Persian]