نقش تعدیل‌گری ذهن‌آگاهی در رابطه بین ملالت و درگیری تحصیلی دانش-آموزان دوره متوسطه دوم

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.

2 استاد، گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران.

چکیده

هدف پژوهش حاضر بررسی نقش تعدیل‌کنندۀ ذهن‌آگاهی در رابطۀ بین ملالت و درگیری تحصیلی در دانش‌آموزان دوره متوسطه دوم بود.
پژوهش حاضر از لحاظ هدف جزء پژوهش‌های کاربردی و از نظر روش از نوع مطالعات همبستگی بود. جامعه آماری پژوهش، دانش‌آموزان دختر دوره متوسطه دوم شهر خرم آباد در سال تحصیلی 1404-1403 به تعداد 25994 نفر بودند که از بین آن‌ها با استفاده از فرمول کوکران تعداد 400 نفر به صورت نمونه‌گیری خوشه‌ای تصادفی به عنوان نمونه انتخاب و در پژوهش حاضر شرکت کردند. ابزارها شامل مقیاس چندبعدی حالت ملال فالمن و همکاران (2011)، مقیاس ذهن‌آگاهی والاش و همکاران (2006) و پرسش‌نامه درگیری تحصیلی ریو (2013) بود. داده‌های پژوهش با استفاده از روش همبستگی و رگرسیون سلسله مراتبی تحلیل شدند.
نتایج نشان داد که رابطه ملالت با درگیری تحصیلی منفی و معنادار (01/0P<، 78/0-=r) و ذهن‌آگاهی با درگیری تحصیلی مثبت و معنادار (01/0P<، 66/0=r) است. نتایج تحلیل رگرسیون سلسله مراتبی، نقش تعدیل‌گری ذهن‌آگاهی را در رابطه بین ملالت و درگیری تحصیلی تأیید کرد (77/0R2=؛ 001/0>P).
با توجه به یافته‌های پژوهش، ذهن‌آگاهی با تعدیل‌گری رابطه بین ملالت و درگیری تحصیلی می‌تواند موجب کاهش اثر منفی ملالت بر درگیری تحصیلی شود. لذا پیشنهاد می‌شود که آموزش‌هایی مبتنی بر ذهن‌آگاهی برای دانش‌آموزان در مدارس مورد توجه متخصصان قرار گیرد

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Moderating Role of Mindfulness in the Relationship Between Boredom and Academic Engagement Among High School Students

نویسندگان [English]

  • Shirin Emami Al Agha 1
  • Erfan Bahrami 1
  • Fazlolah Mir 2
1 Ph.D Student, Department of Psychology, Lorestan University, Khorramabad, Iran
2 Professor, Department of Psychology, Lorestan University, Khorramabad, Iran.
چکیده [English]

The present study aimed to investigate the moderating role of mindfulness in the relationship between boredom and academic engagement among high school students.
The present study was applied in terms of purpose and correlational in terms of method. The statistical population consisted of female high school students (second level) in Khorramabad during the 2024–2025 academic year, totaling 25994 students. From this population, 400 students selected as the sample through cluster random sampling using Cochran’s formula and participated in the study. The instruments included the Multidimensional State Boredom Scale by Fahlman et al. (2011), the Mindfulness Scale by Walach et al. (2006), and the Academic Engagement Questionnaire by Reeve (2013). The research data analyzed using correlational methods and hierarchical regression analysis.
The results showed that the relationship between boredom and academic engagement was negative and significant (r=-0.78, P<0.01) and mindfulness and academic engagement were positive and significant (r=0.66, P<0.01). The results of hierarchical regression analysis confirmed the moderating role of mindfulness in the relationship between boredom and academic engagement (R2=0.77; P<0.001).
According to the research findings, mindfulness, by moderating the relationship between boredom and academic engagement, can reduce the negative effect of boredom on academic engagement. Therefore, it is suggested that mindfulness-based training for students in schools be given attention by specialists.

کلیدواژه‌ها [English]

  • Boredom
  • Mindfulness
  • Academic Engagement

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