نقش واسطه‌ای سرمایه روان‌شناختی در رابطه معنا در زندگی و بهزیستی تحصیلی در نوجوانان

نوع مقاله : پژوهشی

نویسندگان

1 کارشناسی ارشد مشاوره مدرسه، گروه مشاوره، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

2 استادیار، گروه روان‌شناسی تربیتی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

3 استادیار، گروه مشاوره، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

این پژوهش با هدف آزمون مدل علّی میانجی‌گری سرمایة روان‌شناختی در رابطة بین معنا در زندگی و بهزیستی تحصیلی در نوجوانان انجام شد. در این پژوهش همبستگی، 302 نوجوان (158 پسر و 144 دختر) که با روش نمونه‌گیری دردسترس از بین یادگیرندگان متوسطة دوم منطقة 20 آموزش و پرورش شهر تهران در سال تحصیلی 1402-1401 انتخاب شدند؛ به سیاهه مشغولیت تحصیلی (سالملاـ آرو و آپادایا، 2012)، سیاهة فرسودگی تحصیلی (سالملا ـ آرو، کیورا، لسکینن و نورمی، 2009)، پرسش‌نامه سرمایه روان‌شناختی تحصیلی (مارتینز، منیگل، کارمونا ـ هالتی و یوسف ـ مورگان، 2021) و پرسش‌نامة معنا در زندگی (استیگر، فرازیر، اُیشی و کالر، 2006) پاسخ دادند. نتایج روش آماری تحلیل مسیر نشان داد که مدل واسطه‌مندی کامل سرمایه روان‌شناختی در رابطة بین معنا در زندگی و بهزیستی تحصیلی (مشغولیت تحصیلی و فرسودگی تحصیلی) در نوجوانان با داده‌ها برازش مطلوبی داشت. در مجموع، نتایج این پژوهش با تاکید بر مدل واسطه‌مندی کامل سرمایة روان‌شناختی در رابطة معنا در زندگی با بهزیستی تحصیلی در نوجوانان از بسندگی شمول مفهومی سازة بسیط سرمایه روان‌شناختی در تبیین پیوند علّی بین دو قلمرو معنا در زندگی و بهزیستی تحصیلی در نوجوانان حمایت کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The mediating role of psychological capital on the relationship between meaning in life and academic well-being in adolescents

نویسندگان [English]

  • Zeinab Ekramiyan 1
  • Omid Shokri 2
  • Hossein Pourshahriar 3
1 M.Sc. of School Counseling, Department of Counseling, University of Shahid Beheshti, Tehran, Iran.
2 Assistant Professor, Department of Educational Psychology, Faculty of Education and Psychology, University of Shahid Beheshti, Tehran, Iran.
3 Assistant Professor, Department of Counseling, Faculty of Education and Psychology, University of Shahid Beheshti, Tehran, Iran.
چکیده [English]

This research conducted with the aim of testing the causal model of the mediation of psychological capital on the relationship between meaning in life and academic well-being in adolescents. In this correlational research, 302 adolescents (158 boys and 144 girls), selected by the available sampling method from second-year secondary students of the 20th district of Tehran’s Education and Training Organization during the academic year of 2021–2022, responded to the School Engagement Inventory (Salmela -Aro, & Upadyaya, 2012), the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, and Nurmi, 2009), the Academic Psychological Capital Questionnaire (Martínez, Meneghel, Carmona-Halty, and Yousef-Morgan, 2021), and the Meaning in Life Questionnaire (Steger, Frazier, Oishi, and Kaler, 2006). The results of the statistical method of path analysis showed that the complete mediation model of psychological capital in the relationship between meaning in life and academic well-being (academic engagement and academic burnout) in adolescents had a good fit with the data. In sum, the results of this research, emphasizing the complete mediation model of psychological capital in the relationship between meaning in life and academic well-being in adolescents, supported the sufficiency of the conceptual inclusion of the comprehensive construct of psychological capital in explaining the causal link between the two realms of meaning in life and academic well-being in adolescents.

کلیدواژه‌ها [English]

  • Meaning in Life
  • Psychological Capital
  • Academic Well-Being
  • Adolescents

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