رضایت تحصیلی دانش‌آموزان دبیرستانی: نقش تجارب مثبت در مدرسه با میانجی‌گری خوش‌بینی تحصیلی، درگیری تحصیلی و دلبستگی به مدرسه

نوع مقاله : پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، گروه ‏روان‌شناسی، ‏واحد خوی، دانشگاه آزاد اسلامی، ‏خوی، ایران.‏

2 دانشیار، گروه روان‌شناسی، واحد خوی، ‏دانشگاه آزاد اسلامی، خوی، ایران.‏

10.30473/etl.2025.70971.4185

چکیده

پژوهش حاضر با هدف تعیین نقش تجارب مثبت در مدرسه از طریق خوش‌بینی تحصیلی، درگیری تحصیلی و دلبستگی به مدرسه بر برازش مدل رضایت تحصیلی دانش‌آموزان دبیرستانی انجام گرفت. این پژوهش توصیفی از نوع همبستگی بود که با روش آماری مدل‌یابی معادلات ساختاری انجام شد. جامعه آماری پژوهش، تمامی دانش‌آموزان متوسطه دوره اول و دوم شهرستان چایپاره (شامل 3352 دانش‌آموز)، در سال تحصیلی 1402-1401 بودند. برآورد حجم نمونه با رعایت حداقل تعداد، مطابق فرمول کوهن 372 نفر تعیین گردید. شرکت‌کنندگان در پژوهش به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‌نامه‌های رضایت تحصیلی لنت و همکاران (2005)، تجارب مثبت در مدرسه فیورلانگ و همکاران (2014)، خوش‌بینی تحصیلی اسچنن- موران و همکاران (2013)، درگیری تحصیلی فردریکس و همکاران (2004) و دلبستگی به مدرسه موتون و همکاران (1993) استفاد شد. تجزیه و تحلیل داده‌ها با استفاده از نرم‌افزارهای Amos24 و SPSS26 انجام شد. نتایج نشان داد که تجارب مثبت در مدرسه هم به صورت مستقیم و هم به صورت غیرمستیقیم از طریق خوش‌بینی تحصیلی، درگیری تحصیلی و دلبستگی به مدرسه بر رضایت تحصیلی دانش‌آموزان تأثیر مثبت و معنادار دارد (01/0P<). بنابراین مطابق یافته‌های پژوهش حاضر با افزایش سطح تجارب مثبت در مدرسه، خوش‌بینی تحصیلی، درگیری تحصیلی و دلبستگی به مدرسه را می‌توان افزایش داد و از آن طریق نیز می‌توان رضایت تحصیلی دانش‌آموزان را ارتقا داد

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Academic Satisfaction of High School Students: The Role of Positive Experiences in School in Mediating Academic Optimism, Academic Engagement, and School Attachment

نویسندگان [English]

  • Mahsa Karimi 1
  • Ali Zeinali 2
1 M.Sc. in Educational Psychology, Department of Psychology,‎ Khoy Branch‎, ‎Islamic Azad University, Khoy, Iran.
2 Associate Professor, De‎partment of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran.
چکیده [English]

The present study conducted to determine the role of ‎positive experiences at ‎school through academic optimism, academic engagement, and attachment to ‎school on the model fit of academic ‎satisfaction of high school students. This was a correlational descriptive study ‎conducted with ‎the statistical method of structural equation modeling. The statistical ‎population of the research was all ‎the high school students of the first and second term of Chaipare ‎city (including 3352 students) in the ‎academic year 1402-1401. The sample size ‎determined by observing the ‎minimum number of 372 people, according to Cohen's formula. The ‎participants in the research ‎selected by multi-stage cluster random sampling method. To collect data, the ‎Academic ‎Satisfaction Scale (Lent et al.; 2005), Positive Experiences at ‎School ‎Scale (Feuerlang et al.; 2014), ‎Academic Optimism Scale ‎‎ (Schengen Moran et al.; 2013), and School ‎engagement Measure ‎‎(Fredericks ‎et al. 1993) used. Data analysis performed using Amos24 and SPSS26 software and with the help ‎of structural equation analysis. The ‎results showed that positive experiences at school both directly ‎and indirectly through academic ‎optimism, academic engagement, and school attachment have a ‎positive and significant effect on ‎students' academic satisfaction (P<0.01). Therefore, according to the ‎findings of the present ‎research, by increasing the level of positive experiences at school, academic ‎optimism, academic ‎engagement and school attachment can be increased, and through that, students' ‎academic ‎satisfaction can be improved

کلیدواژه‌ها [English]

  • Academic Satisfaction
  • Positive Experiences
  • Academic Optimism
  • Academic Involvement
  • School Attachment

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