تأثیر ذهنیت رشد بر درگیری تحصیلی دانشجومعلمان: نقش واسطه‌ای تاب‌آوری تحصیلی و بهزیستی روانشناختی

نوع مقاله : پژوهشی

نویسندگان

1 استادیار روانشناسی تربیتی، گروه آموزش روان‌شناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران.

2 استادیار پژوهشکده اخلاق و تربیت، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران

3 کارشناسی مشاوره و راهنمایی، دانشگاه فرهنگیان، تهران، ایران

چکیده

درگیری تحصیلی یکی از عوامل اصلی تأثیرگذار بر یادگیری در کلاس‌های درس و پیش‌بین قوی برای عملکرد و پیشرفت تحصیلی یادگیرندگان است. پژوهش حاضر با هدف بررسی نقش ذهنیت رشد بر درگیری تحصیلی دانشجومعلمان با نقش واسطه‌ای تاب‌آوری تحصیلی و بهزیستی روانشناختی انجام شد. جامعه آماری پژوهش کلیه دانشجومعلمان دانشگاه فرهنگیان استان آذربایجان غربی بودند (N- 4900) که 236 نفر از آنان به روش نمونه‌گیری خوشه‌ای و با استفاده از روش کلاین و محاسبه پارامترها به عنوان نمونه انتخاب شدند. برای اندازه‌گیری متغیرها از پرسشنامه ذهنیت رشد دوئک (2006)، تاب‌آوری تحصیلی مارتین و مارش (2006)، بهزیستی روانشناختی ریف (1989) و درگیری تحصیلی ریو و تسنگ (2011) استفاده گردید. یافته‌ها نشان‌دهنده اثر مثبت و معنادار ذهنیت رشد بر تاب‌آوری تحصیلی، بهزیستی روانشناختی و درگیری تحصیلی بود. اثر تاب‌آوری تحصیلی بر بهزیستی روانشناختی و درگیری تحصیلی مثبت و معنادار بود. اثر بهزیستی روانشناختی بر درگیری تحصیلی مثبت و معنادار بود. نقش میانجی تاب‌آوری تحصیلی و بهزیستی روانشناختی در اثر ذهنیت رشد بر درگیری تحصیلی مثبت و معنا‌دار بود. براساس نتایج پژوهش ذهنیت رشد نقش مهمی در تاب‌آوری تحصیلی و بهزیستی روانشناختی دانشجومعلمان و در نتیجه افزایش درگیری تحصیلی آنان دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effect of Growth Mindset in Student Teachers' Academic Engagement: The Mediating Role of Academic Resilience and Psychological Well-Being

نویسندگان [English]

  • Hemin Khezriazar 1
  • Seyed Nuredin Mahmoodi 2
  • Saleh Rahmani 3
  • Mohammad Seyed Ahmadi 3
1 Assistant Prof., Department of Psychology and Counselling, Farhangian University, Tehran, Iran
2 Assistant Professor, Institute of Ethics and Education, Institute of Humanities and Cultural Studies, Tehran, Iran
3 3. B.Sc. in guidance & counseling, Farhangian University, Tehran, Iran
چکیده [English]

Academic engagement is a fundamental factor influencing classroom learning and serves as a strong predictor of learners' academic performance and achievement. The present study aimed to investigate the role of growth mindset in the academic engagement of student teachers, with academic resilience and psychological well-being acting as mediators. The statistical population consisted of all student teachers at the Farhangian University of West Azerbaijan Province (N = 4900). A sample of 236 participants was selected through cluster sampling, with reference to Klein's method and parameter estimation.Data were collected using the following instruments: Dweck (2006) Growth Mindset Inventory, the Academic Resilience Scale by Martin and Marsh (2006), Ryff (1989) Psychological Well-Being Scale, and the Academic Engagement Questionnaire developed by Reeve and Tseng (2011). Findings revealed that growth mindset had a significant positive effect on academic resilience, psychological well-being, and academic engagement. Furthermore, academic resilience exhibited a significant positive effect on both psychological well-being and academic engagement. Psychological well-being also demonstrated a significant positive effect on academic engagement. Importantly, the mediating roles of academic resilience and psychological well-being in the relationship between growth mindset and academic engagement were found to be positive and statistically significant. In conclusion, the results underscore the pivotal role of growth mindset in enhancing student teachers' academic resilience and psychological well-being, thereby contributing to increased academic engagement.

کلیدواژه‌ها [English]

  • Growth Mindset
  • Academic Resilience
  • Psychological Well-Being
  • Academic Engagement

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