تدوین مدل تاب‌آوری تحصیلی بر اساس نیازهای بنیادین روانشناختی با میانجی‌گری خودپنداره تحصیلی در دانش‌آموزان دوره متوسطه اول

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی و روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

2 استادیار، گروه علوم تربیتی و روان‌شناسی، دانشگاه پیام نور، تهران، ایران.

3 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.

چکیده

هدف از پژوهش حاضر تدوین مدل تاب‌آوری تحصیلی بر اساس نیازهای بنیادین روان‌شناختی با نقش میانجی خودپنداره تحصیلی بود. روش پژوهش توصیفی و از نوع همبستگی است. جامعۀ آماری این پژوهش شامل تمامی دانش‌آموزان مقطع متوسطه اول منطقه ارژن (کوهمره سرخی) در سال تحصیلی 1402-1401 بود. تعداد 325 نفر از این دانش‌آموزان به شیوه نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند که به پرسش‌نامه تاب‌آوری تحصیلی (ساموئلز، 2004)، پرسش‌نامه نیازهای روان‌شناختی بنیادین (دسی و رایان، 2000) و پرسش‌نامه خودپنداره تحصیلی (چن و تامپسون، 2004) پاسخ دادند. داده‌ها با استفاده از آمار توصیفی و روش مدل معادلات ساختاری با استفاده از نرم‌افزار SPSS27 و AMOS26 تجزیه‌ وتحلیل شد. یافته‌های پژوهش نشان داد که نیازهای بنیادین روان‌شناختی شامل نیاز به خودمختاری، نیاز به شایستگی و نیاز به ارتباط، نقش مثبت و معناداری در پیش‌بینی تاب‌آوری تحصیلی دانش‌آموزان دارند و خودپنداره تحصیلی نقش میانجی معناداری داشت. با توجه به یافته‌های این پژوهش می‌توان نتیجه گرفت که مدل تاب‌آوری تحصیلی بر اساس نیازهای بنیادین روان‌شناختی با نقش میانجی خودپنداره تحصیلی در دانش‌آموزان دوره متوسطه اول از برازش مطلوبی برخوردار است. نتایج نشان می‌دهد که توجه به ارضای نیازهای بنیادین روان‌شناختی دانش‌آموزان و تقویت خودپنداره تحصیلی آنان نقش مهمی در ارتقای تاب‌آوری تحصیلی ایفا می‌کند. بنابراین به‌منظور افزایش تاب‌آوری تحصیلی دانش‌آموزان، ضروری است برنامه‌ریزان و دست‌اندرکاران آموزشی تدابیر لازم را در جهت تأمین نیازهای روان‌شناختی و بهبود خودپنداره تحصیلی در طراحی و اجرای برنامه‌های آموزشی و تربیتی مدنظر قرار دهند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Developing an Model of Academic Resilience Based on Basic Psychological Needs with the Mediation of Academic Self-Concept in First-Grade High School Students

نویسندگان [English]

  • Saeid Mazloumian 1
  • Akram Malekzadeh 2
  • Saeed Akhlagh ali 3
1 Associate Professor, Department of Educational Science and Psychology, Payeme Noor University, Tehran, Iran.
2 Assistant Professor, Department of Educational Science and Psychology, Payeme Noor University, Tehran, Iran.
3 Ph.D. Student in Educational Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
چکیده [English]

The aim of the present study was to develop a model of academic resilience based on basic psychological needs, with the mediating role of academic self-concept. The research method was descriptive-correlational. The statistical population included all lower secondary school students in Arzhan District (Kouhmareh Sorkhi) during the 2022–2023 academic year. A total of 325 students selected using cluster random sampling and responded to the Academic Resilience Questionnaire (Samuels, 2004), the Basic Psychological Needs Questionnaire (Deci & Ryan, 2000), and the Academic Self-Concept Questionnaire (Chen & Thompson, 2004). Data analyzed using descriptive statistics and structural equation modeling through SPSS version 27 and AMOS version 26.




The findings indicated that basic psychological needs—including the need for autonomy, the need for competence, and the need for relatedness—play a positive and significant role in predicting students’ academic resilience, and that academic self-concept had a significant mediating role. Based on the findings of this study, it can be concluded that the model of academic resilience grounded in basic psychological needs, with the mediating role of academic self-concept among lower secondary school students, demonstrates good model fit. The results highlight that attention to the satisfaction of students’ basic psychological needs and the enhancement of their academic self-concept plays a crucial role in promoting academic resilience. Therefore, in order to improve students’ academic resilience, it is essential for educational planners and practitioners to consider appropriate strategies aimed at fulfilling psychological needs and strengthening academic self-concept in the design and implementation of educational and instructional programs.

کلیدواژه‌ها [English]

  • Academic Resilience
  • Basic Psychological Needs
  • Academic Self-Concept
  • Students

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