با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 استادیار، روان‌شناسی تربیتی، دانشگاه یزد

2 کارشناس ارشد، روان‌شناسی تربیتی، دانشگاه یزد

چکیده

هدف از این مطالعه بررسی اثر واسطه‌ای ابعاد خودکارآمدی مقابله با مشکلات و کمال‌گرایی در رابطة بین ابعاد دلبستگی (اجتناب و اضطراب) و سرزندگی تحصیلی بود. در این مطالعه340 دانشجو (189 دختر و 151 پسر) مقطع کارشناسی دانشگاه یزد در سال تحصیلی 94-93 شرکت داشتند که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای تصادفی انتخاب شده بودند. مشارکت‌کنندگان پرسش‌نامه ابعاد دلبستگی، ابعاد کمال‌گرایی، خودکارآمدی و سرزندگی تحصیلی را تکمیل نمودند. ارزیابی مدل پیشنهادی با استفاده از روش تحلیل مسیر و با استفاده از نرم‌افزار AMOS انجام گرفت. نتایج ماتریس همبستگی حاکی از آن بود که ابعاد دلبستگی با یکدیگر همبستگی مثبت و با متغیر وابسته پژوهش یعنی سرزندگی همبستگی منفی دارند. هر دو بعد دلبستگی با کمال‌گرایی مثبت رابطه منفی و با کمال‌گرایی منفی رابطه مثبت دارند. در ضمن اضطراب و اجتناب با هر سه بعد خودکارآمدی رابطه منفی داشتند. ارتباط ابعاد کمال‌گرایی با یکدیگر منفی و ارتباط ابعاد خودکارآمدی با یکدیگر مثبت بود. در آخر اینکه هر دو بعد دلبستگی با واسطه‌گری کمال‌گرایی منفی، خودکارآمدی مسئله‌مدار و خودکارآمدی هیجان‌مدار، سرزندگی را به‌صورت منفی پیش‌بینی می‌کنند. یافته‌ها با توجه به پژوهش‌های پیشین به بحث گذاشته شده و پیشنهادهایی به منظور پژوهش بیشتر در این زمینه مطرح گردید.

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Adult Attachment Dimensions in Academic Buoyancy with the Mediation of Coping Eelf-efficacy and Perfectionism Dimensions

نویسندگان [English]

  • Mehdi Rahimi 1
  • Elham Zarei 2

چکیده [English]

The goal of this study was to investigate the meditative role of self-efficacy and perfectionism dimensions in the relationship between attachment dimensions (Avoidance and Anxiety) and academic buoyancy. The sample group included 340 B.A students (189 female and 151 male) of Yazd University in the academic year 1393-94 that were selected by multi-stage cluster sampling. The participants fulfilled the attachment, perfectionism dimensions, self-efficacy, and academic buoyancy questionnaires. The evaluation of the proposed model was done by the use of path analysis and AMOS software. The results of the correlation matrix revealed that the dimensions of attachment have positive correlation with each other and have negative correlation with the academic buoyancy. Both dimensions of attachment had negative correlation with positive perfectionism and positive correlation with negative perfectionism. In addition, anxiety and avoidance had negative correlation with all three dimensions of self-efficacy. The dimensions of perfectionism had negative correlation with each other whereas the dimensions of self-efficacy had positive correlation with each other. Finally, both dimensions of attachment with the mediation of negative perfectionism, controversial self-efficacy, and emotional self-efficacy predicted buoyancy negatively. The findings were discussed based on previous researches and some suggestions were brought up for further studies in this field.
 

کلیدواژه‌ها [English]

  • Attachment Dimensions
  • Coping Self - Efficacy
  • Per-fectionism Dimensions
  • academic buoyancy
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