رابطه منش اخلاقی با اضطراب و فرسودگی تحصیلی: نقش واسطه‌ای خودکارآمدی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار بخش روان‌شناسی تربیتی، دانشکده‌ علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

2 کارشناسی ارشد روان‌شناسی تربیتی، دانشکده‌ علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

3 استادیار گروه روان‌شناسی، مرکز آموزش عالی اقلید، اقلید، ایران

4 استادیار گروه آموزش روان‌شناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران

10.22091/jrim.2025.13071.1297

چکیده

هدف پژوهش حاضر، بررسی نقش واسطه‌ای خودکارآمدی تحصیلی در رابطه بین منش اخلاقی با اضطراب و فرسودگی تحصیلی دانش‌آموزان بود. پژوهش حاضر از لحاظ هدف کاربردی و از لحاظ شیوه گردآوری و تحلیل داده‌ها، توصیفی از نوع همبستگی و جامعه آماری شامل دانش‌آموزان شهر شیراز بودند. به این منظور 295 دانش‌آموز دوره متوسطه دوم شهر شیراز (134 پسر و 161 دختر) با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند و پرسش‌نامه‌های منش اخلاقی، خودکارآمدی تحصیلی، اضطراب تحصیلی و فرسودگی تحصیلی را تکمیل نمودند. پایایی ابزارها با استفاده از روش آلفای کرونباخ و روایی آن‌ها با به کارگیری روش تحلیل عامل تأییدی مورد بررسی قرار گرفت. نتایج نشان داد که ابزارهای پژوهش از پایایی و روایی مطلوبی برخوردارند. داده‌ها در قالب مدل‌سازی معادلات ساختاری تحلیل شدند. نتایج تحلیل داده‌ها نشان داد مدل پژوهش از برازش مناسبی برخوردار است. با توجه به یافته‌ها، منش اخلاقی اثر مستقیم و مثبت بر خودکارآمدی تحصیلی داشت. همچنین، خودکارآمدی تحصیلی اثر مستقیم و منفی بر اضطراب تحصیلی و فرسودگی تحصیلی داشت. نتایج آزمون بوت استراپ نیز حاکی از آن بود که خودکارآمدی تحصیلی، نقش واسطه‌ای در رابطه منش اخلاقی با اضطراب و فرسودگی تحصیلی دارد. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که به منظور کاهش اضطراب و فرسودگی تحصیلی یادگیرندگان آموزش منش اخلاقی و خودکارآمدی تحصیلی در کانون توجه قرار گیرد.

تازه های تحقیق

هدف پژوهش حاضر بررسی نقش واسطه‌ای خودکارآمدی تحصیلی در رابطه بین منش اخلاقی و اضطراب و فرسودگی تحصیلی بود. یافته‌ها نشان داد که با ورود متغیر واسطه‌ای خودکارآمدی تحصیلی اثر مستقیم منش اخلاقی بر فرسودگی و اضطراب تحصیلی حذف می‌شود. یافته‌ دیگر پژوهش حاضر نشان داد که منش اخلاقی اثر مثبت بر خودکارآمدی تحصیلی دارد. نتایج پژوهش همچنین نشان داد که خودکارآمدی تحصیلی اضطراب و فرسودگی تحصیلی را به طور منفی و معنی‌دار پیش‌بینی می‌کند. همچنین خودکارآمدی تحصیلی در رابطه بین منش اخلاقی و اضطراب و فرسودگی تحصیلی نقش واسطه‌گری دارد

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship Between Moral Character and Anxiety and Academic Burnout of Students: The Mediating Role of Academic Self-Efficacy

نویسندگان [English]

  • Farhad khormaei 1
  • Mahsa Ajdari 2
  • Fateme Azadi Dehbidi 3
  • Seyed Mehdi Poorseyed 4
1 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences & Psychology, Shiraz University, Shiraz, Iran.
2 MA in Educational Psychology, Faculty of Educational Sciences & Psychology, Shiraz University, Shiraz, Iran. E-mail:
3 Assistant Professor, Department of Psychology, Eghlid Higher Education Center, Eghlid, Iran
4 Assistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran
چکیده [English]

The aim of the present study was to investigate the mediating role of academic self-efficacy in the relationship between moral character and students’ academic anxiety and burnout. The present study was applied in terms of purpose and descriptive-correlational in terms of data collection and analysis, and the statistical population included students in Shiraz. For this purpose, 295 high school students in Shiraz (134 boys and 161 girls) were selected using a multi-stage cluster random sampling method and completed questionnaires on moral character, academic self-efficacy, academic anxiety, and academic burnout. The reliability of the instruments was examined using Cronbach’s alpha method and their validity was examined using confirmatory factor analysis. The results showed that the research instruments had good reliability and validity. The data were analyzed using structural equation modeling (SEM). The results of the data analysis showed that the research model had a good fit. According to the findings, moral character had a direct and positive effect on academic self-efficacy. Also, academic self-efficacy had a direct and negative effect on academic anxiety and academic burnout. The results of the bootstrap test also indicated that academic self-efficacy mediated the relationship between moral character and academic anxiety and burnout. Based on the findings of this study, it can be concluded that in order to reduce students’ academic anxiety and burnout, promoting moral character and academic self-efficacy should be prioritized

کلیدواژه‌ها [English]

  • moral character
  • academic self-efficacy
  • academic anxiety
  • academic burnout
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