مدل اهمالکاری تحصیلی بر اساس جو مدرسه، حمایت اجتماعی و انسجام روانی: نقش واسطهای تنظیم هیجان
کلمات کلیدی:
مدل اهمالکاری تحصیلی, جو مدرسه, حمایت اجتماعی, انسجام روانی و تنظیم هیجانچکیده
هدف: هدف پژوهش حاضر بررسی مدل علی اهمالکاری تحصیلی بر اساس جو مدرسه، حمایت اجتماعی و انسجام روانی با نقش واسطهای تنظیم هیجان در بین دانشآموزان مقطع متوسطه دوم شهر تهران است.
مواد و روشها: پژوهش از نوع توصیفی-همبستگی با رویکرد مدلیابی معادلات ساختاری بود. جامعه آماری شامل کلیه دانشآموزان دختر و پسر پایه متوسطه دوم ناحیه یک شهر تهران در سال تحصیلی ۱۴۰۲-۱۴۰۱ بود که به روش نمونهگیری طبقهای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامههای اهمالکاری تحصیلی، تنظیم هیجان، انسجام روانی، حمایت اجتماعی و جو مدرسه بود. دادهها با نرمافزارهای SPSS.24 و AMOS.23 تحلیل شدند.
یافتهها: نتایج نشان داد که جو مدرسه (β=-0.23؛ p<0.01)، حمایت اجتماعی (β=-0.24؛ p<0.01) و انسجام روانی (β=-0.73؛ p<0.01) تأثیر مستقیم منفی معناداری بر اهمالکاری تحصیلی دارند. همچنین، تنظیم هیجان اثر مستقیم منفی بر اهمالکاری تحصیلی داشت (β=-0.49؛ p<0.01) و نقش میانجی معناداری در رابطه بین سه متغیر پیشبین (جو مدرسه، حمایت اجتماعی، انسجام روانی) و اهمالکاری تحصیلی ایفا کرد.
نتیجهگیری: یافتهها نشان داد که بهبود جو مدرسه، افزایش حمایت اجتماعی و انسجام روانی میتواند به واسطه بهبود تنظیم هیجان، موجب کاهش اهمالکاری تحصیلی در دانشآموزان گردد. مدل ساختاری پژوهش حاضر از برازندگی مطلوبی برخوردار بود و قابلیت پیشبینی متغیر ملاک را داراست.
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حق نشر 2025 حسین روزبهانی (نویسنده); بهشته نیوشا; فاطمه شاطریان محمدی (نویسنده)

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