رابطه ثبات‌قدم، سرسختی روان‌شناختی و تاب‌آوری با درگیری تحصیلی دانشجویان: ارائه مدل تحلیل مسیر

References

Ahmed U, Umrani WA, Pahi MH, and Shah SMM (2017). Engaging PhD students: Investigating the role of supervisor support and psychological capital in a mediated model. Iranian Journal of Management Studies, 10(2), 283-306.

Ahmed, U., Umrani, W. A., Qureshi, M. A., & Samad, A. (2018). Examining the links between teachers support, academic efficacy, academic resilience, and student engagement in Bahrain. International Journal of Advanced and Applied Sciences, 5(9), 39-46.‏

Aparicio M, Bacao F, Oliveira, T. (2017).Grit in the path to e-learning success. Computers in Human Behavior, 100(66), 388-399.

Barber W, Harvey J. (2019, July). Online learning success the moderating role of hardiness, resilience, grit and growth mindset a theoretical overview. In Global learn (pp. 288-293). Association for the Advancement of Computing in Education (AACE).‏

Bethell, C. D., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: assessing the impact on health and school engagement and the mitigating role of resilience. Health affairs, 33(12), 2106-2115.

Chen, C. (2016). The role of resilience and coping styles in subjective well-being among Chinese university students. The Asia-Pacific Education Researcher, 25(3), 377-387.

Close & Solberg, S. (2008). Predicting achievement, distress, and retention among lower-income Latino youth. Journal of Vocational Behavior.72(1),31-42.

Cross, T. M., Arizona, Ph. (2013). The Gritty: Grit and Non-traditional Doctoral Student Success, Grand Canyon University USA.

Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). The successful life of gritty students: Grit leads to optimal educational and well-being outcomes in a collectivist context. In The psychology of Asian learners (pp. 503-516). Springer, Singapore.

Di Fabio, A. D,  Kenny M. E. (2018). Academic Relational Civility as a Key Resource for Sustaining Well-Being. Sustainability, 10(6), 1-13.

Duckworth, A. L., Peterson, C., Matthews, M. D., Kelly, D. R. (2007). “Grit: Perseverance and passion for long-term goals”. Journal of Personality and Social Psychology, 92 (6), 1087-1101.

Duckworth, A. L., Quinn, P. D., & Seligman, M. E. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547.

Dweck CS (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press, Hove, UK.

Eli, B., Zhou, Y., Liang, Y., Cheng, J., Wang, J., Huang, C. & Liu, Z. (2021). Depression in Children and Adolescents on the Qinghai-Tibet Plateau: Associations with Resilience and Prosocial Behavior. International Journal of Environmental Research and Public Health, 18(2), 440.

‏Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2):117-142.

Fredricks , J.A., Blumenfeld ,P.C.,& Paris, A.H.(2004). School engagement; Potential of concept,state of evidence.Review of Educational Research, 74(1),59-109.

Fredricks, J., Blumenfeld, P., Friedel, J., & Paris, A. (2005). school engagement. Springer.

GeorgoulasSherry & Kelly, D. (2019). Resilience, grit, and hardiness: Determining the relationships amongst these constructs through structural equation modeling techniques. Journal of Positive School Psychology, 3(2), 165-178.

Gray, G., McGuinness, C., & Owende, P. (2014). Non-cognitive factors of learning as predictors of academic performance in tertiary education. [Conference Proceedings].‏ 1183:107-114.

Hystad SW, Eid J, Johnsen BH, Laberg JC, Thomas Bartone P. (2010). Psychometric properties of the revised Norwegian dispositional resilience (hardiness) scale. Scandinavian Journal of Psychology, 51(3),237-45.

Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59(4), 448-460.

Hee Kwon, J., Ye Jung, M. (2020).  The Structural Relationships among Goal Commitment, Grit, Academic Engagement and Academic Persistence Intention. Korean Journal of Youth Studie. 27 (12), 133-160. 

Johnson, D. C., Polusny, M. A., Erbes, C. R., King, D., King, L., Litz, B. T., Schnurr, P. P., Friedman, M., Pietrzak, R. H., & Southwick, S. M. (2013). Development and initial validation of the Response to Stressful Experiences Scale. Military Medicine, 176(2), 161-169.

Kobasa, S.(1979). Stressful life events, personality and health: An inquiry into hardiness, journal of personality and social psychology, 37(1),1-11.

Kobasa, S. C., Maddi, S. R., & Courington, S. (1981). Personality and constitution as mediators in the stress-illness relationship. Journal of health and social behavior,22 (4), 368-378.

Linnenbrink, E.A., & Pintrich, P.R. (2003). The role of self-efficacy beliefs in student  engagement and learning in the classroom. Re ading and Writing Quarterly,  19 (2),119 -137.

Maddi, S. R. (2006). Hardiness: The courage to grow from stresses. The Journal of Positive Psychology, 1(3),160-168.

Mackintosh-Franklin, C. (2018). An evaluation into the impact of undergraduate nursing student's classroom attendance and engagement with online  tasks on overall academic achievement. Nurse Education Today, 61(2),89-93.

Martin and Marsh HW (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of SchoolPsychology, 46(1),53-83.

Mirzaee, A.,SharifiNia, HS., Ebadi, A., Dowran, B., Salimi S-h. (2021). Psychometric Properties of an Iranian Version of the Response to Stressful Experiences Scale (RSES). Research Square,  DOI: 10.21203/rs.3.rs-237904/v1.

Montas, M., Rao, S. R., Atassi, H. A., Shapiro, M. C., Dean, J., & Salama, A. R. (2021). Relationship of Grit and resilience to dental students’ academic success. Journal of Dental Education, 85(2),176-186.

Muenks, K., Wigfield, A., Yang, J. S., & O'Neal, C. R. (2017). How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599-620.

Reeve & Tseng, C. (2011). Agency as a forth aspect of students engagement during activities.Contemporary Educational Psychology, 36 (4), 257-267.

Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of educational psychology, 105(3): 579-595.

 Robinson, W. L. (2015).Grit and demographic characteristics associated with nursing student courseengagement.faculty of the University Graduate School in partial fulfillment of the requirements for thedegree Doctor of Philosophy in the School of Nursing, Indiana University.

Pinquart, M. (2009). Moderating effects of dispositional resilience on associations between hassles and psychological distress. Journal of applied Developmental psychology, 30(1), 53-60.

Sandvik, A. M., Bartone, P. T., Hystad, S. W., Phillips, T. M., Thayer, J. F., & Johnsen, B. H. (2013). Psychological hardiness predicts neuroimmunological responses to stress. Psychology, Health & Medicine, 18(6),705-713.

Silvia,P. J., Eddington,K., Beaty,R. (2013). “Gritty People try harder:Gtit and effort related cardiac activity during an active coping challenge”,International journal of psychology,88 (2), 200-205.

Subramanian, S., & Vinothkumar, M. (2009). Hardiness personality, self-esteem and occupational stress among IT professionals. Journal of the Indian Academy of Applied Psychology, 35(2), 48-56.‏

Toagh,paul (2013). How Children Succeed: Grit, Curiosity, and the Hidden Power

Terman, L. M., Oden, M. H., & Bayley, N. (1947). The gifted child grows up: Twenty-five years' follow-up of a superior group. Stanford, CA: Stanford University Press.

VanZyl, L. E., Olckers, C., & Roll, L. C. (2020). The psychometric properties of the Grit-O scale within the Twente region in Netherlands: An ICM-CFA vs. ESEM approach. Frontiers in psychology, 11, 796.‏

Vaziri, C., Ghanbaripanah, A., & Tajalli, P. (2021). Modeling the Cognitive Flexibility and Academic Engagement based on Self-Regulation, Psychological Hardiness and Self-Differentiation with Mediation of Family Functioning in High School Students. International Journal of Pediatrics, 9(3), 13281-13295.

Yang, H. J. (2004). Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International journal of educational development, 24(3), 283-301.

 

 استناد به این مقاله: نجاریان، زکیه و واحدی، شهرام. (1401). رابطه ثبات‏قدم، سرسختی روان‏شناختی و تاب‏آوری با درگیری تحصیلی دانشجویان: ارائه مدل تحلیل مسیر. فصلنامه روان‌شناسی تربیتی، 18(66)، 169-192.  doi: 10.22054/jep.2022.61818.3391

 Educational Psychology is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.