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رابطۀ هدف گزینی اجتماعی و سازگاری با مدرسه:نقش واسطه ای نشخوار فکری، همدلی و بخشایش | ||
فصلنامه روان شناسی تربیتی | ||
دوره 17، شماره 59، فروردین 1400، صفحه 57-92 اصل مقاله (905.08 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22054/jep.2021.58222.3251 | ||
نویسندگان | ||
اکبر نصیری1؛ امید شکری ![]() | ||
1دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران | ||
2استادیارگروه روانشناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران | ||
3دانشیار، گروه روانشناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران. | ||
4استادیار، گروه روانشناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران. | ||
چکیده | ||
پژوهش حاضر با هدف آزمون نقش واسطهای نشخوار گری فکری، همدلی و بخشایش در رابطۀ هدفگزینی اجتماعی و سازگاری با مدرسه انجام شد. در پژوهش حاضر، 404 دانشآموز پسر در مقطع متوسطه اول با روش نمونهگیری خوشه-ای چندمرحلهای انتخاب و به مقیاس اهداف پیشرفت اجتماعی ( ریان و شیم، 2008)، نشخوارگری فکری دربارۀ یک خطای بینفردی (وید، ووگل و گلدمن ، 2008) همدلی ( بار-آن، 1997)، صفت بخشایش (بری، وورثینگتون، اوکانر، پاروت و وید، 2005) و پرسشنامه سازگاری دانشآموزان دبیرستانی (سینها و سینگ، 1993) پاسخ دادند. نتایج نشان داد که الگوی مفروض واسطهمندی کامل نشخوارگری فکری، همدلی و بخشایش در رابطۀ اهداف پیشرفت اجتماعی شامل رشدیافتگی اجتماعی، آشکارسازی رشدیافتگی اجتماعی، اجتناب از آشکارسازی رشدنایافتگی اجتماعی و سازگاری عاطفی، اجتماعی و تحصیلی از برازش مطلوبی برخوردار بود. علاوه بر این، تمامی ضرایب مسیر بین متغیرها بجز مسیرهای مستقیم بین رشدیافتگی و سازگاری هیجانی، آشکارسازی رشدیافتگی و سازگاری تحصیلی، اجتناب از آشکارسازی و سازگاری اجتماعی-تحصیلی، از لحاظ آماری معنادار بودند. نتایج پژوهش حاضر نشان داد که هدفهای پیشرفت اجتماعی از طریق پیشبینی افزایش همدلی و بخشایش و کاهش نشخوارگری های فکری در تبیین سازگاری هیجانی، اجتماعی و تحصیلی دانشآموزان از نقش مهمی برخوردارند. | ||
کلیدواژهها | ||
اهداف پیشرفت اجتماعی؛ بخشایش؛ همدلی؛ سازگاری با مدرسه؛ نشخوارگری فکری | ||
مراجع | ||
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