مدل علی روابط ادراک از بهزیستی دانشگاه بر نشاط ذهنی دانشجویان با توجه به نقش واسطه ای اهداف پیشرفت | ||
| مدیریت و برنامه ریزی در نظام های آموزشی | ||
| مقاله 6، دوره 16، شماره 2 - شماره پیاپی 31، 1402، صفحه 137-160 اصل مقاله (1.02 M) | ||
| نوع مقاله: علمی - پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/mpes.2023.103923 | ||
| نویسندگان | ||
| رضا فتحی* 1؛ احمد رستگار2؛ محمد حسن صیف2 | ||
| 1استادیار پژوهشگاه مواد و انرژی، کرج، ایران | ||
| 2دانشیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده | ||
| هدف: نشاط ذهنی دانشجویان بهعنوان یکی از مؤلفههای مهم روانشناسی مثبتنگر دارای پیامدهای مثبت و مطلوبی نظیر ارتقاء سلامت روان، پیشرفت تحصیلی و بهبود کیفیت زندگی تحصیلی میباشد. لذا پژوهش حاضر با هدف ارائه مدل علی روابط ادراک از بهزیستی دانشگاه بر نشاط ذهنی دانشجویان با توجه به نقش واسطهای اهداف پیشرفت در میان دانشجویان دانشگاه پیام نور جهرم انجام شد. مواد و روشها: این پژوهش از نظر شیوه اجرا توصیفی از نوع همبستگی و از منظر هدف کاربردی میباشد. برای این منظور324 نفر (214زن، 110مرد) از دانشجویان دانشگاه پیام نور به روش نمونهگیری طبقهای نسبی انتخاب و به پرسشنامهی خودگزارشی متشکل از خرده مقیاسهای بهزیستی دانشگاه (کانیو، الانن، لینتونن و ریمپلا، 2002)، نشاط ذهنی (ریان و فردریک، 1997) و اهداف پیشرفت (میدلتن و میگلی، 1997) پاسخ دادند. ضمناً قابلیت اعتماد مقیاسها براساس ضریب آلفای کرونباخ بررسی و تأیید گردید. جهت تجزیه و تحلیل دادهها نیز از ضریب همبستگی پیرسون و روش تحلیل مسیر به وسیله نرمافزار لیزرل استفاده گردید. بحث و نتیجهگیری: یافتهها نشان داد که مؤلفههای بهزیستی دانشگاه (شرایط دانشگاه، روابط اجتماعی، روشهای خودشکوفایی، وضع سلامت) از طریق واسطهگری مؤلفههای اهداف اجتناب–عملکرد، اهداف رویکرد-عملکرد به صورت غیرمستقیم و منفی نشاط ذهنی دانشجویان را تحت تأثیر قرار میدهد. از طرفی براساس نتایج، متغیر بهزیستی دانشگاه از طریق واسطهگری اهداف تبحری نشاط ذهنی را به صورت غیرمستقیم و مثبت تحت تأثیر قرار میدهد. براساس یافتهها بیشترین اثر مستقیم بر نشاط ذهنی دانشجویان مربوط به متغیر اهداف اجتناب-عملکرد و بشترین اثر غیرمستقیم بر نشاط ذهنی دانشجویان مربوط به روشهای خودشکوفایی میباشد. همچنین براساس یافتهها 36 درصد از واریانس نشاط ذهنی دانشجویان توسط مؤلفههای بهزیستی دانشگاه و اهداف پیشرفت تبیین میگردد. بررسی شاخصهای برازندگی نشان داد که مدل پیشنهادی پژوهش با دادههای گردآوری شده از دانشجویان پیام نور دارای برازش نسبتاً مناسبی میباشد. براساس این یافتهها توجه به مؤلفههای بهزیستی دانشگاه میتواند زمینه گرایش دانشجویان به سمت الگوهای سازگار هدف گزینی تحصیلی را فراهم نماید و در نتیجه بستر بهبود نشاط ذهنی دانشجویان فراهم میگردد. | ||
| کلیدواژهها | ||
| بهزیستی دانشگاه؛ اهداف پیشرفت؛ نشاط ذهنی | ||
| عنوان مقاله [English] | ||
| A Causal Model of the Relationship between the Perception of the well-being of the University and the Student's Mental vitality by the mediating role of achievement goals | ||
| نویسندگان [English] | ||
| Reza Fathi1؛ Ahmad Rastegar2؛ Mohammad hassan Seif2 | ||
| 1Assistant Professor, Materials and Energy Research Center, Karaj, Iran | ||
| 2Associate Professor, Educational Sciences, University of Payam Noor, Tehran, Iran | ||
| چکیده [English] | ||
| Objectives: The mental vitality of students as one of the important components of positive psychology has positive and desirable consequences such as improving mental health, academic achievement, and improving quality of academic life. Therefore, the current study was conducted to present a causal model of the relationship between perceptions of university well-being and students' subjective vitality with regard to the mediating role of achievement goals among the students of Payam Noor Jahrom University. Materials and Methods: This research is descriptive in terms of correlation type and terms of practical purpose. For this purpose, 324 students (214 females, 110 males) of Payam Noor students were selected by relative stratified sampling method and a self-report questionnaire consisting of university welfare subscales (Kanyo, Ellen, Lintonen, Rimpla, 2002), subjective vitality (Ryan and Frederick 1997), and progress goals (Middleton and Migley 1997). In addition, the reliability of the scales was checked and confirmed based on Cronbach's alpha coefficient. To analyze the data, Pearson's correlation coefficient and path analysis method were used by LISREL software. Discussion & Conclusions: The finding showed that the components of university well-being (university conditions, social relations, self-fulfillment methods, health status) indirectly and negatively affect the students' mental vitality through the mediation of the components of avoidance-performance goals, and performance approach goals. On the other hand, based on the results, the university welfare variable indirectly and positively affects mental vitality through the mediation of mastery goals. According to the findings, the most direct effect on students' mental vitality is related to the variable of avoidance-performance goals, and the most indirect effect on students' subjective vitality is related to self-actualization methods. The study of fitness indicators showed that the proposed research model is relatively good. Based on these findings, paying attention to the components of the university's well-being can provide the background for students' tendency towards consistent patterns of academic goal selection, and as a result, the basis for improving the mental vitality of students is provided. | ||
| کلیدواژهها [English] | ||
| University well-being, Achievement Goals, Subjective Vitality | ||
| مراجع | ||
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