رابطه بهزیستی روان شناختی و سرزندگی تحصیلی با ادراک دانش آموزان از محیط کلاس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

2 استاد ممتاز گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

3 کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

10.22098/jsp.2022.1508

چکیده

هدف: هدف پژوهش حاضر بررسی رابطه بهزیستی روان­شناختی و سرزندگی تحصیلی با ادراک دانش­آموزان پسر مقطع متوسطه شهرستان سنندج  از محیط ­کلاس بود.
روش­ ها: روش پژوهش حاضر از نوع همبستگی است. جامعه آماری شامل دانش­آموزان پسر مقطع متوسطه شهرستان سنندج در سال تحصیلی 1398-1397 بود. با استفاده از روش نمونه­گیری خوشه­ای تصادفی چند مرحله­ای  تعداد 296 نفر انتخاب و مورد آزمون قرار گرفتند. برای جمع­آوری داده­­های پژوهش، مقیاس­های بهزیستی روان­شناختی، سرزندگی تحصیلی و مقیاس (در این کلاس چه می­گذرد) مورد استفاده قرار گرفت.
یافته ­ها: تحلیل داده­ها از طریق مدل­های آماری ضریب همبستگی پیرسون و ضریب رگرسیون چندگانه نشان داد که بین بهزیستی روان­شناختی و ادراک دانش­آموزان از محیط­کلاس رابطه مثبت و معنادار ( 495/0 r = ، 296 n = و 05/0sig =)، و بین درماندگی روان­شناختی و ادراک از محیط­کلاس رابطه منفی معنی­دار (296, n=01/,  p≤326/0-r=)، همچنین بین سرزندگی تحصیلی و ادراک دانش­آموزان از محیط­کلاس رابطه مثبت و معنادار(296, n=01/,p≤258/0r=)، وجود دارد. بهزیستی روان­شناختی، توانایی پیش­بینی ادراک دانش­آموزان از محیط­کلاس را دارا بود (410/0β =، 001/0>P)، و همچنین درماندگی روان­شناختی قادر به پیش­بینی ادراک دانش­آموزان از محیط کلاس بود (156/0β =، 001/0>P)، در حالی­که سرزندگی تحصیلی قادر به پیش­بینی ادراک دانش­آموزان از محیط­کلاس نبود (09/0β =، 05/0>P).
نتیجه­ گیری: نتایج نشان داد که محیط­های آموزشی، به­ویژه مدارس باید به دنبال ارتقاء بهزیستی روان­شناختی و سرزندگی تحصیلی در دانش­آموزان از طریق بهبود کیفیت آموزش و بهبود کیفیت محیط یادگیری در مدارس باشند.

کلیدواژه‌ها


عنوان مقاله [English]

The relationship between psychological well-being and academic vitality with students' perceptions of the classroom environment

نویسندگان [English]

  • Shahrooz Nemati 1
  • Rahim Badri-Gargari 2
  • Aram Katourani 3
1 Associate Professor, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran
2 Professor, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran
3 M A in Educational Psychology, Department of Educational Sciences, Faculty of Psychology and Education Sciences, University of Tabriz, Tabriz, Iran
چکیده [English]

Objective:  The aim of the current research was to study the relationships between the psychological well-being and the academic vitality on the perceptions of high school male students in Sanandaj from the classroom environment.
Methods: The method of this research is correlation. The statistical population consisted of male high school students in Sanandaj city in the academic year 2017-2018. Using  multi-stage cluster sampling method, 296 people were selected and tested. To collect research data, the psychological well-being, academic vitality and scale (what is going on in this class) were used.
Results: Data analysis by Pearson correlation coefficient and multiple regression coefficients showed that there was a positive and significant relationship between psychological well-being and students perception of the environment (r = 0.495, n = 296, and sig = 0.05)، And there was a significant negative correlation between psychological distress and perception of classroom environment (r = -326، n = 296 ،p≤0.01 ) Also, there is a positive and significant relationship between academic vitality and students' perception of the classroom environment (r = 0.258 , n = 296، p≤0.01). Psychological well-being had the ability to predict students' perception of the classroom environment (β = 0.410, P> 0.001), as well as psychological distress, able to predict student perceptions of the environment Class (β = 0.156,), while academic vitality was not able to predict students' perception of classroom environment (β = 0.09, P> 0.05).
Conclusion:   The results showed that’s the educational environments, especially schools, should seek to enhance the psychological well-being and academic vitality of students through improving the quality of education and improving the quality of the learning environment in schools.
 

کلیدواژه‌ها [English]

  • psychological well-being
  • academic vitality
  • Perception of the classroom
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