الگوی ساختاری ادراک از روابط والدینی و ادراک از روابط معلم- دانش‌آموز با سرزندگی تحصیلی دانش-آموزان تیزهوش نقش میانجی توانمندی هیجانی- اجتماعی و فشار تحصیلی ادراک شده

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران.

2 دانشجوی دکتری روانشناسی تربیتی، واحد تهران شمال، دانشگاه آزاداسلامی، تهران، ایران

3 کارشناسی ارشد روانشناسی بالینی، دانشکده ادبیات، علوم انسانی و اجتماعی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران، ایران

4 دانشیار، گروه روانشناسی، دانشگاه جامع امام حسین (ع)، استاد مدعو دانشگاه آزاد اسلامی، تهران، ایران

10.22098/jsp.2024.13063.5582

چکیده

هدف: این مطالعه با هدف الگوی ساختاری ادراک از روابط والدینی و ادراک از روابط معلم- دانش­آموز با سرزندگی تحصیلی دانش­آموزان تیزهوش نقش میانجی توانمندی هیجانی- اجتماعی و فشار تحصیلی ادراک شده انجام شد.
روش‌ها: روش پژوهش، همبستگی از نوع مدل‌سازی معادلات ساختاری بود. جامعه آماری شامل کلیه دانش‌آموزان استعدادهای درخشان شهر تهران در سال تحصیلی 1402-1401 بود. نمونه پژوهش با توجه به فرمول مدلسازی معادلات ساختاری 300 نفر از دانش ­آموزان استعدادهای درخشان که بر اساس ملاک­های ورود به مطالعه به روش نمونه­گیری در دسترس انتخاب شدند. برای جمع­آوری داده­ ها از پرسشنامه­های سرزندگی تحصیلی دهقانی زاده و حسین چاری (2012)، پرسشنامه ادراک از روابط والدینی (گرونیک و همکاران، 1997)، ادراک از روابط معلم- دانش ­آموز بیلمونت و همکاران (1992)، مقیاس تدریس تحول آفرین بوچامپ و همکاران (2010)، پرسشنامه توانمندی اجتماعی- هیجانی ژائو و ایی (2012) و مقیاس فشار تحصیلی ادراک شده والدینی کایناک و همکاران (2020) استفاده شد. برای تحلیل داده­ها از ضریب همبستگی پیرسون و مدلسازی معادلات ساختاری با استفاده از نرم افزار SPSS.26 و AMOS.24 استفاده شد.
یافته‌ها: نتایج حاصل از ضریب همبستگی پیرسون نشان داد که بین ادراک از روابط والدینی، ادراک از روابط معلم- دانش­آموز و توانمندی هیجانی- اجتماعی با سرزندگی تحصیلی دانش­آموزان تیزهوش رابطه مثبت و معنی داری وجود داشت (001/0≥P). بین فشار تحصیلی ادراک شده با سرزندگی تحصیلی رابطه منفی و معنی­داری وجود دارد (001/0≥P).
نتیجه‌گیری:  مدل پیشنهادی از برازش مطلوب برخوردار بود. 32 درصد از توانمندی هیجانی- اجتماعی و 34 درصد از فشار تحصیلی ادراک شده توسط ادراک از روابط والدینی و ادراک از روابط معلم- دانش­آموز تبیین شد. همچنین 44 درصد از سرزندگی تحصیلی توسط متغیرهای پیشنهادی تبیین شد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The structural model of perception of parental relations and perception of teacher-student relations with the academic vitality of gifted students, the mediating role of emotional-social competence and perceived academic pressure

نویسندگان [English]

  • Shima Jourabian fakour tabrizi 1
  • Ashrafsadat Tajzadghehi 2
  • Mohammad Esmaiel Ayyobi 3
  • hojattollah moradi 4
1 PhD student in educational Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran.
2 PhD student in educational Psychology, Islamic Azad University, North Tehran Branch, Tehran, Iran
3 3. MA in clinical Psychology, faculty of literature, Humanities and Social Sciences, Islamic Azad University, Science and Research Unit, Tehran, Iran
4 Associate Professor, Department of Psychology, Imam Hossein University, Visiting Professor of Islamic Azad University, Tehran, Iran
چکیده [English]

Objective:  This study was conducted with the aim of the structural model of perception of parental relations and perception of teacher-student relations with the academic vitality of gifted students, the mediating role of emotional-social competence and perceived academic pressure.
Methods: The research method was correlation of structural equation modeling. The statistical population included all gifted students of Tehran in the academic year of 1402-1401. According to the structural equation modeling formula, the research sample was 300 gifted students who were selected based on the criteria for entering the study using available sampling method. To collect data from the academic vitality questionnaires of Dehghanizadeh and Hossein Chari (2012), questionnaire of perception of parental relationships (Gronik et al., 1997), perception of teacher-student relationships (Bilmont et al. (1992), Beauchamp et al.'s transformational teaching scale (2010), Zhao and Ai's (2012) social-emotional competence questionnaire, and parents' perceived academic pressure scale (Kainak et al., 2020) were used. For data analysis, Pearson's correlation coefficient and Structural equation modeling was used using SPSS.26 and AMOS.24 software.
Results: The results of Pearson's correlation coefficient showed that there is a relationship between the perception of parental relationships, the perception of teacher-student relationships and emotional-social competence with the academic vitality of knowledge. Gifted students, there was a positive and significant relationship (P≥0.001). There is a negative and significant relationship between perceived academic pressure and academic vitality (P≥0.001).
Conclusion: The proposed model had a good fit. 32% of social-emotional competence and 34% of perceived academic pressure were explained by perception of parental relationships and perception of teacher-student relationships, and 44% of academic vitality was explained by the proposed variables.

کلیدواژه‌ها [English]

  • academic vitality
  • perception of parental relations
  • perception of teacher-student relations
  • social-emotional competence
  • perceived parental academic pressure

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