نقش کمال گرایی و هوش هیجانی در پیش بینی فرسودگی تحصیلی دانش‌آموزان دبیرستانی

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار گروه روانشناسی، دانشگاه محقق اردبیلی

چکیده

هدف مطالعه، بررسی نقش کمال­گرایی و هوش هیجانی در پیش­بینی فرسودگی تحصیلی دانش­آموزان دبیرستانی بود. روش پژوهش از نوع توصیفی همبستگی بود. جامعه آماری پژوهش شامل کلیه­ی دانش­آموزان دبیرستانی بودند که در نیمسال دوم سال تحصیلی 93- 1392، در مدارس شهر نمین مشغول تحصیل بودند. از بین این جامعه، نمونه­ای به حجم 175 نفر (112 پسر و 63 دختر)، با روش نمونه­گیری طبقه­ای انتخاب شده و داده­های مورد نیاز با استفاده از مقیاس چندگانه کمال­گرایی فراست، پرسشنامه­ی هوش هیجانی شرینگ و پرسشنامه­ی فرسودگی تحصیلی جمع­آوری شد. جهت تجزیه و تحلیل داده­ها، از ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه استفاده شد. نتایج نشان داد که فرسودگی تحصیلی با مؤلفه­های نگرانی از اشتباهات، انتظارات والدین، تردید در مورد اعمال و نیز نمره­ی کل کمال­گرایی رابطه­ی مثبت (05/0>p) و با انتقادات والدین رابطه­ی منفی (01/0>p) دارد. بین فرسودگی تحصیلی و مؤلفه­های خودکنترلی، هشیاری اجتماعی، مهارت اجتماعی و نیز نمره­ی کل هوش هیجانی نیز رابطه­ی منفی وجود دارد (05/0>p). نتایج تحلیل رگرسیون نیز نشان داد که کمال­گرایی و هوش هیجانی با تبیین 14 درصد از واریانس نمره کل فرسودگی تحصیلی و 20 تا 27 درصد از واریانس خرده مقیاس­های فرسودگی تحصیلی، قابلیت پیش­بینی متغیر ملاک را دارد (01/0>p). این یافته­ها ضرورت توجه جدی برنامه­ریزان، مشاوران و مسئولین امر را به موضوع فرسودگی تحصیلی دانش­آموزان نشان داده و تلویحاتی را برای استفاده از مداخلات مربوط به کمال­گرایی و هوش هیجانی جهت پیشگیری از پیامدهای منفی فرسودگی تحصیلی به دنبال دارد.

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of mindfulness-based cognitive therapy on social anxiety of students

نویسنده [English]

  • A Atadokht
Assistant Professor, University of Mohaghegh Ardabili
چکیده [English]

    The aim of present research was to investigate the role of perfectionism and emotional intelligence in predicting academic burnout in high school students. The research was descriptive correlation. The population was all high school students who were studding in 2013-2014 in Namin high schools. The sample was 175 students (112 boys and 63 girls) that were selected by categorical sampling and Frost multiple perfectionism scale, Shering emotional intelligence and academic burnout questionnaire were administered among selected samples. Pearson correlation coefficient and multiple regressions were used to analyze the data. The results showed that there is positive relationship between the academic burnout and their perfectionism (p<0.05) and negative relationship between students’ academic burnout and their emotional intelligence (p<0.05). The results of multiple regression showed that perfectionism and emotional intelligence explained 14% of academic burnout and 20-27% of the components of academic burnout (p<0.05). These results showed the necessity of respondent’s attention to students’ academic burnout and have implications for the use of interventions based on perfectionism and emotional intelligence in order to prevention of the negative consequences of academic burnout among students.

کلیدواژه‌ها [English]

  • academic burnout
  • perfectionism
  • Emotional intelligence
  • high school students
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