تبيين روابط ساختاري بين توانايي حل مسئله، تاب‌ آوري و فرسودگي‌تحصيلي در دانش‌آموزان دختر مقطع متوسطه

The explaining structural relationship between problem solving ability, resiliency and academic burnout in high school girl students.

هدف اين پژوهش تبيين روابط ساختاري بين توانايي حل مسئله، تاب­آوري و فرسودگي تحصيلي در دانش ­آموزان دختر مقطع متوسطه بوده است. روش اين پژوهش توصيفي ­- همبستگي و جامعۀ آماري شامل تمام دختران دانش ­­­آموز پايه اول متوسطه دورۀ دوم شهر تهران است. 461 دانش ­­آموز براي نمونه با روش نمونه گيري تصادفي خوشه ­اي انتخاب شدند. ابزار به­­­­­­­­­­ كار­­­­­رفته عبارتند از: پرسشنامۀ فرسودگي تحصيلي برسو و همكاران(2007)، مقياس تاب­ آوري كانر و ديويدسون(2003) و پرسشنامۀ توانايي حل مسئله هپنر و پترسون(1982). شاخص­هاي به ­دست آمده از شيوۀ مدل­يابي معادلات ساختاري نشا ن­ دهنده برازش مناسب مدل با داده­ هاي جمع ­آوري شده ­بود (مجذور كاي= 255/114 با df= 36، CFI= 0.962، GFI= 0.957، AGFI= 0.920، RMSEA= 0.069). نتايج گوياي تأثير مستقيم توانايي حل مسئله و تأثير غيرمستقيم آن با ميانجي­گري تاب­آوري بر كاهش فرسودگي تحصيلي است.

The purpose of the present research was explaining structural relationship between problem solving ability, resiliency and academic burnout in high school girl studs, by using structural equation modeling (SEM). Research method was descriptive – correlation . The statistical society was girls student that they was studying in one grade second course high school in Tehran city in 94-95 academic years. The statistical sample of this research were included 461 girls student high school in Tehran city that they were selected by multi- stage cluster sampling method . The tools Breso burnout questionnaire, problem solving ability inventory Heppner and Peterson (1982) and Conner and Davidson resilience scale. The results indicated that the model had a good fitness with the data. Gained indexes were Chi-Square=114.255,Comparative Fit Index=0.962, Goodness Of Fit Index=0.957, Adjusted Goodness Of Fit Index= 0.920 and Root Mean Square Error Of Approximation=0.069. There were direct effects resiliency on academic burnout and indirect effects with intermediating problem solving ability. Resiliency had negative meaningful relationship with academic burnout.