پديد آورندگان :
سميعيان، سمانه دانشگاه تهران، تهران، ايران , غلامعلي لواساني، مسعود دانشگاه تهران - گروه روان‌شناسي تربيتي و مشاوره، تهران، ايران , نقش، زهرا دانشگاه تهران - گروه روان‌شناسي تربيتي و مشاوره، تهران، ايران
كليدواژه :
خودتنظيمي هيجاني , ادراك از محيط يادگيري , تاب‌آوري تحصيلي , مدل‌يابي چندسطحي
چكيده لاتين :
The aim of the present study was to investigate the relationship between emotional self-regulation, perceived learning environment and academic resilience using two-level modeling of students and classrooms. This study focuses on the role of teacher and classroom through the idea of an ecological approach to child and adolescent shadowing. This relationship was investigated among 450 female students of the 10th grade from the 19 areas of education in Tehran's regions (1-4-4.7), selected from three high schools in each region. Students responded to the teacher's scale as social context, Belmont et al. (1992) and academic resilience, Samuels (2004) and emotional self-regulation, Grass and John (1998). The results of multivariate analysis indicated a positive and significant relationship between the research variables. By including variables on both levels, the relationship between emotional self-regulation and educational resilience at the first level (p <0.001) and the components of participation, structure, and support for autonomy at the level of the class (p <0.001) became significant. Therefore, schools account for about 27% of the variance in academic resilience, and 73% of the students are explained. The results also showed that the two-level model, in contrast to the typical one-level model, provides more information about the relationship between variables. Present findings showed that the factors affecting the academic resilience of the students are multilevel, and in order to study the academic resilience of the students, all the effective levels should be considered by introducing variables on both levels, the relationship between emotional self-regulation and educational resilience at the student level and the components of participation, structure and support for self-determination at the level of the class are meaningful.
