پيش بيني شادكامي و خلاقيت بر اساس جو مدرسه با ميانجي‌گري درگيري تحصيلي و شايستگي هيجاني اجتماعي دانش آموزان دختر دبيرستاني

The prediction of happiness and creativity based on the school climate by mediating the Educational Engagement and the emotional-social competence of high school female students

ﻫﺪف از اﯾﻦ ﭘﮋوﻫﺶ ﭘﯿﺶﺑﯿﻨﯽ ﺷﺎدﮐﺎﻣﯽ و ﺧﻼﻗﯿﺖ ﺑﺮ اﺳﺎس ﺟﻮ ﻣﺪرﺳﻪ ﺑﺎ ﻣﯿﺎﻧﺠﯽﮔﺮي درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ و ﺷﺎﯾﺴﺘﮕﯽ ﻫﯿﺠﺎﻧﯽ- اﺟﺘﻤﺎﻋﯽ داﻧﺶ آﻣﻮزان دﺧﺘﺮ دﺑﯿﺮﺳﺘﺎﻧﯽ ﺑﻮد. روش ﺗﺤﻘﯿﻖ ﻫﻤﺒﺴﺘﮕﯽ از ﻧﻮع ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري اﺳﺖ. از ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ 16 ﺗﺎ 18 ﺳﺎﻟﻪ ﻣﺪارس دوﻟﺘﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 97-1396 ﺗﻌﺪاد 518 ﻧﻔﺮ ﺑﻪ ﺷﯿﻮه ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. داﻧﺶآﻣﻮزان ﻣﻮردﺑﺮرﺳﯽ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺷﺎﯾﺴﺘﮕﯽ ﻫﯿﺠﺎﻧﯽ- اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮز زو و ﺟﯽ: SECQ )2012(، درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ رﯾﻮ )2013(، ﺧﻼﻗﯿﺖ ﻋﺎﺑﺪي )1372(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺟﻮ و ﻫﻮﯾﺖ ﻣﺪرﺳﻪ SCASIM-St، )2017(، ﺷﺎدﮐﺎﻣﯽ آﮐﺴﻔﻮرد OHI )1999( را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﺑﻪﻣﻨﻈﻮر ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ روشﻫﺎي آﻣﺎري: از ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮ اﺳﺎس ﻣﺪل اراﺋﻪﺷﺪه در اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﻣﺘﻐﯿﺮ ﺷﺎدﮐﺎﻣﯽ ﺑﻪاﻧﺪازه 𝑅2=%41 ﻣﺘﻐﯿﺮ ﺧﻼﻗﯿﺖ ﺑﻪاﻧﺪازه 𝑅2=%42 ﺗﺒﯿﯿﻦ ﮔﺸﺖ. ﺷﺎﯾﺴﺘﮕﯽ ﻫﯿﺠﺎﻧﯽ- اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ﺑﯿﺸﺘﺮﯾﻦ اﺛﺮ ﮐﻞ )0/514( را ﺑﺮ ﻣﯿﺰان ﺷﺎدﮐﺎﻣﯽ داﻧﺶآﻣﻮزان ﭘﺲازآن ﺟﻮ ﻣﺪرﺳﻪ )0/414( و ﺳﭙﺲ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ )0/260( ﺑﺮ ﻋﻬﺪه دارد. ﺷﺎﯾﺴﺘﮕﯽ ﻫﯿﺠﺎﻧﯽ- اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ﺑﯿﺸﺘﺮﯾﻦ اﺛﺮ ﮐﻞ )0/632( را ﺑﺮ ﻣﯿﺰان ﺧﻼﻗﯿﺖ

The purpose of this research is to predict happiness and creativity based on the school climate by mediating the educational Engagement, and emotional-social competence of high school female students. Method The research method is correlational which a type of structural equation. A total of 518 students from all 16-18 year old students among public schools in Tehran were selected randomly by multi-stage cluster sampling. Students completed the questionnaire of Students' emotional-social competence: SECQ (2012), Rio's Educational Engagement (2013), Abedi's Creativity (1993), School Acceptance Questionnaire (SCASIM-St) (2017), Oxford Happiness OHI (1999) .Pearson correlation and structural equation model were used. Findings Based on the model presented in this study, happiness variables as much as 41% = R2 creativity variables were explained to 42% = R2. Social-emotional-social competence of students had the highest total effect (51/44) on the happiness of students after school enrollment (0/414) and then educational Engagement (0/260). Emotional-social competence of students has the highest total effect (0/632) on students' creativity. Conclusion According to the results of this study, promoting the positive climate of schools and social-emotional-social competence of students as important variables affecting the creativity and happiness of students in the priorities of education.