رابطه بين ابعاد الگوهاي ارتباطي خانواده و احساس تعلق به مدرسه با تاب آوري تحصيلي به واسطه خودتنظيمي تحصيلي

The Relationship between Dimensions of Family Communication Patterns and Sense of Belonging in School with Academic Resilience with the Mediation of Self-regulation.

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ ﻣﻨﻈﻮر ﺑﺮرﺳﯽ ﻧﻘﺶ واﺳﻄﻪ ﮔﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﺤﺼﯿﻠﯽ در رواﺑﻂ ﺑﯿﻦ اﺑﻌﺎد اﻟﮕﻮﻫﺎي ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده )ﺟﻬﺖ ﮔﯿﺮي ﮔﻔﺖ و ﺷﻨﻮد و ﺟﻬﺖ ﮔﯿﺮي ﻫﻤﻨﻮاﯾﯽ( و اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ ﺑﺎ ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ ﺑﺮ روي ﻧﻤﻮﻧﻪ اي 512 ﻧﻔﺮه از داﻧﺶ آﻣﻮزان دوره ﻣﺘﻮﺳﻄﻪ دوم ﺷﻬﺮ داراب اﻧﺠﺎم ﮔﺮﻓﺖ. اﻋﻀﺎي ﻧﻤﻮﻧﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﻣﻘﯿﺎس ﻫﺎي اﻟﮕﻮي ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده رﯾﭽﯽ و ﻓﯿﺘﺰﭘﺎﺗﺮﯾﮏ )1990(، ﻣﻘﯿﺎس اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ ﺑﺮاون و اﯾﻮاﻧﺰ )2002(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﺤﺼﯿﻠﯽ ﺳﻮاري و ﻋﺮب زاده )1392( و ﻣﻘﯿﺎس ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ ﮐﺴﯿﺪي )2016( را ﺗﮑﻤﯿﻞ ﻧﻤﻮدﻧﺪ. ﭘﺲ از ﺟﻤﻊ آوري داده ﻫﺎ، ارزﯾﺎﺑﯽ ﻣﺪل ﭘﯿﺸﻨﻬﺎدي ﺑﺎ روش ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري و اﺳﺘﻔﺎده از ﺑﺮﻧﺎﻣﻪ ﻟﯿﺰرل، اﻧﺠﺎم ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ داده ﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﻣﺘﻐﯿﺮﻫﺎي ﺑﺮون زا )ﺟﻬﺖ ﮔﯿﺮي ﮔﻔﺖ و ﺷﻨﻮد ﺧﺎﻧﻮاده و ﺟﻬﺖ ﮔﯿﺮي ﻫﻤﻨﻮاﯾﯽ ﺧﺎﻧﻮاده و اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ( ﻗﺎدر ﺑﻪ ﭘﯿﺶ ﺑﯿﻨﯽ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﺤﺼﯿﻠﯽ ﻫﺴﺘﻨﺪ، ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﺤﺼﯿﻠﯽ ﻗﺎدر ﺑﻪ ﭘﯿﺶ ﺑﯿﻨﯽ ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ اﺳﺖ و ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﺤﺼﯿﻠﯽ ﻣﯿﺎﻧﺠﯽ ﮔﺮ ارﺗﺒﺎط ﻣﺘﻐﯿﺮﻫﺎي ﺑﺮون زا )ﺟﻬﺖ ﮔﯿﺮي ﮔﻔﺖ و ﺷﻨﻮد ﺧﺎﻧﻮاده و ﺟﻬﺖ ﮔﯿﺮي ﻫﻤﻨﻮاﯾﯽ ﺧﺎﻧﻮاده و اﺣﺴﺎس ﺗﻌﻠﻖ ﺑﻪ ﻣﺪرﺳﻪ( و ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ ﻣﯽ ﺑﺎﺷﺪ.

The present study aimed to investigate the mediating role of academic self-regulation in the relationship between dimensions of family communication patterns (conversation orientation and conformity orientation) and Sense of Belonging in School with academic resilience on a sample of 512 secondary school students in the Darab city. Sample members were selected using multistage cluster sampling and the Richie and Fitzpatrick Revised Family Communication Pattern (1990), Brown & Evans Sense of Belonging in School Scale (2002), Savari and Arabzadeh Academic Self- Regulation Scale (2013) an‎d Cassidy Academic Resilience Scale (2016) were completed. After data collection, the proposed model was evaluated using Structural Equation Method and using LISREL software. The results of the data analysis showed that dimensions of family communication patterns and Sense of Belonging in School were able to predict academic self-regulation, academic self-regulation was able to predict academic resilience, and academic self-regulation plays a significant mediating role in the relationship between conversation orientation and conformity orientation and Sense of Belonging in School with academic resilience.