ﻧﻘﺶ واﺳﻄﻪ اي ﭘﺬﯾﺮش اﺟﺘﻤﺎﻋﯽ و ﻃﺮﺣﻮاره ﻫﺎي ﻫﯿﺠﺎﻧﯽ در راﺑﻄﻪ ﺑﯿﻦ اﻟﮕﻮﻫﺎي ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده و اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ دوره دوم

The Mediating Role of Social Acceptance and Emotional Schemain Relationship betweenFamily Communication Patterns and Academic Motivation in High School Students of Second Grade

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﻧﻘﺶ واﺳﻄﻪ اي ﭘﺬﯾﺮش اﺟﺘﻤﺎﻋﯽ و ﻃﺮﺣﻮاره ﻫﺎي ﻫﯿﺠﺎﻧﯽ در راﺑﻄﻪ ﺑﯿﻦ اﻟﮕﻮﻫﺎي ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده و اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ﺑﻮد. روش ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﯽ از ﻧﻮع ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺗﻤﺎﻣﯽ داﻧﺶآﻣﻮزان ﻣﺘﻮﺳﻄﻪ دوره دوم ﺷﻬﺮ داراب در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 96-97ﺑﻮد. ﻧﻤﻮﻧﻪ 379ﻧﻔﺮ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده در اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ واﻟﺮﻧﺪ و ﻫﻤﮑﺎران، ﭘﺬﯾﺮش اﺟﺘﻤﺎﻋﯽ ﮐﺮاون و ﻣﺎرﻟﻮ، ﻃﺮﺣﻮاره ﻫﺎي ﻫﯿﺠﺎﻧﯽ ﻟﯿﻬﯽ و اﻟﮕﻮﻫﺎي ارﺗﺒﺎﻃﯽ رﯾﭽﯽ و ﻓﯿﺘﺰﭘﺎﺗﺮﯾﮏ ﺑﻮد. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﻧﺸﺎن داد ﻣﺪل ﻣﻮرد ﻧﻈﺮ از ﺑﺮازش ﻣﻄﻠﻮﺑﯽ ﺑﺮﺧﻮردار اﺳﺖ. اﻟﮕﻮي ارﺗﺒﺎﻃﯽ ﮔﻔﺖ و ﺷﻨﻮد ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﯿﻢ ﺗﺄﺛﯿﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري ﺑﺮ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ دارد. از ﻃﺮﻓﯽ اﻟﮕﻮي ارﺗﺒﺎﻃﯽ ﻫﻤﻨﻮاﯾﯽ ﺗﺄﺛﯿﺮ ﻣﺴﺘﻘﯿﻢ ﺑﺮ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ ﻧﺪارد و ﺗﺄﺛﯿﺮ آن ﺑﺮ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ از ﻃﺮﯾﻖ ﻃﺮﺣﻮارهﻫﺎي ﻫﯿﺠﺎﻧﯽ ﻣﺜﺒﺖ و ﻣﻨﻔﯽ وﺟﻮد دارد. ﻃﺮﺣﻮارهﻫﺎي ﻫﯿﺠﺎﻧﯽ ﻣﻨﻔﯽ ﻫﻢ ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﯿﻢ و ﻫﻢ از ﻃﺮﯾﻖ ﭘﺬﯾﺮش اﺟﺘﻤﺎﻋﯽ ﻣﻮﺟﺐ ﮐﺎﻫﺶ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ ﻣﯽﺷﻮد. اﻣﺎ ﻃﺮﺣﻮاره ﻫﯿﺠﺎﻧﯽ ﻣﺜﺒﺖ ﺗﻨﻬﺎ ﺑﻪ ﺻﻮرت ﻣﺴﺘﻘﯿﻢ ﻣﻮﺟﺐ اﻓﺰاﯾﺶ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ ﻣﯽﺷﻮد. در ﻣﺠﻤﻮع ﯾﺎﻓﺘﻪﻫﺎ ﻣﻮﯾﺪ آن ﺑﻮد ﮐﻪ ﭘﺬﯾﺮش اﺟﺘﻤﺎﻋﯽ و ﻃﺮﺣﻮاره ﻫﺎي ﻫﯿﺠﺎﻧﯽ در راﺑﻄﻪ ﺑﯿﻦ اﻟﮕﻮﻫﺎي ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده و اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان ، ﻧﻘﺶ واﺳﻄﻪ اي داﺷﺘﻨﺪ.

The purpose of this study was investigating the mediating role of social acceptance and emotional schemas in relationship between family communication patterns and academic motivation in students. The research method is descriptive-correlational and structural equation modeling. The statistical population consisted of all high school students studying in the second grade over educational year 2017-2018 in the city of Darab. 379 students were randomly selected through multistage cluster sampling. Vallerlandet. alAcademic Motivation Scale, Marlowe–Crowne Social Acceptance Scale, Leahy Emotional Schema Scale, Richie and Fitzpatrick Family Communication Patterns Scale were administered to collect data. Analyzing data using structural equation modeling indicate that this model has desirable goodness of fit. Conversation pattern has a positive and significant effect on academic motivation directly, while communication pattern conformity has no direct impact on it.The communication pattern conformity affects academic motivation by positive and negative emotional schemas. Negative emotional schema sdecreases academic motivation both directly and via social acceptance. However, positive emotional schemas merely raise academic motivation directly. In general, the findings show that social acceptance and emotional schemas has a mediating role in relationship between family communication patterns and academic motivation in high school students.