رابطه‌ي نهايي خواهي‌گرايي و ذهن‌آگاهي با فرسودگي تحصيلي از طريق ميانجي‌گري خويشتن‌پذيري غيرمشروط و سبك‌هاي كنارآمدن در دانش‌آموزان پسر

The relationships between perfectionism, mindfulness and academic burnout with mediating role of unconditional self-acceptance and coping style in in high school boy students in Tehran

زمينه: در مطالعات پيشين مشخص شده است كه متغير فرسودگي تحصيلي تحت تأثير متغيرهاي گوناگون مانند نهايي گرايي خواهي و ذهن آگاهي است، اما فرآيند اين تأثيرگذاري به ويژه از طريق متغير ميانجي نشان داده نشده است. هدف: آزمون مدل رابطه ي نهايي خواهي گرايي با فرسودگي تحصيلي با ميانجي گري خويشتن پذيري غيرمشروط و سبك هاي كنارآمدن بود. روش: روش پژوهش، غيرآزمايشي و از نوع همبستگي بود. جامعه ي آماري را تمام دانش آموزان پسر دوره دوم متوسطه شهر تهران. در سال تحصيلي 1396-1395 تشكيل داده بود. نمونه اي به تعداد 510 نفر با روش نمونه گيري تصادفي مرحله اي انتخاب شد. داده ­ها از طريق مقياس فرسودگي تحصيلي ماسلش (2002)، مقياس نهايي­ خواهي گرايي چند بعدي فراست و همكاران (1990)، مقياس خويشتن پذيري غيرمشروط چمبرلين و هاگا (2001)، مقياس ذهن آگاهي كنتاكي بئر و همكاران (2004) و مقياس كنارآمدن با موقعيت هاي تنشآور اندلر و پاركر (1990) به دست آمد. يافته­ ها: داده ها با استفاده از روش مدل معادلات ساختاري تحليل شد. شاخص ­هاي برازش مدل، برازش مدل را با داده ­ها نشان مي­ دهد (2/969 = x ،0/61= P، 57/ 0=RMSEA ، 0/933 = GFI ، 0/901 =AGFI ، 975/ 0=CFI ، 0/936 =NFI ).)NFI=0/963, CFI=0/975, AGFI=0/901, GFI=0/933, RMSEA=0/57, P=0/61, x^2^=2/969)). نتايج پژوهش نشان داد مسير مستقيم نهايي ­خواهي گرايي سازگارانه به فرسودگي تحصيلي، سبكهاي كنارآمدن مسئله محور (0/05

Background: Previous studies have determined that academic burnout is influenced by a variety of variables including perfectionism and mindfullness, but the important point in these studies is that the process of influencing has not been shown, especially through the mediating variabl. Aims: The aim of the present study was to examine the model of causal relationship of perfectionism and mindfillness with academic burnout with mediating role of unconditional self-aceptance and coping styles. Method: The population of this study consists of all all male high school students in Tehran in 1395-96. The sample of this study consists of 510 students who were selected by multi-stage random sampling method. The variables were measured by Multidimensional Perfectionism Scale Frost et al (1990) and Maslach burnout Questionnair (2002), Coping Inventory for Stressful Situations Endler and Parker (1990) and The Kentucky Inventory of Mindfulness Skills Baer et al (2004). Results: The Data were analyzed according to structural equation modeling (SEM) method. The fitness indicators of the model showed the proper fit with the data (χ2=2/969, GFI=0/933, AGFI=0/901, CFI=0/975, NFI=0/963, RMSEA=0/063). The result showed that the direct paths of adaptive perfectionism to academic burnout, unconditional self-aceptance, problem-oriented coping and problem-oriented coping were statistically significant (p<0/05). Also, the paths from maladaptive perfectionism to unconditional self-aceptance, problem-oriented coping and emotion-oriented coping were statistically significant (p<0/05). The relationship between mindfulness and unconditional self-aceptance was significant (p<0/05).The relationship between maladaptive prfectionism and academic burnout was not significant (p>0/05). In addition, the relationship between mindfulness and academic burnout, problem-oriented coping, and emotion-oriented coping styles was not insignificant (p>0/05). The results of indirect path from adaptive perfectionism and maladaptive perfectionism and mindfullness to academic burnout by unconditional self-aceptance, problem-oriented coping and emotion-oriented coping were significant. Conclusions: The results of the research showed that the perfectionism and mindfulness are directly and indirectly related to academic burnout whit the mediators of coping styles and unconditional self-aceptance.