پيش بيني سرزندگي تحصيلي بر اساس جو عاطفي خانواده، درگيري تحصيلي و خودكارآمدي تحصيلي

Predicting Academic Buoyancy based on Family Emotional Climate, Academic Engagement, and Academic Self-Efficacy

ﺧﻼﺻﻪ ﻣﻘﺪﻣﻪ ﺗﻮﺟﻪ ﺑﻪ ﻣﻮﻟﻔﻪﻫﺎي روانﺷﻨﺎﺧﺘﯽ، ﻫﯿﺠﺎﻧﯽ و ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان روزﺑﻪروز ﮔﺴﺘﺮدهﺗﺮ ﻣﯽﺷﻮد. ﺑﺮ اﯾﻦ اﺳﺎس ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ، ﭘﯿﺶﺑﯿﻨﯽ ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﺑﺮ اﺳﺎس ﺟﻮ ﻋﺎﻃﻔﯽ ﺧﺎﻧﻮاده، درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ و ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ ﺑﻮد. روش ﮐﺎر روش ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺳﺎوه در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398-99 ﺑﻮد ﮐﻪ ﻧﻤﻮﻧﻪاي ﺑﻪ ﺣﺠﻢ 347 ﻧﻔﺮ ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي ﻣﻮرد اﺳﺘﻔﺎده ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ )رﯾﻮ و ﺗﺴﯿﻨﮓ، 2011(؛ ﺟﻮ ﻋﺎﻃﻔﯽ ﺧﺎﻧﻮاده )ﻫﯿﻞﺑﺮن، 1964(؛ ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ )ﻣﻮرﮔﺎن و ﺟﯿﻨﮑﺰ، 1999( و ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ )دﻫﻘﺎﻧﯽزاده و ﺣﺴﯿﻦﭼﺎري، 1391( ﺑﻮد. ﺟﻬﺖ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ، از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺑﺎ ﺑﻬﺮهﮔﯿﺮي از ﻧﺮماﻓﺰار آﻣﺎري SPSS23 اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺘﺎﯾﺞ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﺟﻮﻋﺎﻃﻔﯽ ﺧﺎﻧﻮاده، درﮔﯿﺮي و ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد)0/01

Introduction: Attention to the psychological, emotional and educational components of students is becoming more and more common. according to this the purpose of this study was to predicting academic buoyancy based on family emotional climate, academic engagement, and academic self-efficacy. Materials and Methods: The research method was descriptive correlational. The statistical population consisted of all high school female students in Saveh city in the academic year of 2018-2019 that 347 students were selected through cluster sampling. The tools used included the Rio and Tsing' academic engagement (2011), Morgan & Jinks academic self-efficacy (1999), Hillburn's family emotional climate (1964), Dehghanizadeh and Husseinchari academic buoyancy questionnaires (2012). Pearson correlation coefficient and multiple regression were used for data analysis Using SPSS 23 software. Results: Pearson correlation results showed that there is a positive and significant relationship between family emotional climate, academic engagement, and academic self-efficacy with academic buoyancy (p <0.01). The results of multiple regression analysis also showed that family emotional climate, academic engagement and academic self-efficacy were able to predict 12% of the variance of academic buoyancy. Academic self-efficacy with beta coefficient (β = 0.15), academic engagement with beta coefficient (β = 0.19) and family emotional climate with beta coefficient (β = 0.12) had significant role in predicting of academic buoyancy. Conclusion: The results support the ability of academic involvement, academic self-efficacy and family emotional climate in predicting students' academic buoyancy.