تدوين مدلي علّي بهزيستي ذهني بر پاية تاب‌آوري تحصيلي و نقش واسطه‌اي تعامل معلم دانش‌آموز، سازگاري هيجاني و ادراك از جو مدرسه

Developing a Causal model of Subjective Well being Based on Academic Resilience and Mediating Roles of Teacher- Student Relationship, Emotional Adjustment and School Climate

هدف از پژوهش حاضر تدوين مدل علّي بهزيستي ذهني بر پايۀ تاب‌آوري تحصيلي و نقش واسطه‌اي تعامل معلم دانش‌آموز، سازگاري هيجاني و ادراك از جو مدرسه است. بهزيستي ذهني به عنوان يكي از شاخص‌هاي مهم كيفيت زندگي مطرح شده است و متغيرهاي زيادي از قبيل متغيرهاي زيستي، اجتماعي، شخصيتي، شغلي و... در ميزان بهزيستي ذهني افراد نقش دارند. جامعۀ آماري پژوهش حاضر شامل همۀ دانش‌آموزان مقطع متوسطه دوم شهر اروميه بود و شركت‌كنندگان 350 نفر بودند كه با روش نمونه‌گيري تصادفي چند مرحله‌اي انتخاب شدند و به پرسش‌نامه‌هاي سازه‌هاي موجود در مدل پاسخ دادند. براي برازش مدل از روش حداقل مربعات جزئي (نسل دوم مدل‌هاي ساختاري) استفاده شد. از يافته‌هاي قابل توجه پژوهش حاضر مي‌‌توان به تأثير مستقيم تاب‌آوري بر تعامل معلم -دانش‌آموز، سازگاري هيجاني و ادراك از جو مدرسه و همچنين تأثير مستقيم سازگاري هيجاني و تعامل معلم -دانش‌آموز بر بهزيستي ذهني اشاره كرد. در مجموع مدل اصلاح شدۀ پژوهش حاضر توانست 30 درصد از واريانس بهزيستي ذهني را تبيين كند كه اين امر نشان دهندۀ اهميت متغيرهاي موجود در مدل است.

Developing a causal model of subjective well being based on academic resilience and mediating roles of teacher-student relationship, school climate and emotional adjustment is the main aim of this research. Subjective well-being is one of the important indicators of quality of life which is under the influence of many variables including biological, social, personality, occupational, etc. The statistical population consisted of all high school students in Urmia and participants were 350 students who were selected by multi-stage random sampling and responded to the questionnaire which was based on conceptual model. For fitting data with conceptual model, we used partial least square method (next generation of path modeling). Among the significant findings of this study, we can mention the direct effect of academic resilience on student teacher relationship, emotional adjustment, and school climate as well as the direct effects of emotional adjustment and teacher student relationship on subjective well being. In sum, the revised model of the present study could explain 30% of the variance of subjective well-being, which indicates the importance of the variables in the model. Among the significant findings of this study, we can mention the direct effect of academic resilience on student teacher relationship, emotional adjustment, and school climate as well as the direct effects of emotional adjustment and teacher student relationship on subjective well being. In sum, the revised model of the present study could explain 30% of the variance of subjective well-being, which indicates the importance of the variables in the model.