نقش ميانجيگري اشتياق تحصيلي در رابطۀ علّي سبك هاي دلبستگي با فرسودگي تحصيلي دانشجويان

The intermediary role of Academic engagement in the Causal relation between attachment styles and academic burnout in University students

از ﻣﺸﮑﻼت ﺷﺎﯾﻊ در ﺑﯿﻦ داﻧﺸﺠﻮﯾﺎن، ﭘﺎﯾﯿﻦ ﺑﻮدن ﺳﻄﺢ اﻧﮕﯿﺰه و اﻓﺰاﯾﺶ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ اﺳﺖ. ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ راﺑﻄﮥ ﻋﻠّﯽ ﺳﺒﮏﻫﺎي دﻟﺒﺴﺘﮕﯽ ﺑﺎ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﺑﺎ ﻣﯿﺎﻧﺠﯿﮕﺮي اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﺑﻮد. روش ﺷﻨﺎﺳﯽ: روش ﭘﮋوﻫﺶ، ﺗﻮ ﺻﯿﻔﯽ و از ﻧﻮع ﻃﺮحﻫﺎي ﻫﻤﺒﺴﺘﮕﯽ و روش ﻣﺪلﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﻮد. ﺟﺎﻣﻌﮥ آﻣﺎري، ﻫﻤﻪ داﻧﺸﺠﻮﯾﺎن دﺧﺘﺮ و ﭘﺴﺮ ﻣﻘﻄﻊ ﮐﺎرﺷﻨﺎﺳﯽ ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1395-96 در داﻧﺸﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﻗﻮﭼﺎن ﺑﻮد. ﻧﻤﻮﻧﻪ ﺷﺎﻣﻞ 403 ﻧﻔﺮ، از ﻃﺮﯾﻖ ﻓﺮﻣﻮل ﮐﻮﮐﺮان و ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي ﭘﮋوﻫﺶ ﺷﺎﻣﻞ: 1. ﻣﻘﯿﺎس اﺑﻌﺎد دﻟﺒﺴﺘﮕﯽ ﮐﻮﻟﯿﻨﺰ )1996(. در ﻧﺴﺨﻪ اﺻﻠﯽ، ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺮاي دﻟﺒﺴﺘﮕﯽ اﯾﻤﻦ 0/81، دﻟﺒﺴﺘﮕﯽ اﺟﺘﻨﺎﺑﯽ 0/78 و دﻟﺒﺴﺘﮕﯽ اﺿﻄﺮاﺑﯽ 0/85 ﮔﺰارش ﺷﺪﻧﺪ. رواﯾﯽ اﯾﻦ ﻣﻘﯿﺎس ﻣﻄﻠﻮب ﺑﻮد و ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﮐﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ 0/60 ﻣﺤﺎﺳﺒﻪ ﺷﺪ. 2. ﻣﻘﯿﺎس ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ ﻣﺴﻠﺶ )2002(. در ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﮐﻞ 0/85 و ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﺑﺮاي ﺧﺮده ﻣﻘﯿﺎسﻫﺎي ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ )ﺧﺴﺘﮕﯽ، ﺑﯽ ﻋﻼﻗﻪ ﺑﻮدن و ﺧﻮدﮐﺎرآﻣﺪي ﭘﺎﯾﯿﻦ( ﺑﻪ ﺗﺮﺗﯿﺐ 0/80 ،0/85، و 0/75 ﺑﻪ دﺳﺖ آﻣﺪ. 3. ﻣﻘﯿﺎس اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﻓﺮدرﯾﮑﺰ و ﺑﻠﻮﻣﻨﻔﻠﺪ و ﭘﺎرﯾﺲ)2004(. ﻃﺮاﺣﺎن ﻣﻘﯿﺎس، ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ اﯾﻦ ﻣﻘﯿﺎس را 0/86 ﮔﺰارش ﮐﺮدﻧﺪ. در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﮐﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ 0/83 ﺑﻪ دﺳﺖ آﻣﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺤﻠﯿﻞ دادهﻫﺎ، ﺷﺎﺧﺺﻫﺎي ﺑﺮازش و ﺿﺮاﯾﺐ ﻣﺴﯿﺮ اﺳﺘﺨﺮاج ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد، ﻫﻤﮥ ﺧﺮده ﻣﻘﯿﺎسﻫﺎي ﭘﮋوﻫﺶ داراي ﺑﺎرﻫﺎي ﻋﺎﻣﻠﯽ ﻣﻌﻨﺎداري ﻫﺴﺘﻨﺪ. ﺳﺒﮏ اﯾﻤﻦ ﺑﺎ ﻣﯿﺎﻧﺠﯿﮕﺮي اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ، ﻫﻤﺒﺴﺘﮕﯽ ﻣﻨﻔﯽ و ﻣﻌﻨﺎداري داﺷﺖ. ﺳﺒﮏ اﺿﻄﺮاﺑﯽ ﺑﺎ ﻣﯿﺎﻧﺠﯿﮕﺮي اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ راﺑﻄﮥ ﻣﻌﻨﺎداري ﻧﺪاﺷﺖ، و ﺳﺒﮏ اﺟﺘﻨﺎﺑﯽ ﺑﺎ ﻣﯿﺎﻧﺠﯿﮕﺮي اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ، راﺑﻄﮥ ﻣﺜﺒﺖ و ﻣﻌﻨﺎدار داﺷﺖ. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﺳﺒﮏﻫﺎي اﯾﻤﻦ و اﺟﺘﻨﺎﺑﯽ در ﺗﺒﯿﯿﻦ و ﭘﯿﺶﺑﯿﻨﯽ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ ﻧﻘﺶ دارﻧﺪ. اﯾﻦ ﺳﺒﮏﻫﺎ از ﯾﮏ ﺳﻮ ﺗﺤﺖ ﺗﺄﺛﯿﺮ اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ ﻗﺮار دارﻧﺪ و از ﺳﻮي دﯾﮕﺮ ﻣﯽﺗﻮاﻧﻨﺪ اﺛﺮات ﻣﻌﻨﺎداري ﺑﺮ ﻓﺮﺳﻮدﮔﯽ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داشته باشند.

One of the common problems among students is low level of motivation and increased academic burnout. The aim of this study was to investigate the causal relationship between attachment styles and students' academic burnout mediated by academic engagement. Methodology: The research method was descriptive and correlational design and structural equation modeling method. The statistical population was all male and female undergraduate students studying in the academic year 2016-2017 at the Islamic Azad University of Quchan. The sample of 403 people was selected through Cochran's formula and cluster sampling. Research tools include: 1. Collins Attachment Styles Scale (1996). In the original version, Cronbach's alpha coefficient for secure attachment was 0.81, avoidance attachment was 0.78, and anxiety attachment was 0.85. The validity of this scale was favorable and the reliability coefficient of the whole questionnaire was calculated to be 0.60. 2. Maslash Academic Burnout Scale (2002). In the present study, the total reliability coefficient of 0.85 and the reliability coefficient for the subscales of academic burnout (exhaustion, cynicism and low self-efficacy) were 0.85, 0.80, and 0.75, respectively. 3. Frederick and Bloomfeld and Paris Academic engagement Scale (2004). Scale designers reported the reliability coefficient of this scale as 0.86. In the present study, the total reliability coefficient of the questionnaire was 0.83. In order to analyze the data, fit indices and path coefficients were extracted. Results: The results showed that all subscales of the study have significant factor loads. Safe style had a significant negative correlation with academic burnout mediated by academic engagement. Anxiety style did not have a significant relationship with academic burnout mediated by academic engagement, and avoidance style mediated by academic engagement had a positive and significant relationship with academic burnout. Conclusion: Safe and avoidant styles play a role in explaining and predicting academic burnout. These styles are influenced by academic motivation on the one hand and can have significant effects on students' academic burnout on the other hand.