كليدواژه :
همدلي , خودكارآمدي , انگيزه تعلق , رفتار جامعه پسند
چكيده فارسي :
ﻘﺪﻣﻪ: رﻓﺘﺎر ﺟﺎﻣﻌﻪﭘﺴﻨﺪ ﺷﺎﻣﻞ رﻓﺘﺎرﻫﺎﯾﯽ ﻣﺎﻧﻨﺪ ﻫﻤﺪﻟﯽ، ﻧﻮع دوﺳﺘﯽ و ﻫﻤﮑﺎري ﺑﺎ ﻫﺪف ﺳﻮد رﺳﺎﻧﺪن ﺑﻪ دﯾﮕﺮان اﺳﺖ ﮐﻪ ارﺗﻘﺎء ﺳﻄﺢ اﯾﻦ رﻓﺘﺎر ﺑﺎﻋﺚ آﺳﺎنﺗـﺮ ﺷـﺪن ﺗﻌـﺎﻣﻼت و ﺑﻬﺰﯾﺴـﺘﯽ ﺟﺎﻣﻌﻪ ﻣﯽﺷﻮد، ﻟﺬا ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ راﺑﻄﻪ اﻧﮕﯿـﺰه ﺗﻌﻠـﻖ و رﻓﺘـﺎر ﺟﺎﻣﻌـﻪ ﭘﺴـﻨﺪ ﺑـﺎ ﻣﯿﺎﻧﺠﯽﮔﺮي ﻫﻤﺪﻟﯽ و ﺧﻮدﮐﺎرآﻣﺪي ﺑﻮد.
روش: روش ﭘﮋوﻫﺶ ﺗﻮﺻـﯿﻔﯽ و از ﻧـﻮع ﻫﻤﺒﺴـﺘﮕﯽ ﺑـﻮد. ﺟﺎﻣﻌـﻪ آ ﻣـﺎري ﺷـﺎﻣﻞ داﻧﺸـﺠﻮﯾﺎن داﻧﺸﮕﺎه ﺑﻮﻋﻠﯽ ﺳﯿﻨﺎ ﻫﻤﺪان ﺑﻮد ﮐﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺟﺪول ﻣﻮرﮔﺎن، ﺣﺠﻢ ﻧﻤﻮﻧـﻪ 380ﻧﻔـﺮ ﺑـﺮآورد ﺷﺪ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﻣﻘﯿﺎس اﻧﮕﯿـﺰه ﺗﻌﻠﻖ ﮐﻮادرادو و ﻫﻤﮑﺎران)2016(، ﻣﻘﯿﺎس رﻓﺘـﺎر ﺟﺎﻣﻌـﻪ ﭘﺴـﻨﺪ، ﮐـﺎﭘﺮارا و ﻫﻤﮑـﺎر ان )2005(، ﻣﻘﯿﺎس ﻫﻤﺪﻟﯽ آﻟﺒﯿﺮو و ﻫﻤﮑﺎران )2009( و ﺧﻮدﮐﺎرآﻣﺪي ﺷﺮر و ﻫﻤﮑﺎران )1982( ﺑﻮد. ﺟﻬﺖ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ از روش ﺗﺤﻠﯿﻞ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري اﺳﺘﻔﺎده ﺷﺪ.
ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد، اﺛﺮ اﻧﮕﯿﺰه ﺗﻌﻠـﻖ ﺑـﺮ ﻫﻤـﺪﻟﯽ ) β= 0/32، p<0/01( و ﺧﻮدﮐﺎرآﻣـﺪي )β = 0/27، p<0/01( ﻣﻌﻨـ ﺎدار اﺳـﺖ. اﺛـﺮ ﺧﻮدﮐﺎرآﻣـﺪي ) β = 0/30، p<0/01( و ﻫﻤـﺪﻟﯽ )β = 0/37، p<0/01( ﺑﺮ رﻓﺘﺎرﻫﺎي ﺟﺎﻣﻌﻪﭘﺴﻨﺪ ﻧﯿﺰ ﻣﻌﻨﺎدار اﺳﺖ. ﻫﻤﭽﻨﯿﻦ اﺛﺮات ﻏﯿﺮﻣﺴﺘﻘﯿﻢ اﻧﮕﯿﺰه ﺗﻌﻠﻖ از ﻃﺮﯾﻖ ﻫﻤـﺪﻟﯽ ) Z= 7/92، p<0/01( و ﺧﻮدﮐﺎرآﻣـﺪي ) Z= 5/27، p<0/01( ﺑﺮ رﻓﺘﺎر ﺟﺎﻣﻌﻪﭘﺴﻨﺪ ﻣﻌﻨﺎدار ﺑﻮدﻧﺪ.
ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺮ اﺳﺎس ﻧﺘـﺎﯾﺞ ﻣـﯽ ﺗـﻮان ﮔﻔـﺖ، اﻧﮕﯿـﺰه ﺗﻌﻠـﻖ، ﻫﻤـﺪﻟﯽ و ﺧﻮدﮐﺎرآﻣـﺪي اﺛـﺮ ﻣﻌﻨﺎداري ﺑﺮ رﻓﺘﺎرﻫﺎي ﺟﺎﻣﻌﻪﭘﺴﻨﺪ داﻧﺸﺠﻮﯾﺎن دارﻧﺪ؛ ﺑﻨﺎﺑﺮاﯾﻦ ﺟﻬﺖ اﻓﺰاﯾﺶ اﯾﻦ رﻓﺘﺎرﻫـﺎ ﻣـﯽ ﺗﻮان آﻣﻮزشﻫﺎﯾﯽ ﺟﻬـﺖ اﻓـﺰاﯾﺶ ﺳـﻄﺢ ﺧﻮدﮐﺎرآﻣـﺪي، اﻧﮕﯿـﺰه ﺗﻌﻠـﻖ و ﻫﻤـﺪﻟﯽ در ﻣﺤـﯿﻂ آﻣﻮزﺷﯽ ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار داد.
چكيده لاتين :
Introduction: Prosocial behaviors include behaviors such as empathy, altruism, cooperation with the aim of benefiting others, which improve the level of this behavior to facilitate interactions and the well-being of the community. so the purpose of this study is to investigate the relationship between affiliation motivation and prosocial behavior was mediated by empathy and self-efficacy.
Method: The research method was descriptive and correlational. The statistical population included students of Bu Ali Sina University of Hamadan. The sample size was 380 students who were selected using cluster random sampling method. Research instruments included Cuadrado et al.'s (2016) affiliation motivation, the Caprara et al. (2005) prosocial behavior, the Albiro et al. (2009) empathy, and Scherer et al. (1982) self-efficacy scales. Structural equation analysis method was used to analyze the data.
Results: The results showed that the direct effect of affiliation motivation on empathy (p <0.01, β = 0.32) and self-efficacy (p <0.01, β = 0.27) was significant. The direct effect of self-efficacy (p <0.01, β = 0.30) and empathy (p <0.01, β = 0.37) on prosocial behaviors is also significant. The results showed that the indirect effects of affiliation motivation through empathy (p <0.01, Z = 7.92) and self-efficacy (p <0.01, Z = 5.27) on prosocial behavior were significant.
Conclusion: Based on the results, concluded that affiliation motivation, empathy and self-efficacy have a significant effect on student prosocial behaviors, so to increase these behaviors, trainings to increase self-efficacy, affiliation motivation and empathy in the educational environment can be considered.
