رابطه بخشش و بهزيستي روان‌شناختي با توجه به نقش ميانجي عواطف در دانشجويان دانشگاه

The effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school stud

هدف از انجام پژوهش حاضر بررسي رابطه‌ي علي بخشش و بهزيستي روان‌شناختي با ميانجي‌گري عواطف مثبت و منفي در دانشجويان دانشگاه شهيد چمران بود. در اين مطالعه‌ي علّي- همبستگي، جامعه‌ي آماري را كليه‌ي دانشجويان دانشگاه شهيد چمران اهواز تشكيل مي‌دادند كه به روش تصادفي چند مرحله‌يي 352 نفر به عنوان نمونه از ميان آنها انتخاب شدند. ابزارهاي استفاده شده در اين پژوهش مقياس گرايش به بخشش هارتلند (HFS)، برنامه‌ي عاطفه‌ي مثبت و منفي (PANAS) و مقياس بهزيستي روان‌شناختي (PWBS) بودند. ارزيابي الگوي پيشنهادي با استفاده از الگويابي معادلات ساختاري انجام گرفت. نتيجه‌ها نشان دادند كه بخشش هم به صورت مستقيم و هم غيرمستقيم از طريق عاطفه‌ي مثبت با بهزيستي روان‌شناختي رابطه دارد. رابطه‌ي غيرمستقيم بخشش با بهزيستي روان‌شناختي از طريق عاطفه‌ي منفي تاييد نشد.

The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional sessions) was independent variable and cognitive-adaptive motivational dimension (self efficacy, valuing and mastery orientation), behavioral-adaptive motivational dimension (persistence, planning and task management), cognitive-maladaptive motivational dimension (failure avoidance, uncertain control and anxiety), behavioral-maladaptive motivational dimension (disengagement and self handicapping) and academic performance were dependent variables. The present study was an experimental design with pretest-posttest and control group. The instruments of this study include the Motivation and Engagement Scale - High School (MES-HS) of Martin, Self-Regulated Learning Strategies (SLRS) of Zimmerman and Martinez-Pons, and Motivated Strategies for Learning Questionnaire (MSLQ) of Eccles. The sample consisted of 60 second grade male high school students (2008-2009), who were selected randomly by multi-stage sampling method. The results of MANCOVA showed that academic motivation training caused significant improvement in studentsʹ self efficacy, valuing, mastery orientation, persistent, task management and academic performance. Also, the results indicatd that academic motivation training caused significant decrease in studentsʹ anxiety, failure avoidance and uncertain control. But, there was no significant improvement in studentsʹ planning, self handicapping and disengagement.