آزمايش و مقايسه مدل رابطه علّي بين تنيدگي تحصيلي ادراك شده و بهزيستي ذهني با ميانجيگري حمايت اجتماعي ادراك شده و باورهاي خودكارآمدي تحصيلي در دانشجويان دختر و پسر دانشگاه شهيد چمران اهواز

The causal relationship between perceived academic stress and subjective well-being, with mediating roles of perceived social support and academic self-efficacy beliefs among male and female undergrad

هدف از انجام پژوهش حاضر بررسي رابطه علّي بين تنيدگي تحصيلي ادراك شده و بهزيستي ذهني با ميانجيگري حمايت اجتماعي ادراك شده و باورهاي خودكارآمدي تحصيلي در دانشجويان دانشگاه شهيد چمران اهواز و مقايسه مدل در دو گروه پسر و دختر بود. جامعه آماري شامل كليه دانشجويان دانشگاه شهيد چمران اهواز بود كه به روش تصادفي چند مرحله‌اي 600 نفر به عنوان نمونه از ميان آنها انتخاب شدند. ابزارهاي استفاده شده در اين پژوهش، پرسشنامه تنيدگي تحصيلي (ASQ)، مقياس چند بُعدي حمايت اجتماعي ادراك شده (MSPSS) پرسشنامه باورهاي خودكارآمدي تحصيلي (ASEBQ)، برنامه‌ي عاطفه‌ي مثبت و منفي (PANAS) و مقياس رضايت از زندگي (SWLS) است. ارزيابي مدل پيشنهادي با استفاده از مدل يابي معادلات ساختاري انجام گرفت. نتايج نشان دادند كه تنيدگي تحصيلي ادراك شده هم به صورت مستقيم و هم غيرمستقيم از طريق حمايت اجتماعي ادراك شده و تركيب باورهاي خودكارآمدي تحصيلي و حمايت اجتماعي ادراك شده با بهزيستي ذهني رابطه دارد. رابطه غيرمستقيم تنيدگي تحصيلي ادراك شده با بهزيستي ذهني از طريق باورهاي خودكارآمدي تحصيلي تاييد نشد. همچنين نتايج تحليل مدل چندگروهي نشان داد كه با وجود يكسان بودن نمودار مسير دخترها و پسرها، از لحاظ ضرايب مسير بين دو گروه تفاوت معني‌دار وجود دارد

The purpose of the present study was to examine the causal relationship between perceived academic stress and subjective well-being, with mediating roles of perceived social support and academic self-efficacy beliefs among undergraduate students of Shahid Chamran University, and comparing the model in male and female students. The population of this study was all of the students who were studying in 1389-90 academic year. Among these, 600 students were selected, using multi-stage random sampling method. The research instruments were Academic Stress Questionnaire (ASQ), Multiple Scale Perceived Social Support (MSPSS), Academic Self-Efficacy Beliefs Questionnaire (ASEBQ), Positive Affect and Negative Affect Schedule (PANAS), and Satisfaction with Life Scale (SWLS). The proposed model was tested using structural equation modeling. The results indicated the fitness of data to the proposed model. Other results revealed that the direct paths from perceived academic stress to subjective well-being, through perceived social support and academic self-efficacy beliefs were significant. The results of multiple mediator analysis showed that, in combination, the perceived social support and academic self-efficacy beliefs were significant mediators, but the indirect path from perceived academic stress to subjective well-being, through academic self-efficacy beliefs was not meaningful. The comparison of the model for male and female students indicated the moderating role of sex in the model