نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشیار گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

چکیده

پژوهش حاضر با هدف بررسی نقش واسطه‌ای خودگسستگی در نوجوانان بین فرایندهای خانواده و رفتارهای غیرمولد تحصیلی انجام شد. نمونه آماری شامل 261 نفر (117 پسر و 144 دختر) از دانش‌آموزان دوره دوم متوسطه در شهر شیراز بودند که به شیوه نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و مقیاس‌های فرایندهای خانواده (Samani, 2008)، خودگسستگی (Sadeghzadeh, 2006) و رفتارهای غیرمولد تحصیلی (Rimkus, 2012) را تکمیل کردند. نتایج بررسی مدل با روش مدل‌یابی معادلات ساختاری و بررسی واسطه‌گری با تکنیک بوت استراپ در نسخه 21 نرم‌افزار ایموس نشان داد خودگسستگی نمی‌تواند نقش واسطه‌ای بین فرایندهای خانواده و رفتارهای غیرمولد تحصیلی داشته باشد اما وقتی انواع خود (خود واقعی، خود بایسته و خود ایده‌آل) به عنوان متغیر واسطه استفاده شد فرایندهای خانواده با واسطه‌گری خود واقعی و خود بایسته رفتارهای غیرمولد تحصیلی را کاهش داده است، بدین صورت که مهارت‌های ارتباطی، تصمیم‌گیری و حل مسئله و باورهای مذهبی از طریق افزایش خود واقعی اثر منفی بر رفتارهای غیرمولد تحصیلی داشتند. همچنین، دو فرایند تصمیم‌گیری و حل مسئله و باورهای مذهبی از طریق افزایش خود بایسته دارای اثر منفی بر رفتارهای غیرمولد تحصیلی بودند. نتایج نشان داد فرایندهای خانواده به اعضا کمک می‌کند تا در مورد خود به اطلاعات واقعی بیشتری دست یابند و نیز از این‌که چگونه باید باشند، آگاه شوند در نتیجه با توجه به توانمندی‌های خود و بایدهای اجتماعی، رفتارهای غیرمولد تحصیلی در آنان کاهش می‌یابد

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Mediating Role of Adolescents’ Self –discrepancy in Relationship between Family Processes and Counterproductive Academic Behaviors

نویسندگان [English]

  • Hamideh Malekzadeh 1
  • Mahboobeh Fouladchang 2

1 Ph.D. student in Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran Ahvaz University, Ahvaz, Iran.

2 Associate Professor, Department of Educational Psychology, School of Education and Psychology, Shiraz University, Shiraz, Iran.

چکیده [English]

The present study was conducted with the aims of investigating the mediating role of self-discrepancy in adolescents between family processes and counterproductive academic behaviors. The participants included 261 people (117 boys and 144 girls) from second year high school students in Shiraz city,who were selected by multi-stage cluster sampling method and completed the Family Processes (Samani, 2008), Self- discrepancy (Sadeghzadeh, 2007), and Counterproductive Behaviors Scales (Rimkus, 2012).The results of reliability and validity using Cronbachs’ alpha coefficient and factor analysis were favaroble. The results of the model review using the Structural Equations Modeling method and the mediation analysis using the bootstrap technique in version 21 AMOS software indicated that self-discrepancy can’t play the mediating role between family processes and counterproductive academic behavior but when types of self (real self, ought self and ideal self) used as mediating variable, family processes reduce counterproductive behaviors by mediating real self and ought self. In this way that communication skill, decision making, problem solving and religious beliefes have a negative effect on counterproductive behaviors by increasing real self. Also, decision making, problem solving and religious beliefs have negative effect on counterproductive behaviors by increasing real self. The results indicated the family processes help the members to get more real information about themselves and to be aware of how they should be. As a result, according to their capabilities and social musts, their counterproductive academic behaviors are reduced

کلیدواژه‌ها [English]

  • Family Processes
  • Self-discrepancy
  • Counterproductive Academic Behaviors
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