رابطه پذیرش- طرد والدین و اضطراب امتحان: نقش واسطه‌ای افکار خودآیند منفی و مثبت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه شیراز، شیراز، ایران

2 عضو هیات علمی دانشگاه شیراز

چکیده

در این پژوهش، رابطه ابعاد پذیرش- طرد والدین و اضطراب امتحان دانش‌آموزان با واسطه‌گری افکار خودآیند منفی و مثبت در قالب یک مدل علّی مورد بررسی قرار گرفت. روش پژوهش از نوع توصیفی _ همبستگی بود. شرکت‌کنندگان پژوهش 369 نفر از دانش‌آموزان دختر و پسر دوره دوم متوسطه (دهم، یازدهم) مدارس دولتی شهر شیراز در سال تحصیلی 1403-1402 بودند که به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. پرسش‌نامه پذیرش- طرد والدین روهنر، پرسش‌نامه اضطراب امتحان اسپیلبرگر و مقیاس افکار خودآیند منفی و مثبت کودکان هوگندورن و همکاران، به‌عنوان ابزارهای پژوهش مورد استفاده قرار گرفتند. بررسی رابطه میان متغیرها در قالب تحلیل مسیر انجام شد. یافته‌ها نشان دادند، همه ابعاد پذیرش- طرد والدین به‌طور مستقیم و معنی‌دار افکار خودآیند منفی را پیش‌بینی می‌کنند و دو بعد گرمی/ محبت و طرد نامتمایز به‌طور معنی‌دار افکار خودآیند مثبت را پیش‌بینی می‌کنند. همچنین، رابطه مستقیم و معنی‌داری میان ابعاد گرمی/ محبت و طرد نامتمایز با اضطراب امتحان وجود دارد. براساس یافته‌ها، هم افکار خودآیند منفی و هم افکار خودآیند مثبت به‌طور معنی‌دار اضطراب امتحان را پیش‌بینی کردند. افکار خودآیند منفی و مثبت دارای‌ نقـش‌ واسـطه‌گـری‌ در بـین‌ ابعاد پذیرش- طرد والدین و اضطراب امتحان بودند. با توجه ‌به یافته‌های پژوهش حاضر می‌توان نتیجه گرفت که افزایش پذیرش والدین و کاهش طرد آن‌ها می‌تواند کاهش افکار خود آیند منفی، افزایش افکار خودآیند مثبت و کاهش اضطراب امتحان را به دنبال داشته باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Parental Acceptance-Rejection and Students’ Test Anxiety: The Mediating Role of Negative and Positive Automatic Thoughts

چکیده [English]

In this study, the relationship between parental acceptance-rejection dimensions and students' test anxiety with mediation of negative and positive automatic thoughts in the form of a causal model was investigated. The study method was descriptive-correlation. The study participants were 369 high school girls and boys (10th and 11th grades) of public schools in Shiraz city in the academic year of 1402-1403, who were selected by random multi-stage cluster sampling. The Parental Acceptance-Rejection Questionnaire, the Test Anxiety Inventory, and the Children’s Automatic Thoughts Scale-Negative/Positive were used as study instruments. The relationship between the variables was studied by the path analysis method. Results showed that all the dimensions of parental acceptance-rejection directly and significantly predict negative automatic thoughts, and the dimensions of  warmth/affection and undifferentiated rejection significantly predict positive automatic thoughts. Also, there was a direct and significant relationship between the dimensions of warmth/affection and undifferentiated rejection with test anxiety. Based on the results, both negative and positive automatic thoughts significantly predict test anxiety. Negative and positive automatic thoughts played a mediating role in the relationship between the dimensions of parental acceptance-rejection and test anxiety. According to the findings of this research, it can be concluded that increasing parental acceptance and decreasing parental rejection can lead to a decrease in negative automatic thoughts, an increase in positive automatic thoughts and a decrease in exam anxiety.

کلیدواژه‌ها [English]

  • negative and positive automatic thoughts
  • parentsal acceptance- rejection
  • test anxiety
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انتشار آنلاین از تاریخ 13 تیر 1405
  • تاریخ دریافت: 21 مرداد 1403
  • تاریخ بازنگری: 03 آبان 1403
  • تاریخ پذیرش: 27 آبان 1403
  • تاریخ اولین انتشار: 13 تیر 1405
  • تاریخ انتشار: 13 تیر 1405