نقش میانجیگری امید تحصیلی و خودکارآمدی تحصیلی در رابطه بین انتظارات تحصیلی ادراک شده والدین و بهزیستی تحصیلی دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.

2 کارشناس ارشد، روانشناسی تربیتی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.

چکیده

پژوهش حاضر به دنبال تعیین نقش میانجی‌گری امید تحصیلی و خودکارآمدی تحصیلی در رابطه بین انتظارات تحصیلی ادراک شده والدین و بهزیستی تحصیلی دانش‌آموزان بود. روش پژوهش توصیفی از نوع همبستگی با مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل کلیه دانش آموزان دوره اول متوسطه شهر همدان در سال تحصیلی 1404-1403 بود که به روش خوشه‌ای چند مرحله‌ای، 394 نفر به عنوان نمونه پژوهش در نظر گرفته شدند. ابزارجمع آوری داده‌ها شامل پرسشنامه انتظارات تحصیلی ادراک شده والدین، بهزیستی تحصیلی ، امید تحصیلی و خودکارآمدی تحصیلی بود. به منظور تجزیه و تحلیل داده‌ها از همبستگی پیرسون و تحلیل معادلات ساختاری استفاده شد. طبق نتایج به دست آمده، رابطه مستقیم میان انتظارات تحصیلی ادراک شده والدین و بهزیستی تحصیلی معنادار نبود. همچنین نتایج به دست آمده از آزمون روابط میانجی‌گری توسط روش بوت استرپ نشان دهنده معناداری رابطه غیرمستقیم بین انتظارات تحصیلی ادراک شده والدین و بهزیستی تحصیلی به میانجی-گری امید تحصیلی و خودکارآمدی تحصیلی بود. از این رو با توجه به نقش محوری دانش‌آموزان و خانواده‌ها در نظام آموزشی، انجام مطالعات گسترده‌‌تر به منظور ارتقا و پرورش این ارکان مهم آموزشی، پیشنهاد می‌گردد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Mediating Role of Academic Hope and Academic Self-Efficacy in the Relationship between Perceived Parental Academic Expectations and Students' Academic Well-Being

نویسنده [English]

  • Zahra Amirabadi 2
1
2 Ms.C. of Educational Psychology, Faculty of Economic and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
چکیده [English]

The present study aimed to examine the mediating role of academic hope and academic self-efficacy in the relationship between perceived parental academic expectations and students' academic well-being. The research employed a descriptive-correlational design utilizing Structural Equation Modeling (SEM). The statistical population comprised all lower secondary school students (grades 7–9) in Hamadan, Iran, during the 2024–2025 academic year. A total of 394 students were selected as the sample using a multi-stage cluster sampling method. Data were collected using the Perceived Parental Academic Expectations Scale , the Academic Well-Being Scale , the Academic Hope Scale , and the Academic Self-Efficacy Scale. Pearson correlation coefficients and Structural Equation Modeling were employed to analyze the data. The results indicated that the direct relationship between perceived parental academic expectations and academic well-being was not significant. However, the results of bootstrapping mediation tests revealed that both academic hope and academic self-efficacy significantly mediated the relationship between perceived parental academic expectations and academic well-being. Given the pivotal role of both students and families within the educational system, conducting further extensive research to enhance and cultivate these key educational pillars is recommended.

کلیدواژه‌ها [English]

  • academic expectations
  • academic well-being
  • academic hope
  • academic self-efficacy
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دوره 18، شماره 1 - شماره پیاپی 90
فروردین 1405
صفحه 232-209
  • تاریخ دریافت: 12 اردیبهشت 1405
  • تاریخ بازنگری: 21 تیر 1405
  • تاریخ پذیرش: 10 خرداد 1405
  • تاریخ اولین انتشار: 10 خرداد 1405
  • تاریخ انتشار: 01 فروردین 1405