الگوی ساختاری روابط والدینی و رابطه معلم–دانش‌آموز با سرزندگی تحصیلی در دانش‌آموزان: نقش میانجی فشار تحصیلی ادراک‌شده
کلمات کلیدی:
سرزندگی تحصیلی, روابط والدینی, رابطه معلم–دانش‌آموز, فشار تحصیلی ادراک‌شده, مدل‌یابی معادلات ساختاری.چکیده
پژوهش حاضر با هدف بررسی الگوی ساختاری روابط والدینی و رابطه معلم–دانش‌آموز با سرزندگی تحصیلی و تعیین نقش میانجی فشار تحصیلی ادراک‌شده در دانش‌آموزان دوره دوم متوسطه انجام شد. پژوهش حاضر از نظر هدف بنیادی، از نظر زمانی مقطعی و از نظر روش، توصیفی-همبستگی مبتنی بر مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل دانش‌آموزان دوره دوم متوسطه دبیرستان‌های دولتی منطقه یک شهر اهواز در سال تحصیلی 1404–1405 بود که از میان آنان 365 نفر با روش نمونه‌گیری تصادفی–منظم انتخاب شدند. ابزارهای پژوهش شامل مقیاس کیفیت ارتباط والد–فرزند، پرسشنامه روابط معلم–دانش‌آموز، پرسشنامه سرزندگی تحصیلی و مقیاس فشار تحصیلی ادراک‌شده والدینی بود. داده‌ها با استفاده از ضریب همبستگی پیرسون و مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج نشان داد روابط والدینی اثر مستقیم مثبت و معناداری بر سرزندگی تحصیلی داشت (β=0.53, p=0.01) و رابطه معلم–دانش‌آموز نیز اثر مستقیم مثبت و معناداری بر سرزندگی تحصیلی نشان داد (β=0.42, p=0.01). روابط والدینی (β=-0.39, p=0.005) و رابطه معلم–دانش‌آموز (β=-0.35, p=0.01) اثر مستقیم منفی و معناداری بر فشار تحصیلی ادراک‌شده داشتند و فشار تحصیلی ادراک‌شده نیز سرزندگی تحصیلی را به‌طور منفی پیش‌بینی کرد (β=-0.285, p=0.01). اثر غیرمستقیم روابط والدینی (β=0.111, p=0.02) و رابطه معلم–دانش‌آموز (β=0.12, p=0.02) بر سرزندگی تحصیلی از طریق فشار تحصیلی ادراک‌شده معنادار بود. شاخص‌های برازش نیز مطلوب بودند (χ²/df=2.54, RMSEA=0.06, NFI=0.92, NNFI=0.97, CFI=0.99, GFI=0.93, AGFI=0.96). کیفیت مطلوب روابط والدینی و رابطه معلم–دانش‌آموز، علاوه بر ارتباط مستقیم با افزایش سرزندگی تحصیلی، از طریق کاهش فشار تحصیلی ادراک‌شده نیز با سرزندگی بیشتر دانش‌آموزان مرتبط است؛ بنابراین، تقویت روابط حمایتی در خانواده و مدرسه و مدیریت فشارهای تحصیلی می‌تواند زمینه ارتقای سازگاری و پایداری تحصیلی دانش‌آموزان را فراهم کند.
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حق نشر 1404 مریم اسدی (نویسنده); منصوره حاج حسینی (نویسنده مسئول); روح الله شهابی, جواد پورکریمی (نویسنده)
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