رابطۀ هوش معنوی و وجدان تحصیلی با پیشرفت تحصیلی دانشآموزان با نقش واسطهای سرسختی تحصیلی
پژوهش در دین و سلامت ,
دوره 8 شماره 1 (2022),
19 March 2022
,
صفحه 65-80
https://doi.org/10.22037/jrrh.v8i1.33341
چکیده
سابقه و هدف: پیشرفت تحصیلی پیامدی رفتاری است که اهمیت زیادی برای دانشآموزان دارد و شاخصی مهم برای ارزیابی نظامهای آموزشی در نظر گرفته میشود که شناسایی عوامل مؤثر بر آن ضروری است. ازاینرو، پژوهش حاضر با هدف تعیین رابطۀ هوش معنوی و وجدان تحصیلی با عملکرد تحصیلی و تعیین نقش واسطهای سرسختی تحصیلی در دانشآموزان پایۀ نهم شهر زنجان انجام گرفته است.
روش کار: مطالعۀ حاضر توصیفی از نوع همبستگی است. جامعۀ آماری تمامی دانشآموزان پسر پایۀ نهم ناحیۀ دو شهر زنجان در سال تحصیلی 98-1397 بود. حجم نمونه بر اساس جدول مورگان 317 نفر تعیین شد و شرکتکنندگان بهروش نمونهگیری خوشهای چندمرحلهای وارد مطالعه شدند. دادهها با استفاده از پرسشنامۀ وجدان تحصیلی مک ایلروی و بانتیگ، پرسشنامۀ سرسختی تحصیلی بنیشک و همکاران و پرسشنامۀ هوش معنوی کینگ جمعآوری شد. همچنین برای بررسی عملکرد تحصیلی از معدل کل دانشآموزان و جهت تجزیهوتحلیل دادهها از آزمونهای همبستگی پیرسون و آزمون رگرسیون گامبهگام و برای تعیین نقش میانجی از روش بارون و کنی استفاده شد. در این پژوهش همۀ موارد اخلاقی رعایت شده است و مؤلفان تضاد منافعی گزارش نکردهاند.
یافتهها: نتایج نشان داد که بین وجدان تحصیلی با پیشرفت تحصیلی (05/0P<) و همچنین بین سرسختی تحصیلی با پیشرفت تحصیلی دانشآموزان ارتباط مثبت و معناداری وجود داشت (05/0P<). رابطۀ بین هوش معنوی با پیشرفت تحصیلی نیز معنادار بود (05/0P<). علاوهبراین، با توجه به مراحل تعیین نقش میانجی بارون و کنی، سرسختی تحصیلی نقش میانجی در رابطۀ بین وجدان تحصیلی و پیشرفت تحصیلی داشت؛ اما این نقش برای هوش معنوی تأیید نشد. درمجموع، نتایج حاصل از رگرسیون گامبهگام نشان داد که وجدان تحصیلی و هوش معنوی در دو گام توانستند 15درصد از واریانس پیشرفت تحصیلی را تبیین کنند.
نتیجهگیری: هوش معنوی یکی از عوامل مؤثر در پیشرفت تحصیلی است و با تأثیرگذاری بر سرسختی تحصیلی میتواند به پیشرفت تحصیلی دانشآموزان منجر گردد.
- پیشرفت تحصیلی؛ سرسختی تحصیلی؛ وجدان تحصیلی؛ هوش معنوی
ارجاع به مقاله
مراجع
American Psychiatric Association A. Diagnostic and statistical manual of mental disorders: American Psychiatric Association Washington, DC; 1980.
Yang H-J. Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges. International journal of educational development. 2004;24(3):283-301.
Duckworth AL, Taxer JL, Eskreis-Winkler L, Galla BM, Gross JJ. Self-control and academic achievement. Annual review of psychology. 2019;70:373-99.
Seif A. Modern parenting Psychology, learning and teaching psychology. 7 ed2018. (Full Text in Persian)
Yarahmadi1 Y, Ebrahimibakht H, Asadzadeh H, Ahmadian H. The Effectiveness of Academic Buoyancy Training Program on Students’ Academic Performance, Academic Engagement, and Academic Buoyancy. Research in Teaching. 2018;6(2):163-82.
Sabori Khosro shahi H. Education In Globalization Period:Challenges And Needed Strategies To Face on. Strategic Studies of public policy. 2010;1(1):153-96.
Rostami B, Moein Z, Fakour E, Amini K, Rostami H. Academic Motivation and Relevant Predictive Factors in Pharmaceutical Students of Zanjan University of Medical Sciences, Zanjan, Iran in 2016. Journal of Medical Education Development. 2018; 10(28):27-38.
Noroozi S, Hakimzadeh R, Davarniya R, Mahmudi MJ, Baratian A. Effect of Cognitive Behavioral Group Intervention in Enhancing Academic Conscience of Students. Journal of Prevention and Health. 2016;2(4):10-9. (Full Text in Persian)
Salehi R, Abedi M-R, Baghban I, Nilforoshan P, Abedi A. Developing a Theoretical Model of
Academic Counseling Based on the Effective Factors on Academic Success. Biannual Journal of Applied Counseling. 2014;4(1):18-48.
Karimkhani A, Neshat N. The relationship between the big five personality information-seeking behavior of graduate students. 2016.
Haren EG, Mitchell CW. Relationships between the Five-Factor Personality Model and coping styles. Psychology and Education: An Interdisciplinary Journal. 2003;40:38-49.
Costa P, McCrae R. Revised NEO Personality (NEOPI-R) and NEO Five Factor Inventory (NEO-FFI) Professional Manual Odessa, fll: Psychological Assessment Resources. Hoboken. NJ: John Wiley & Sons; 1992.
Kabini Moghadam S, Entesar Foumani G, Hejazi M, Asadzadeh H. Comparison of the Effectiveness of Instruction of Self-Regulated Learning and Help-Seeking Strategies Training on Increasing Educational Buoyancy and Conscience of Procrastinating Students. Research in School and Virtual Learning. 2020; 7(3): 77-88.
Fazli A, Fouladchang M. The relation of academic conscience to academic burnout: The mediating role of aca-demic goal orientation. 2018.
Farahanghpour F, Khadivi A, Adib Y. Relationship of Spiritual Intelligence and Self- esteem with Students’ Educational Improvement. Women and Family Studies. 2010;3(9):99-122.
Rahmani Daryasary M, Yavarinia S, Sepehrianazar F. The Relationship between spiritual intelligence, hope and responsibility with academic achievement of high school female students. Educational Psychology. 2020;16(56):181-96.
Emmons RA. Is spirituality an intelligence? Motivation, cognition, and the psychology of ultimate concern. The International Journal for the psychology of Religion. 2000;10(1):3-26.
Zohar D, Marshall I, Marshall I. SQ: Connecting with our spiritual intelligence: Bloomsbury Publishing USA; 2000.
Maseleno A, Hardaker G, Sabani N, Suhaili N. Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity. Data in brief. 2016;9:1048.
Lyashenko MS, Frolova NH. LMS projects: A platform for intergenerational e-learning collaboration. Education and information technologies. 2014;19(3): 495-513.
King DB. Rethinking claims of spiritual intelligence: A definition, model, and measure: ProQuest; 2008.
Khadivi A, Adib Y, Farhanghpour F. Relationship between spiritual intelligence and self-esteem with studentseducational improvement. European Journal of Experimental Biology. 2012;2(6):2408-14.
Moradi K, Asadzadeh H, Karami A, Najafi M. Modeling the academic achievements based on academic emotions and academic engagement with the mediating role of positive development youth. Educational Psychology. 2019;15(51):147-73.
Jafari S, Mollaei Z. Mediating role of self-regulated learning strategies for spiritual intelligence and academic achievement. 2019.
Ahmadi A, Zainalipour H, Rahmani M. Studying the role of academic hardiness in academic achievement of students of Islamic Azad University, Bandar Abbas Branch. Journal of Life Science and Biomedicine. 2013;3(6):418-23.
Wardani R. Academic Hardiness, Skills, and Psychological Well-being On New Student. Journal Psikologi. 2020;19(2):13.
Kobasa SC, Maddi SR, Zola MA. Type A and hardiness. Journal of behavioral medicine. 1983;6(1): 41-51.
Bean J, Eaton SB. The psychology underlying successful retention practices. Journal of College Student Retention: Research, Theory & Practice. 2001; 3(1):73-89.
Elhampour F, Ganji H, Abolmaali Alhosani K. Comparing academic achievement, academic engagement, hardiness and perceived classroom environment among female and male students. Journal of School Psychology. 2019;8(3):7-25.
Gogheri T, Samavi SA, Najarpourian S. Structural relationship model of type D personality and depression with the mediating role of cognitive distortions and family functioning in irritable bowel syndrome patients and healthy people: A multi-group analysis. Current Psychology. 2021:1-10. (Full Text in Persian)
Subramanian S, Vinothkumar M. Hardiness personality, self-esteem and occupational stress among IT professionals. Journal of the Indian Academy of Applied Psychology. 2009;35:48-56.
Darvishzadeh K, Bozorgi ZD. The relationship between resilience, psychological hardiness, spiritual intelligence, and development of the moral judgement of the female students. Asian Social Science. 2016;12(3):170-6.
Abdollahi A, Noltemeyer A. Academic hardiness: Mediator between sense of belonging to school and academic achievement? The journal of educational research. 2018;111(3):345-51.
McIlroy D, Bunting B. Personality, behavior, and academic achievement: Principles for educators to inculcate and students to model. Contemporary Educational Psychology. 2002;27(2):326-37.
Benishek LA, Feldman JM, Shipon RW, Mecham SD, Lopez FG. Development and evaluation of the revised academic hardiness scale. Journal of Career Assessment. 2005;13(1):59-76.
Vianello M, Robusto E, Anselmi P. Implicit conscientiousness predicts academic performance. Personality and Individual Differences. 2010;48(4): 452-7.
Komar S, Brown DJ, Komar JA, Robie C. Faking and the validity of conscientiousness: A Monte Carlo investigation. Journal of Applied Psychology. 2008; 93(1):140.
Shiner RL, Masten AS. Transitional links between personality and adaptation from childhood though adulthood. Journal of Research in Personality. 2002; 36:580-8.
Wolfe RN, Johnson SD. Personality as a predictor of college performance. Educational and psychological measurement. 1995;55(2):177-85.
Eilam B, Zeidner M, Aharon I. Student conscientiousness, self‐regulated learning, and science achievement: an explorative field study. Psychology in the Schools. 2009;46(5):420-32.
Peng C. Self-regulated learning behavior of college students of science and their academic achievement. Physics procedia. 2012;33:1446-50.
Poropat AE. A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin. 2009;135(2):322.
Safarkhanlou J, Nezhad Ismail Azizi MB. Reviewing the connection between personality feature with the career and satisfaction of the staff of security organizations. Police Protectoral and Security Studies quarterly. 2019;14(52):29-58.
Narimani M, Amini ZM, Barahmand U, Abolghasemi A. A Study of the Relationship Between Psychological Hardiness, Thinking Styles, Social Skills and Academic Achievement in School Children. Modern psychological research. 2007;2(5):93-107.
Abdolmaleki J, Afrashte MU, Mohammadi ZRN, Abdolmaleki S, Siyami L. Designing and Evaluating the Casual Model of Academic Achievement: The Analysis of the Relationship Between the Parent's Perception and Achievement Motivation with Academic Achievement. Journal of Family and Research. 2008;2(4):47-72. (Full Text in Persian)
Mirzakhni P, Delavar A, Makvandi B. The Relationship between Personality and Spiritual Intelligence among Members of Young Researchers and Elite Club, Islamic Azad University. Journal of Innovation and Creativity in Human Science; 2014; 4(1):129-58. (Full Text in Persian)
- چکیده مشاهده شده: 457 بار
- PDF دانلود شده: 285 بار