الگوي ساختاري بهزيستي ذهني دانش‌آموزان بر اساس جو آموزشي، اجتماعي، عاطفي، فيزيكي و امنيتي مدرسه با ميانجيگري تاب‌آوري تحصيلي

Mental Well-being Modeling Based on Educational, Social, Emotional, Physical, and Security Climate of School through Mediation of Academic Resilience

از آنجايي‌كه سال‌هاي مدرسه به‌عنوان دوره‌هاي سازنده رشد انساني در نظر گرفته مي‌شود، محيط مدرسه يك ابزار مناسب براي درجه‌بندي سلامت، عزت‌نفس، توانايي‌هاي زندگي و رفتار مناسب است و اطمينان از سلامت رواني دانش‌آموزان و دانشجويان به‌اندازه سلامت جسمي آنها اهميت دارد. هدف از پژوهش حاضر ارائه الگوي ساختاري بهزيستي ذهني دانش‌آموزان بر اساس جو آموزشي، اجتماعي، عاطفي و فيزيكي مدرسه با ميانجي‌گري تاب‌آوري است. روش: جامعه آماري اين پژوهش شامل تمامي دانش‌آموزان دختر دوره اول متوسطه مدارس دولتي مناطق 11، 18، 2 و 7 شهر تهران در سال تحصيلي 97-96 است. حجم نمونه در اين پژوهش 630 دانش‌آموز است كه از اين تعداد 209 نفر پايه هفتم و 213 نفر پايه هشتم و 208 نفر پايه نهم بوده كه با استفاده از روش نمونه‌گيري تصادفي چندمرحله‌اي انتخاب شدند و به مقياس بهزيستي ذهني كييز و ماگيارمو (2003) و مقياس تاب‌آوري تحصيلي (2004) و پرسشنامه جو مدرسه (2015) پاسخ دادند. داده‌ها با استفاده از روش معادلات ساختاري و نرم‌افزارهاي SPSS(24) و AMOS(24) مورد تحليل قرار گرفتند. يافته‌ها: بين جو مدرسه و بهزيستي رواني با واسطه‌گري تاب‌آوري تحصيلي رابطه معناداري وجود دارد. همچنين بين تاب‌آوري و بهزيستي رواني، بين جو مدرسه و تاب‌آوري تحصيلي و بين جو مدرسه و بهزيستي رواني دانش‌آموزان رابطه مثبت وجود دارد. بحث: به‌طوركلي، يافته‌هاي پژوهش حاضر شواهدي را براي نقش واسطه‌اي تاب‌آوري تحصيلي در ارتباط بين بهزيستي ذهني دانش‌آموزان فراهم آورده و اهميت جو مدرسه را در ايجاد تاب‌آوري و بهزيستي رواني دانش‌آموزان نمايان مي‌كند.

Introduction: In all societies providing mental health and wellbeing can be considered essential for students. Mental well-being and positive attitudes result in mental health and an increase a person’s motivation. Mental wellbeing can help a person to solve his or her problems with more power and achieve prosperity and a higher self-efficiency One of the helpful environmental factors in mental evolution of teenagers is school. In this sense, educational system authorities are trying to provide suitable conditions in schools so as to raise the wellbeing of the students. The researchers believed that mental wellbeing in schools is affected by the quality of interaction between students and school climate. One type of human communication is the relationship between students and the educational system they are studying in. In educational systems, a lot of people are working, and students have direct or indirect contact with them. Also, one of the most critical settings for cognitive growth of students is the school which is defined as a key and influential point in this regard. It is in schools that educational, social, and behavioral skills are being learned. Acquiring these skills is possible by interacting with the school climate, which comprises teachers, classmates, and the curriculum. Students’ success while facing an undesirable situation during education is related to resilience. This issue has recently been greatly emphasized in the field of Education. Resilience is defined as the ability to resist against stress and return to the normal balance after experiencing stressful factors. The resilience concept as the control or action against stressful factors should be used before they could hurt the people. Method: The participants of the study were all high school (first period) female students of public schools of Tehran in the academic year 1396-1397. The sample size included 630 students (209 in grade 7, 213 in grade 8, and 208 in grade 9) selected by stratified random sampling method. The selected students studied in the districts 2 (196 students), 7 (176 students), 11 (133 students), and 18 (125 students). Measurement instruments A- Kiz and Magiarmo Subjective Wellbeing Scale (SWS) ( 2003) Subjective wellbeing scale of Kiz and Magiarmo (SWS) ( 2003) is used for evaluating the emotional, psychological, and social wellbeing. This questionnaire include 45 questions and three subscales related to emotional, social, and psychological factors. The internal validity of subscale of emotional wellbeing in positive emotions was 0.91 and in negative emotions it was 0.78. Subscales of psychological and social wellbeing have moderate internal validity ranging from 0.4 to 0.7 and the total validity of both subscales was 0.8 and higher. The reliability coefficient or re-test reliability has been reported to be 0.86. B- Academic Resilience scale (ARI): This questionnaire included 29 questions and three subscales related to communicative, future direction, problem-oriented/optimistic items. Samuelz (2004) calculated the reliability of this questionnaire. He calculated the Cronbach alpha to estimate the reliability which was found to be 0.89. Also, the construct validity of the questionnaire was evaluated as desirable in his research. In Iran, this questionnaire was standardized by Sultan Nejad and his colleagues (2014). C- School climate Questionnaire (2015): This questionnaire includes 70 questions and five scales and 11 subscales. The scales included: 1) safety, 2) learning, 3) interpersonal relations, 4) school climate, and 5) social media. This questionnaire has been translated by English experts and revised by Psychology experts. Its primary validity was assessed on 30 students, and its alpha Cronbach coefficient was found to be 0.883 for the whole questionnaire and 0.77 to 0.93 for its scales.