بررسي نقش تحمل ابهام و شكفتگي در پيش‌بيني درگيري تحصيلي دانشجويان

The examination of the role tolerance of ambiguity and flourishing in predicting academic engagement in students

هدف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﻧﻘﺶ ﺗﺤﻤﻞ اﺑﻬﺎم و ﺷﮑﻔﺘﮕﯽ در ﭘﯿﺶﺑﯿﻨﯽ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﻋﻠﻮم ﭘﺰﺷﮑﯽ ﺑﻮد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﯾﮏ ﻣﻄﺎﻟﻌﻪ ﺗﻮﺻﯿﻔﯽ- ﺗﺤﻠﯿﻠﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﺮ روي ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن رﺷﺘﻪﻫﺎي ﻣﺎﻣﺎﯾﯽ، ﭘﺮﺳﺘﺎري، ﺑﻬﺪاﺷﺖ و ﭘﯿﺮاﭘﺰﺷﮑﯽ ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ داﻧﺸﮕﺎه ﻋﻠﻮم ﭘﺰﺷﮑﯽ ﮐﺮﻣﺎﻧﺸﺎه در ﻧﯿﻢ ﺳﺎل اول ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1396-97 ﺑﻮد. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺮ اﺳﺎس ﺟﺪول ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن 219 ﻧﻔﺮ )53/9 درﺻﺪ دﺧﺘﺮ و 46/1 درﺻﺪ ﭘﺴﺮ( و ﺑﻪﺻﻮرت ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي ﻣﻮرد اﺳﺘﻔﺎده ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ ﺷﺎﻓﻠﯽ و ﻫﻤﮑﺎران )1996(، ﺗﺤﻤﻞ اﺑﻬﺎم ﻣﮏﻟﯿﻦ )1993( و ﺷﮑﻔﺘﮕﯽ دﯾﻨﺮ و ﺑﯿﺴﻮازدﯾﻨﺮ )2008( ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺑﻪ روش ﮔﺎمﺑﻪﮔﺎم و آزﻣﻮن t ﮔﺮوهﻫﺎي ﻣﺴﺘﻘﻞ ﻣﻮرد ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد در ﺑﯿﻦ دﺧﺘﺮان، ﺗﺤﻤﻞ اﺑﻬﺎم )p<0/01( و ﺷﮑﻔﺘﮕﯽ )p<0/01( ﺑﺎ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري داﺷﺘﻨﺪ. ﻫﻤﭽﻨﯿﻦ در ﺑﯿﻦ ﭘﺴﺮان ﻧﯿﺰ ﺑﯿﻦ ﺷﮑﻔﺘﮕﯽ ﺑﺎ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ )p<0/01( راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري ﻣﺸﺎﻫﺪه ﺷﺪ وﻟﯽ ﺑﯿﻦ ﺗﺤﻤﻞ اﺑﻬﺎم ﺑﺎ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﻌﻨﺎداري وﺟﻮد ﻧﺪاﺷﺖ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺑﻪ روش ﮔﺎمﺑﻪﮔﺎم ﻧﯿﺰ ﻧﺸﺎن داد، در ﺑﯿﻦ دﺧﺘﺮان، ﻣﺘﻐﯿﺮﻫﺎي ﺗﺤﻤﻞ اﺑﻬﺎم و ﺷﮑﻔﺘﮕﯽ ﺑﺎ ﻫﻢ 16 درﺻﺪ و در ﺑﯿﻦ ﭘﺴﺮان ﺷﮑﻔﺘﮕﯽ 12 درﺻﺪ وارﯾﺎﻧﺲ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ را ﭘﯿﺶﺑﯿﻨﯽ ﻧﻤﻮدﻧﺪ. از ﺳﻮﯾﯽ دﯾﮕﺮ ﻧﺘﺎﯾﺞ t ﮔﺮوهﻫﺎي ﻣﺴﺘﻘﻞ ﻧﺸﺎن داد ﮐﻪ ﺗﺤﻤﻞ اﺑﻬﺎم، ﺷﮑﻔﺘﮕﯽ و درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ در ﺑﯿﻦ داﻧﺸﺠﻮﯾﺎن دﺧﺘﺮ و ﭘﺴﺮ ﺗﻔﺎوت ﻣﻌﻨﺎداري وﺟﻮد دارد ﺑﻪﻃﻮريﮐﻪ ﺗﺤﻤﻞ اﺑﻬﺎم، ﺷﮑﻔﺘﮕﯽ و درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ در ﺑﯿﻦ دﺧﺘﺮان ﺑﯿﺶﺗﺮ از ﭘﺴﺮان ﺑﻮد )p<0/001(. ﻧﺘﺎﯾﺞ اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽﺗﻮاﻧﺪ ﺑﻪ ﺑﺮﻧﺎﻣﻪرﯾﺰان و ﻣﺠﺮﯾﺎن آﻣﻮزش ﻋﺎﻟﯽ، ﺟﻬﺖ اﺗﺨﺎذ ﺳﯿﺎﺳﺖﻫﺎي ﻣﻨﺎﺳﺐ آﻣﻮزﺷﯽ، ﺑﻪﻣﻨﻈﻮر درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن و ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ آن ﯾﺎري رﺳﺎﻧﺪ.

The purpose of this study was to investigate the role tolerance of ambiguity and fluctuation in the prediction of academic engagement among students of the University of Medical Sciences. The present study was a descriptive-analytic study of correlation type on all midwifery, nursing, health and paramedical students of Kermanshah University of Medical Sciences during first semester the academic year of 2017-18. The sample size was 219 people (%53/9 female and %46/1 male) according to Morgan table and they were selected by random cluster sampling. Data were analyzed using Pearson Correlation Coefficient, multiple regression analysis, and independent t-test. The results showed that among girls there was a positive and significant relationship between tolerance of ambiguity (p<0.001) and fluctuation (p<0.01). Also, among the boys there was a positive and significant relationship between the fluctuation with academic engagement (p<0.001) But there was no significant relationship between tolerance of ambiguity and with academic engagement. The results of multiple regression analysis by stepwise showed that among the girls, tolerance of ambiguity and fluctuation variables were %16 and among the boys, fluctuation the prediction of %12 of the variance of academic engagement was predicted. On the other hand, the results of independent sample t test showed that there was a significant difference between the tolerance of ambiguity, fluctuation and academic engagement in male and female students, such that tolerance of ambiguity, fluctuation and academic engagement among girls was higher than that of boys (p<0.001).