رابطه تاب آوري و سبك هاي دلبستگي با خود كارآمدي تحصيلي دانشجويان پرستاري دانشگاه علوم پزشكي بابل

The relationship between resiliency and attachment styles with academic self-efficacy among nursing students of Babol Medical Sciences University in Academic year of 2016-2017

مقدمه: خودكارآمدي تحصيلي تحت تأثير عوامل شناختي، فراشناختي و انگيزشي قرار دارد. مطالعه حاضر با هدف تعيين رابطه تاب‌آوري و سبك‌هاي دلبستگي با خودكارآمدي تحصيلي دانشجويان انجام شد. روش‌ها: اين مطالعه توصيفي-مقطعي بر روي 190 دانشجوي مشغول به تحصيل مقطع كارشناسي پرستاري در دانشگاه علوم پزشكي بابل در نيمسال اول و دوم سال تحصيلي 97-1396 انجام شد. روش نمونه‌گيري به صورت تصادفي ساده بود. جهت جمع‌آوري داده‌ها از پرسشنامه‌هاي خودكارآمدي تحصيلي اون و فرامن (Owen & Froman) ، سبك‌هاي دلبستگي ‌هازان و شيور (Hazan and Shaver) و مقياس تاب‌آوري كونور و ديويدسون (Connor and Davidson) استفاده شد. به ‌منظور تجزيه‌ و تحليل داده‌ها از آمار توصيفي و استنباطي (آزمون‌هاي همبستگي پيرسون و رگرسيون خطي) استفاده شد. نتايج: بين متغيرهاي تاب‌آوري و خودكارآمدي تحصيلي همبستگي مستقيم و معنادار وجود دارد (0/001=p). در حالي كه بين متغير سبك‌هاي دلبستگي با خودكارآمدي تحصيلي (0/26=P) و ابعاد آن (دلبستگي ايمن، اجتنابي و دوسوگرا/اضطراب) (0/01

Introduction: Academic self-efficacy can be affected by cognition, metacognition, and incentive factors. The aim of this study was to examine the relationship between resilience and attachment styles with academic selfefficacy among Nursing students. Methods: This descriptive and cross-sectional study was performed on 190 undergraduate nursing students in the academic years 2016-2017 in Babol University of Medical Sciences. Sampling was simple randomization method. To gather data, academic self-efficacy, Hazan and Shaver Adult Attachment and Connor and Davidson Resilience Questionnaires were used. The data were analyzed using SPSS version 18, descriptive and inferential statistics including Pearson correlation coefficient, Linear Regression, and kolmogrov-smironov for determining normality of tests. Results: Findings showed a significant positive correlation between resilience and academic self-efficacy (p=0/00). However, there was no significant correlation between attachment styles and academic self-efficacy (p=0.26) and its dimensions (secure attachment, avoidant attachment, anxious-ambivalent attachment) (p>0.01). Conclusion: According to the results, the resiliency variable is capable of low prediction of academic selfefficacy, and attachment styles did not predict academic self-efficacy among nursing students; therefore, it is recommended implications of resilience promotion workshops in Nursing students.