نقش ميانجي انعطاف پذيري شناختي در رابطه بين خوش بيني تحصيلي و سرزندگي تحصيلي دانش آموزان دختر دوره دوم متوسطه شهر زنجان

Mediating Role of Cognitive Flexibility on Relation of Academic Optimism, with Academic Vitality, Among High School Girl Students of Zanjan

ﻣﻘﺪﻣﻪ: ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ اﻧﻌﻄﺎف ﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ در راﺑﻄﻪ ﺑﯿﻦ ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼ ﯿﻠﯽ ﺑﺎ ﺳﺮزﻧﺪﮔ ﯽ ﺗﺤﺼ ﯿﻠﯽ اﺳﺖ. روشﻫﺎ : ﺑﺪﯾﻦ ﻣﻨﻈﻮر از روش ﺗﻮﺻﯿﻔﯽ- ﻫﻤﺒﺴﺘﮕﯽ اﺳﺘﻔﺎده ﺷﺪهاﺳﺖ. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ، داﻧﺶ آﻣﻮزان دﺧﺘﺮ دوره دوم ﻣﺘﻮﺳﻄﻪ زﻧﺠﺎن در ﺳﺎل ﺗﺤﺼﯿﻠﯽ97- 1396 ﺑﻮد، ﮐﻪ از ﺗﻌﺪاد 4834 داﻧﺶآﻣﻮز ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي ﻧﺴﺒﺘﯽ 400 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺟﻤﻊ آوري داده ﻫﺎ از ﻃﺮﯾﻖ ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎي ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ، ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ و اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ اﻧﺠﺎمﮔﺮﻓﺖ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و ﺗﺤﻠﯿ ﻞ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﺎ ﻧﺮم اﻓﺰارﻫﺎيLisreL8/88 و spss 18 اﻧﺠﺎم ﺷﺪ . ﯾﺎﻓﺘﻪﻫﺎ: ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﺣﺎﮐﯽ از ﺑﺮازش ﻣﺪل و ﺗﺎﯾﯿﺪ ﮐﻠﯿﻪ ﻓﺮﺿﯿﻪﻫﺎي ﭘﮋوﻫﺶ، ﺑﺠﺰ ﯾﮏ ﻣﻮرد ﺑﻮد. ﻣﺪل ﭘﯿﺸﻨﻬﺎدي ﻧﺸﺎن داد ﺧﻮشﺑﯿﻨﯽ-ﺗﺤﺼﯿﻠﯽ از ﻃﺮﯾﻖ ﻣﯿﺎﻧﺠﯽ اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ )ﺑﺼﻮرت ﻏﯿﺮﻣﺴﺘﻘﯿﻢ( ﺑﺎ ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﯽ دار دارد )0/01>p(. ﺗﺤﻠﯿﻞ ﻫﻤﺒﺴﺘﮕﯽ ﻧﺸﺎن داد ﺑﯿﻦ ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ و ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﺜﺒﺖ ﻣﻌﻨﯽ دار وﺟﻮد دارد )0/05>p(، در ﺣﺎﻟﯽﮐﻪ در ﻣﺪل، راﺑﻄﻪ ﻣﻌﻨﯽ داري ﺑﯿﻦ اﯾﻦ دو ﻣﺘﻐﯿﺮ ﻣﺸﺎﻫﺪه ﻧﺸﺪ. ﻫﻤﭽﻨﯿﻦ ﺑﺮ اﺳﺎس ﻣﺪل ﻣﺸﺎﻫﺪه ﺷﺪ ﮐﻪ ﺑﯿﻦ ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ و اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ، و ﻧﯿﺰ ﺑﯿﻦ اﻧﻌﻄﺎفﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ و ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﯽ دار وﺟﻮد دارد )0/05>p(. ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﯾﺎﻓﺘﻪﻫﺎي ﺑﻪ دﺳﺖآﻣﺪه ﺑﺮ ﻧﻘﺶ ﺧﻮشﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ در اﻧﻌﻄﺎف ﭘﺬﯾﺮي ﺷﻨﺎﺧﺘﯽ داﻧﺶ آﻣﻮزان ﺟﻬﺖ ﻧﯿﻞ ﺑﻪ ﺳﺮزﻧﺪﮔﯽ ﺗﺤﺼﯿﻠﯽ ﺗﺎﮐﯿﺪ ﻣﯽﮐﻨﺪ. ﯾﺎﻓﺘﻪﻫﺎي ﭘﮋوﻫﺶ ﺑ ﺎ ﺗﻮﺟﻪ ﺑﻪ ﺷﻮاﻫﺪ ﻧﻈﺮي و ﺗﺠﺮﺑﯽ ﺑﻪ ﺑﺤﺚ ﮔﺬاﺷﺘﻪ ﺷﺪه و ﭘﯿﺸﻨﻬﺎدﻫﺎﯾﯽ ﺑﺪﯾﻦ ﻣﻨﻈﻮر اراﺋﻪ ﮔﺮدﯾﺪهاﺳﺖ

The aim of this research is to study the mediating rule of cognitive flexibility in the relationship of academic optimism and academic vitality. Methods: For this purpose the descriptive correlation method has been used. The research population includes 4834 female second-grade secondary high school students of Zanjan in the academic year of 2018 and using the relative multi-stage cluster method, sample size was determined to be 400. In order to collect data, Dehghanizadeh and Husainichary’s academic vitality questionnaire (2012), Tschannen-Moran’s academic optimism questionnaire (2013) and Dennis and Vander wal’s cognitive flexibility questionnaire (2010) were used. Data analysis and structural equation analysis were performed using Pearson correlation, and Lisrel and SPSS 18 softwares, respectively. Results: The research findings indicate that the model is fitted and the research hypotheses, except for one case, are confirmed. The suggested model shows that academic optimism has an indirect (by mediation of cognitive flexibility) positive and meaningful relationship with academic vitality (p<0.01). Correlation analysis showed that there is a positive and meaningful relationship between academic optimism and academic vitality (p<0.05), while according to the model, such a result was not observed. The model also showed that there is a meaningful and positive relationship between academic optimism and cognitive flexibility, as well as between cognitive flexibility and academic vitality (p<0.05). Conclusion: The findings highlight the role of academic optimism on cognitive flexibility, for arriving to academic vitality. The findings of the study were discussed regarding to theoretical and empirical evidence and suggestions have been made for this purpose