رابطة ساختاري منش‌هاي مثبت اخلاقي و سازگاري تحصيلي در دانشجويان دانشگاه شيراز

The Structural Relationship Between Positive Moral Characters and Academic Adjustment Among Shiraz University Students

ﭼﺎﻟﺶﻫﺎي ﺗﺤﺼﯿﻠﯽ و ﻣﺴﺎﺋﻞ ﻣﺮﺑﻮط ﺑﻪ دوره رﺷﺪي ﺟﻮاﻧﯽ ﺳﺒﺐ ﺑﺮﺧﯽ از آﺷﻔﺘﮕﯽﻫﺎ در داﻧﺸﺠﻮﯾﺎن ﻣﯽﺷﻮد، ﮐﻪ ﻣﯽﺗﻮاﻧﺪ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ آنﻫﺎ را ﺑﻪ ﻣﺨﺎﻃﺮه اﻧﺪازد. از ﺳﻮي دﯾﮕﺮ، ﺑﺮاﺳﺎس ﻧﻈﺮﯾﺎت ﺻﻔﺖ ﻓﺮض ﻣﯽﺷﻮد ﺑﺮﺧﻮرداري از ﺑﺮﺧﯽ ﺻﻔﺎت و ﻣﻨﺶﻫﺎ ﺗﻮاﻧﺎﯾﯽ ﺳﺎزﮔﺎري ﺑﺎ ﭼﺎﻟﺶﻫﺎي ﻣﺨﺘﻠﻒ را ﺑﺮاي ﻓﺮد ﻓﺮاﻫﻢ ﻣﯽﮐﻨﺪ. ﻟﺬا ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ راﺑﻄﻪ ﺳﺎﺧﺘﺎري ﺑﯿﻦ ﻣﻨﺶﻫﺎي اﺧﻼﻗﯽ آدابﮔﺮا، وﻇﯿﻔﻪﮔﺮا، ﺑﺨﺸﺶﮔﺮا و ﭘﺎرﺳﺎﯾﺎﻧﻪ ﺑﺎ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ در داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﺷﯿﺮاز ﺑﻮد. ﺑﻪ ﻣﻨﻈﻮر اﻧﺠﺎم ﭘﮋوﻫﺶ ﭼﻬﺎر داﻧﺸﮑﺪه از داﻧﺸﮑﺪهﻫﺎي ﻋﻠﻮم اﻧﺴﺎﻧﯽ و داﻧﺸﮑﺪه ﻫﻨﺮ و ﻣﻌﻤﺎري داﻧﺸﮕﺎه ﺷﯿﺮاز ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﭼﻨﺪ ﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﺪﯾﻦ ﺗﺮﺗﯿﺐ 248 ﻧﻔﺮ از داﻧﺸﺠﻮﯾﺎن اﯾﻦ داﻧﺸﮑﺪهﻫﺎ ﺑﻪ ﺻﻮرت ﮔﺮوﻫﯽ در ﭘﮋوﻫﺶ ﺷﺮﮐﺖ ﮐﺮدﻧﺪ؛ و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﻣﻨﺶ اﺧﻼﻗﯽ و ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﭘﺎﺳﺦ دادﻧﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺤﻠﯿﻞ دادهﻫﺎ از ﻧﺮم اﻓﺰارﻫﺎي آﻣﺎري SPSSv21 و AMOSv21 اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻣﻨﺶﻫﺎي ﻣﺜﺒﺖ اﺧﻼﻗﯽ ﻗﺎدر ﺑﻪ ﭘﯿﺶﺑﯿﻨﯽ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﺑﻪ ﺻﻮرت ﻣﺜﺒﺖ ﻫﺴﺘﻨﺪ p=0/001 , B=0/65 ﯾﺎﻓﺘﻪﻫﺎي اﯾﻦ ﭘﮋوﻫﺶ از دو ﺑﻌﺪ ﻧﻈﺮي و ﻋﻤﻠﯽ ﺷﺎﻣﻞ ﻣﻀﺎﻣﯿﻦ ﺟﺪﯾﺪي اﺳﺖ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ ﻟﺤﺎظ ﻧﻈﺮي ﺑﻪ اﻓﺰاﯾﺶ داﻧﺶ ﻣﻮﺟﻮد در ﻣﻮرد ﭘﯿﺸﺎﯾﻨﺪﻫﺎي درونﻓﺮدي ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﻣﻨﺠﺮ ﮔﺮدﯾﺪ. ﺑﻪ ﻟﺤﺎظ ﮐﺎرﺑﺮدي ﻧﯿﺰ ﻣﯽﺗﻮان ﺑﺎ آﻣﻮزش ﻣﻨﺶ-ﻫﺎي اﺧﻼﻗﯽ ﺑﻪ اﻓﺰاﯾﺶ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﮐﻤﮏ ﻧﻤﻮد.

Academic challenges and youth developmental problems cause some distress in university students that can treats their academic adjustment. Furthermore, according to traits theories, some personality traits and characters provide adjustment in various challenges for individuals. So, the goal of this study is to investigate the structural relationships between moral characters (etiquette, conscientiousness, forgiving, piously) with academic adjustment in Shiraz University students. In order to implement the research, four Colleges Humanities, Arts and Architecture departments of Shiraz University were selected by random cluster sampling method. Thus, 248 students of these departments were participated to these study and they answered the questionnaires of moral characters and academic adjustment. In order to analyze the data SPSSv21 and AMOSv21 statistical software were used. The result showed that there is a positive relationship between the moral characters and academic adjustment (p=0/001, ). The findings of this research include new topics from both theoretical and practical viewpoints. The results of the present study theoretically led to an increase in existing knowledge about the intrapersonal factors of academic adjustment. Practically, it is also possible to help increase academic adjustment by teaching moral characters