چكيده فارسي :
ن پژوهــش، بــا هــدف تعييــن نقــش واســطه اي نشــخوار فكــري در رابطــة بيــن ذهن آگاهــي و كيفيــت خــواب انجــام، توصيفــي و از نــوع همبســتگي بــود. از جامعــة دانش آمــوزان پســر دورة دوم متوســطة شــهر نورآبــاد در ســال تحصيلــي 1398 -1399 تعــداد 331 نفــر بــا اســتفاده از روش نمونه بــرداري خوشــه اي چندمرحلــه اي انتخــاب شــدند. داده هــا بــا اســتفاده از شــاخص كيفيــت خــواب پيتزبــورگ (بويــس، رينولــدز، مونــك، برمــان و كوپفــر، 1989 مقيــاس پاســخ نشــخواري (نولن_هوكســما و مــورو، 1991) و پرســش نامة پنج عاملــي ذهن آگاهــي (بائــر، اســميت، هوپكينــز، كريتميــر و تونــي، 2006 گــردآوري و بــا اســتفاده از همبســتگي پيرســون و مدل يابــي معــادلات ســاختاري تحليــل شــد. نتايــج نشــان داد اثــر مســتقيم ذهن آگاهــي بــر نشــخوار فكــري منفــي معنــادار، اثــر مســتقيم نشــخوار فكــري بــر كيفيــت خــواب و اثــر مســتقيم ذهن آگاهــي بــر كيفيــت خــواب مثبــت معنــادار اســت. همچنيــن، نتايــج نشــان داد كــه نقــش واســطه اي نشــخوار فكــري در رابطــه ذهــن آگاهــي و كيفيــت خــواب معنــادار بــود. بــر اســاس يافته هــاي پژوهــش، مي تــوان نتيجــه گرفــت كــه ذهن آگاهــي و نشــخوار فكــري دو مؤلفــة مهــم اثرگــذار بــر كيفيــت خــواب در بيــن نوجوانــان اســت.
چكيده لاتين :
This study aimed to investigate the mediating role of causal attributions on the relationship between perfectionism and academic well-being among male and female gifted adolescents. The research method was discriptive-correlational and the statistical population included 352 gifted students (152 male and 200 female) was selected by a convenience sampling method and responded to the Multidimensional Perfectionism Cognitions Inventory (Kabori, 2006), the Attributional Style Questionnaire (Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman, 1982), the School Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted student. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being fitted well with the data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model’ predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. According to the findings, the positive and negative perfectionism.
