فصل‌نامه پژوهش‌های کاربردی روانشناختی

تاب‌آوری تحصیلی در میان دانشجویان اندونزیایی دارای مشکلات روزمرۀ تحصیلی: نقش اضطراب، پشتکار، حمایت اجتماعی و میانجی‌گری خودکارآمدی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی، دانشکدۀ روان‌شناسی، دانشگاه دولتی مالانگ، مالانگ، اندونزی.

2 گروه فناوری آموزشی، دانشکدۀ آموزش، دانشگاه دولتی مالانگ، مالانگ، اندونزی.

3 گروه روان‌شناسی، دانشکدۀ آموزش، مؤسسه آموزش عالی کریستال، دیلی، تیمور شرقی.

چکیده

هدف پژوهش حاضر، بررسی مدل ساختاری تاب‌آوری تحصیلی با تمرکز بر نقش پشتکار، اضطراب تحصیلی، حمایت اجتماعی و نقش میانجی‌گرانۀ خودکارآمدی در میان دانشجویانی بود که با مشکلات روزمرۀ تحصیلی مواجه‌اند. این مطالعۀ توصیفی-همبستگی با مشارکت ۹۰۰ دانشجوی کارشناسی از چهار دانشگاه شهر مالانگ اندونزی و در بازۀ زمانی فوریه تا آوریل ۲۰۲۵ انجام گرفت. نمونه‌ها به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. پیش از توزیع پرسشنامه‌ها اطمینان حاصل شد که شرکت‌کنندگان درگیر چالش‌های متداول تحصیلی نظیر حجم زیاد تکالیف، فشار امتحانات و دشواری در مدیریت زمان هستند. ابزارهای پژوهش شامل مقیاس تاب‌آوری تحصیلی (ABS)، مقیاس کوتاه پشتکار (Grit-S)، مقیاس اضطراب تحصیلی (AAS)، مقیاس چندبعدی حمایت اجتماعی ادراک‌شده (MSPSS)، و مقیاس خودکارآمدی عمومی (GSES) بود که همگی از ویژگی‌های روان‌سنجی مطلوبی برخوردار بودند. تحلیل مدل معادلات ساختاری نشان داد پشتکار، حمایت اجتماعی و خودکارآمدی به‌طور مثبت تاب‌آوری تحصیلی را پیش‌بینی می‌کنند، اما اضطراب تحصیلی تأثیری منفی دارد. همچنین خودکارآمدی نقش میانجی را در روابط پشتکار، اضطراب تحصیلی و حمایت اجتماعی با تاب‌آوری تحصیلی ایفا کرد. یافته‌ها بر اهمیت تقویت خودکارآمدی، پرورش پشتکار و کاهش اضطراب تحصیلی برای افزایش توان تاب‌آوری دانشجویان در مواجهه با فشارهای آموزشی تأکید دارند. این مطالعه علاوه بر ارائۀ بینش‌های نظری، پیامدهای کاربردی ارزشمندی برای طراحی مداخلات روان‌شناختی و راهبردهای آموزشی در آموزش عالی فراهم می‌آورد.

کلیدواژه‌ها

عنوان مقاله [English]

Academic Buoyancy in Indonesian Students with Daily Academic Problems: The Roles of Anxiety, Grit, Social Support, and Mediating Self-Efficacy

نویسندگان [English]

  • Surahman Surahman 1
  • Dedi Kuswandi 2
  • Imanuel Hitipeuw 1
  • Augusto da Costa 3

1 Department of Psychology, Faculty of Psychology, Universitas Negeri Malang, Malang, Indonesia.

2 Department of Educational Technology, Faculty of Education, Universitas Negeri Malang, Malang, Indonesia

3 Department of Psychology, Instituto Superior Cristal, Dili, Timor Leste

چکیده [English]

This study examined the structural model of academic buoyancy among students experiencing daily academic challenges, focusing on the roles of grit, academic anxiety, social support, and the mediating effect of self-efficacy. This descriptive-correlational study involved 900 undergraduate students from four universities in Malang, Indonesia, with data collected between February and April 2025 using a multistage cluster random sampling technique. Participants were screened to ensure they faced routine academic challenges, including stressors such as coursework load, exam pressure, and time management difficulties. Data were collected using the Academic Buoyancy Scale (ABS), Short Grit Scale (Grit-S), Academic Anxiety Scale (AAS), Multidimensional Scale of Perceived Social Support (MSPSS), and General Self-Efficacy Scale (GSES), all demonstrating strong psychometric properties. Structural equation modeling showed that grit, social support, and self-efficacy positively predicted academic buoyancy, whereas academic anxiety had a negative effect. Self-efficacy also mediated the effects of grit, academic anxiety, and social support on academic buoyancy. These findings underscore the importance of strengthening self-efficacy, promoting grit, and reducing academic anxiety to enhance students’ buoyancy in managing academic demands. The study provides theoretical insights and practical implications for developing psychological interventions and educational strategies in higher education.

کلیدواژه‌ها [English]

  • Anxiety
  • Problem Behavior
  • Self-efficacy
  • Social Support
  • Student
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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 17، شماره 2
تیر 1405
صفحه 1-15
  • تاریخ دریافت: 20 مرداد 1404
  • تاریخ بازنگری: 25 مهر 1404
  • تاریخ پذیرش: 04 آبان 1404
  • تاریخ اولین انتشار: 24 آبان 1404
  • تاریخ انتشار: 01 تیر 1405