الگوی ساختاری رابطه دلبستگی به معلم، درگیری تحصیلی و اضطراب امتحان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیار دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

2 کارشناس ارشد روانشناسی تربیتی، دانشگاه تهران

3 دانشیار دانشکده روانشناسی و علوم تربیتی ، دانشگاه تهران

چکیده

هدف این پژوهش، بررسی کیفیت رابطه معلم- دانش ­آموز تحت عنوان دلبستگی به معلم (دلبستگی ایمن، دلبستگی اجتنابی و دلبستگی اضطرابی) به عنوان متغیر بافتی اثرگذار بر اضطراب امتحان به واسطه درگیری تحصیلی در دانش ­آموزان دختر به روش مدل ­یابی معادلات ساختاری است.289 دانش ­آموز دختر  از شهر همدان در رشته ریاضی فیزیک و علوم تجربی در دروس شیمی و فیزیک به عنوان نمونه به روش نمونه ­گیری خوشه ­ای چندمرحله ­ای انتخاب شدند و پرسشنامه ­های ابعاد درگیری تحصیلی ریو و تسنگ (2011) و مقیاس محقق ­ساخته سه­ بعدی دلبستگی به معلم و سیاهه اضطراب امتحان اهواز ابوالقاسمی و همکاران (2002) را تکمیل کردند.نتایج حاصل از مدل ­یابی معادلات ساختاری نشان داد که دلبستگی ایمن به معلم بر کاهش اضطراب امتحان اثر مستقیم معنادار ندارد، ولی از طریق میانجی ­گری درگیری تحصیلی اثر غیرمستقیم معنادار بر کاهش اضطراب امتحان دارد.دلبستگی اضطرابی و اجتنابی به معلم نیز منجر به افزایش اضطراب امتحان شد.

کلیدواژه‌ها


عنوان مقاله [English]

The structural model of attachment to the teacher, academic engagement and test anxiety

نویسندگان [English]

  • Masoud Gholamali Lavasani 1
  • Farnaz Mehdipour Maralani 2
  • Elahe Hejazi 3
چکیده [English]

In this study, the quality of teacher-student relationship is presented as attachment to teacher (secure attachment, avoidant attachment, and anxious attachment) as contextual variable and as factors influencing test anxiety in female students through academic engagement, are examined using the method of structural equation modeling. 289 female students were selected as the sample in Hamedan in the field of Mathematics-Physics and Empirical Sciences in chemistry and physics by the method of multistage cluster sampling and completed Rio and Tseng questionnaire of aspects of academic engagement (2011) and researcher-made three-dimensional scale of attachment to teacher, and Test Anxiety Inventory of Abolqasemi et al. (2002). According to the results and the model presented,secure attachment has no significant direct effect on test anxiety, But, through the mediating role of academic engagement, reduces test anxiety. Anxious and Avoidant attachment to the teacher leads to increased test anxiety.

کلیدواژه‌ها [English]

  • Secure Attachment
  • Avoidant attachment
  • Anxious attachment
  • academic engagement
  • Test Anxiety
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