مدل‌یابی پیشرفت تحصیلی براساس راهبردهای بازداری و ارزیابی مجدد شناختی: نقش میانجی انواع درگیری تحصیلی نوجوانان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، گروه روان‌شناسی تربیتی. دانشکده علوم انسانی. دانشگاه خلیج فارس. بوشهر. ایران

2 استادیار، گروه روان‌شناسی تربیتی .دانشکده علوم انسانی. دانشگاه خلیج فارس. بوشهر. ایران

3 دانشیار، گروه روان‌شناسی. دانشکده علوم انسانی. دانشگاه خلیج فارس. بوشهر. ایران

چکیده

هدف پژوهش حاضر، ارائۀ مدلی برای تبیین پیشرفت تحصیلی نوجوانان براساس راهبردهای بازداری و ارزیابی مجدد شناختی با میانجی‌گری درگیری تحصیلی عاملی، رفتاری، شناختی و عاطفی نوجوانان بود. روش پژوهش توصیفی-همبستگی بود. جامعۀ آماری دانش‌آموزان دبیرستان‌های دورۀ اول شهر شیراز در سال تحصیلی 1398-1397 بود. 389 نفر از دانش‌آموزان پایۀ هشتم و نهم (232 دختر و 197 پسر) با استفاده از روش نمونه‌گیری خوشه‌ای تصادفی انتخاب شدند و به پرسشنامه‌های تنظیم هیجان گروس (ERQ) و درگیری تحصیلی ریو (AES) پاسخ دادند. برای تحلیل داده‌ها از روش تحلیل مسیر و نرم‌افزار Amos-24 استفاده شد. نتایج نشان داد راهبرد تنظیم هیجان ارزیابی مجدد شناختی، هم به‌صورت مستقیم و هم به‌صورت غیرمستقیم از طریق درگیری عاطفی و رفتاری بر پیشرفت تحصیلی اثرگذار است. راهبرد تنظیم هیجان بازداری، پیش‌بین منفی و معنی‌داری برای درگیری عاملی بود. همچنین راهبرد ارزیابی مجدد شناختی پیش‌بین مثبت و معنی‌داری برای درگیری عاملی، رفتاری، شناختی، عاطفی و پیشرفت تحصیلی بود. از بین مؤلفه‌های درگیری تحصیلی، فقط درگیری رفتاری و عاطفی پیش‌بین‌های مثبت و معنی‌دار پیشرفت تحصیلی بودند. با آموزش‌های مبتنی بر مدیریت هیجانات با تأکید بر راهبرد ارزیابی مجدد شناختی به نوجوانان، می‌توان گام‌های مؤثری در زمینۀ ارتقای درگیری تحصیلی عاطفی و رفتاری و درنهایت پیشرفت تحصیلی نوجوانان برداشت.

کلیدواژه‌ها


عنوان مقاله [English]

Utilizing Inhibition and Cognitive Appraisal Strategies to Model Academic Achievement: The Mediating Role of Practical, Behavioral, Cognitive, and Emotional Academic Engagement among Adolescents

نویسندگان [English]

  • Monire Khosravi Ooryad 1
  • Faridesadat Hosieni 2
  • Souran Rajabi 3
1 Department of Educational Psychology, Faculty of Humanities, University of Persian Gulf, Bushehr, Iran.
2 Department of Educational Psychology, Faculty of Humanities, University of Persian Gulf, Bushehr, Iran.
3 Department of Psychology, Faculty of Humanities, University of Persian Gulf, Bushehr, Iran.
چکیده [English]

Academic achievement among adolescents is intended to be explained by a model that incorporates inhibition strategies and cognitive appraisal, with adolescent practical, behavioral, cognitive, and emotional academic involvement serving as a mediator. The research method was descriptive correlation. The statistical sample comprised Shiraz’s first-year secondary school students during the 2018-2019 academic year. Random cluster sampling was used to select 389 eighth and ninth graders (197 boys and 232 girls) who completed the Gross (ERQ), Emotion Regulation Questionnaire (ERQ) and the Academic Engagement Rio (AES). The path analysis method and Amos24 software were employed to analyze the data. The results revealed that academic achievement is influenced both directly and indirectly by cognitive reassessment’s emotion regulation strategy via emotional and behavioral engagement. Positive and statistically significant was the inhibitory emotion regulation strategy in predicting practical engagement. Furthermore, academic achievement was positively and significantly predicted by cognitive appraisal strategy, in addition to behavioral, cognitive, affective, and practical accomplishments. Positive and significant predictors of academic achievement were found to be behavioral and affective engagements alone, among the various components of academic engagement. By placing emphasis on the cognitive reassessment strategy in emotion management training for adolescents, it is possible to implement effective measures that foster academic engagement in the realm of behavior and emotions, and ultimately improve the academic performance of adolescents.

کلیدواژه‌ها [English]

  • Academic Achievement
  • Academic Engagement
  • Adolescent
  • Cognitive Appraisal
  • Inhibition
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