نقش واسطه‌ای رضایت از مدرسه در رابطة بین خودکارآمدی انطباق با پرخاشگری همسالان و اضطراب اجتماعی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه شیراز، شیراز، ایران

2 دانشیار، گروه روان‌شناسی تربیتی، دانشکدة علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

چکیده

هدف پژوهش حاضر، بررسی نقش واسطه‌ای رضایت از مدرسه در رابطة بین خودکارآمدی انطباق با پرخاشگری و اضطراب اجتماعی در دانش‌آموزان دختر و پسر کلاس هشتم دورة متوسطة اول شیراز بود. برای این منظور، 492 دانش‌آموز (254 پسر و 238 دختر) با استفاده از ملاک کلاین (2015) و نیز روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای از مدارس متوسطة اول نواحی چهارگانة شهر شیراز انتخاب شدند و به پرسشنامه‌های خودکارآمدی انطباق با پرخاشگری همسالان سینگ و باسی (2009)، پرسشنامه اضطراب اجتماعی نوجوانان لاگریکا (1998)، و خرده‌مقیاس رضایت از مدرسه مربوط به مقیاس چندبعدی رضایت از زندگی دانش‌آموزان هیوبنر (1994) پاسخ دادند. نتایج، نشان داد اثر مستقیم خودکارآمدی انطباق با پرخاشگری همسالان بر رضایت از مدرسه مثبت و معنا‌دار است. همچنین، مشخص شد که اثر غیر مستقیم خودکارآمدی انطباق با پرخاشگری همسالان بر اضطراب اجتماعی از طریق رضایت از مدرسه معنا‌دار است. بر اساس یافته‌های پژوهش، می‌توان نتیجه گرفت که آموزش مهارت‌های خودکارآمدی انطباقی می‌تواند با افزایش رضایت از مدرسه موجب کاهش اضطراب اجتماعی دانش‌آموزان و افزایش سلامت روان آن‌ها شود.

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