پیش‌بینی کمک‌طلبی تحصیلی توسط باورهای هوشی با واسطه‌‌گری احساسات شرم و گناه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی دانشگاه شیراز

2 دانشیار گروه روان‌شناسی تربیتی دانشگاه شیراز

چکیده

هدف از پژوهش حاضر، ارائۀ یک مدل علّی از کمک­طلبی تحصیلی و باورهای هوشی براساس نقش واسطه­گری احساسات شرم و گناه به روش تحلیلِ مسیر است. روش: شرکت­کنندگان این پژوهش شامل 213 نفر از دانش­آموزان مقطع متوسطۀ شهرستان لردگان بوده‌اند که به روش خوشه­ای چندمرحله­ای انتخاب شدند و به پرسشنامه­های باورهای هوشی (عبدالفتاح و یتس، 2006)، مقیاس گرایش به شرم و گناه (کوهن، وولف، پنتر و اینسکو، 2011) و مقیاس رفتار کمک­طلبی (ریان و پینتریچ، 1997) پاسخ دادند. مدل پیشنهادی پژوهش، با استفاده از تحلیل مسیر آزمون شد. یافته‌ها نشان داد باور هوشی افزایشی هم به­طورمستقیم و هم با واسطه­گری احساس گناه، پیش­بینی­کنندۀ مثبت معنادار رفتار پذیرش کمک­طلبی تحصیلی است. همچنین باور هوشی ذاتی به­طورمستقیم و با واسطه­گری احساس شرم، اجتناب از کمک­طلبی تحصیلی را به­طور مثبت پیش­بینی کرد. نتیجه­گیری: در مجموع براساس نتایج پژوهش حاضر، کمک­طلبی تحصیلی تحت­تأثیر باورهای هوشی و هیجانات اخلاقی می­باشد.

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