دوره 7، شماره 1 - ( 7-1400 )                   جلد 7 شماره 1 صفحات 194-161 | برگشت به فهرست نسخه ها

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Gravand H, Sabzian S, Mohammadi A. Structural Modeling of Parent-Child Conflict and Academic Engagement in Students: The Mediating Role of Difficulties in Emotion Regulation. FPJ 2021; 7 (1) : 186
URL: http://fpcej.ir/article-1-317-fa.html
گراوند هوشنگ، سبزیان سعیده، محمدی عبداله. مدل‌یابی ساختاری تعارض والد – فرزند و درگیری تحصیلی در دانشجویان با تأکید بر نقش واسطه‌ای دشواری در تنظیم هیجان. آسیب‌شناسی خانواده. 1400; 7 (1) :161-194

URL: http://fpcej.ir/article-1-317-fa.html


1- گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران. ، garavand.h@lu.ac.ir
2- گروه مشاوره، دانشکده علوم انسانی، دانشگاه حضرت معصومه (س)، قم، ایران.
3- دکتری تخصصی، روانشناسی تربیتی، اداره کل آموزش‌وپرورش، سنندج، ایران.
چکیده:   (1270 مشاهده)
درگیری تحصیلی عامل بسیار برجسته‌ای در رسیدن به تجربه یادگیری است که موفقیت تحصیلی دانشجویان را به شکل غیرمستقیم تضمین می‌نماید؛ بنابراین پژوهش حاضر با هدف بررسی نقش واسطه‌ای دشواری در تنظیم هیجان در رابطه‌ی میان تعارض والد فرزند و درگیری تحصیلی صورت پذیرفت. این پژوهش ازنظر هدف کاربردی و ازنظر روش همبستگی از نوع مدل‌سازی معادلات ساختاری بود. جامعه‌ی این پژوهش شامل همه دانشجویان مقطع کارشناسی دانشگاه لرستان به تعداد 7500 دانشجوی کارشناسی در سال تحصیلی 1401-1400 بود. حجم نمونه آماری بر پایه قاعده سرانگشتی کلاین برابر 240 نفر تعیین شد که به روش نمونه‌گیری در دسترس و با پرسشنامه آنلاین انجام شد. ابزارهای مورداستفاده در این پژوهش پرسش‌نامه ارزیابی رابطه والد- فرزند (PSRS؛ Fine, Moreland & Schwebel, 1983)، مقیاس دشواری در تنظیم هیجان-فرم کوتاه (DERS-16؛ Bjureberg et al., 2016( و مقیاس درگیری تحصیلی (AES؛ Reeve & Tseng, 2011 بود. همه تحلیل­ها با استفاده از نرم‌افزارهای بسته آماری برای علوم اجتماعی 22 SPSS- و نرم‌افزار آموس 24 AMOS- انجام شدند. یافته‌ها نشان داد که تعارض والد-فرزند دارای اثر مستقیم و مثبتی بر دشواری در تنظیم هیجان بود (01/0>P، 51/0= β)؛ ولی بر درگیری تحصیلی اثر مستقیم نداشت (05/0<p). همچنین دشواری در تنظیم هیجان دارای اثر منفی بر درگیری تحصیلی بود (01/0>P، 25/0-= β). نتایج غیرمستقیم نشان داد که دشواری در تنظیم هیجان توانست نقش میانجی‌گری در رابطه میان تعارض والد فرزند و درگیری تحصیلی ایفا کند (05/0>P، 13/0-= β)؛ بنابراین هرچه تعارض والد-فرزند بیشتر شود، مشکلات هیجانی جوانان بیشتر می‌شود و دشواری در تنظیم هیجان بالاتر درگیری تحصیلی کمتری را به دنبال دارد.
 
شماره‌ی مقاله: 186
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نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي

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