نقش تعدیل‌گری جنسیت در پیوند میان خودشیفتگی سالم و خودشیفتگی بیمارگونه با خودکارآمدی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی تربیتی، دبیر آموزش و پرورش

2 دانشیار، گروه روانشناسی تربیتی، دانشگاه پیام نور، تهران، ایران.

3 دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران.

چکیده

هدف: پژوهش حاضر با هدف بررسی رابطه‌ خودشیفتگی سالم و بیمارگونه با خودکارآمدی تحصیلی دانش‌آموزان و نقش تعدیل­کننده جنسیت در این رابطه انجام شد.
روش شناسی: پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان مقطع متوسطه اول شهرستان میاندوآب در سال تحصیلی 98- 1397 بودند. از بین آن‌ها تعداد 369 دانش‌آموز با روش نمونه‌گیری خوشه‌ای چند‌مرحله‌ای وارد پژوهش شدند. داده‌های پژوهش با استفاده از پرسشنامه خودکارآمدی تحصیلی جینکز و مورگان (1999) پرسشنامه خودشیفتگی نهان ‌بیمارگونه (2013) و پرسشنامه‌ خودشیفتگی آشکار سالم (2013) گردآوری شدند. داده­ها با استفاده از روش روش معادلات ساختاری با تکنیک تحلیل گرو‌ه‌های چندگانه تجزیه و تحلیل شدند.
یافتهها: نتایج پژوهش نشان داد که خودکارآمدی تحصیلی با خودشیفتگی سالم رابطه‌ مثبت و معنادار و با خودشیفتگی بیمارگونه رابطه‌ منفی و معنادار دارد. متغیر جنسیت در رابطه بین خودشیفتگی سالم با خودکارآمدی تحصیلی اثر تعدیل‌کننده نداشت و در ارتباط خودشیفتگی بیمارگونه با خودکارآمدی تحصیلی در پسران، نه دختران، نقش تعدیل­کننده داشت.
بحث و نتیجه‌گیری: بر اساس یافته های پژوهش انواع خودشیفتگی اثرات متفاوتی بر خودکارآمدی تحصیلی دانش‌آموزان دارد که میزان این اثر در دانش‌آموزان دختر و پسر با هم متفاوت است. با توجه به پیچیدگی حوزه خودشیفتگی لازم است مشاوران، روانشناسان و معلمان اطلاعات بیشتری در این زمینه کسب کنند.

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