جامعه شناسی آموزش و پرورش

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رابطه طرحواره‌های ناسازگار اولیه با تاب‌آوری تحصیلی در دانشجویان: نقش میانجی‌گری تنظیم شناختی هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.

2 استادیار، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران. (نویسنده مسئول).

3 استادیار، گروه مشاوره، دانشکده علوم‌تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.

10.22034/ijes.2022.555030.1313

چکیده

هدف: تاب‌آوری تحصیلی نقش مهمی در سایر عملکردهای تحصیلی دارد. در نتیجه، هدف این پژوهش تعیین رابطه طرحواره‌های ناسازگار اولیه با تاب‌آوری تحصیلی با نقش میانجی‌گری تنظیم شناختی هیجان در دانشجویان بود.
روش‌شناسی: این مطالعه مقطعی از نوع همبستگی بود. جامعه پژوهش دانشجویان کارشناسی و کارشناسی ارشد شهر تهران در سال تحصیلی 400-1399 بودند. حجم نمونه بر اساس نظر Kline (2015) 201 نفر تعیین که این تعداد با روش نمونه‌گیری در دسترس انتخاب شدند. ابزارهای پژوهش فرم کوتاه مقیاس طرحواره‌های ناسازگار اولیه Young (1994)، پرسشنامه تاب‌آوری تحصیلی Samuels (2009) و مقیاس تنظیم شناختی هیجان Garnefski, Kraaij and Spinhoven  (2001) بود و داده‌های حاصل از اجرای آنها با روش تحلیل مسیر در نرم‌افزارهای SPSS-26 و AMOS-24 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که مدل طرحواره‌های ناسازگار اولیه با تاب‌آوری تحصیلی با نقش میانجی‌گری تنظیم شناختی هیجان در دانشجویان برازش مناسبی داشت. هر پنج طرحواره ناسازگار اولیه شامل جدایی و طرد، خودگردانی مختل، محدودیت‌های مختل، دیگر جهت‌مندی و گوش‌به‌زنگی افراطی بر تنظیم شناختی هیجان سازگار و تاب‌آوری تحصیلی دانشجویان اثر مستقیم و منفی و بر تنظیم شناختی هیجان ناسازگار آنان اثر مستقیم و مثبت داشت و علاوه بر آن، تنظیم شناختی هیجان سازگار بر تاب‌آوری تحصیلی دانشجویان اثر مستقیم و مثبت و تنظیم شناختی هیجان ناسازگار بر تاب‌آوری تحصیلی آنان اثر مستقیم و منفی داشت (01/0P<). همچنین، هر پنج طرحواره ناسازگار اولیه با میانجی‌گری تنظیم شناختی هیجان سازگار بر تاب‌آوری تحصیلی دانشجویان اثر غیرمستقیم و منفی و با میانجی‌گری تنظیم شناختی هیجان ناسازگار بر تاب‌آوری تحصیلی آنان اثر غیرمستقیم و منفی داشت (01/0P<).
بحث و نتیجه‌گیری: طبق نتایج پژوهش حاضر، برای افزایش تاب‌آوری تحصیلی در دانشجویان می‌توان طرحواره‌های ناسازگار اولیه و تنظیم شناختی هیجان ناسازگار را کاهش و تنظیم شناختی هیجان سازگار را افزایش داد که برای این منظور می‌توان از برنامه‌های فرزندپروری و کارگاه‌های آموزشی استفاده کرد

کلیدواژه‌ها

عنوان مقاله [English]

The Relationship of Early Maladaptive Schemas and Academic Resilience in Students: The Mediating Role of Cognitive Emotion Regulation

نویسندگان [English]

  • Maliheh Hosseini abrishami 1
  • Zahra Hashemi 2
  • Abbas Abdollahi 3

1 MsC. Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

2 Assistant professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

3 Assistant professor, Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

چکیده [English]

Purpose: Academic resilience plays an important role in other academic functions. As a result, the aim of this research was determine the relationship of early maladaptive schemas and academic resilience with the mediating role of cognitive emotion regulation in students.
Methodology: This was a cross-sectional correlational study. The research population was bachelor and masters students of Tehran city in the 2020-21 academic years. The sample size based on Kline's opinion (2015) was determined 201 people which this number was selected with using available sampling method. The research tools were the Young short form early maladaptive schemas scale (1994), Samuels’s academic resilience questionnaire (2009) and Garnefski, Kraaij and Spinhoven cognitive emotion regulation scale (2001) and the data obtained from their implementation were analyzed with the path analysis method in SPSS-26 and AMOS-24 software.
Findings: The findings showed that the model of early maladaptive schemas with academic resilience with the mediating role of cognitive emotion regulation in students had a good fit. all five early maladaptive schemas including disconnection and rejection, impaired autonomy, impaired limits, other directedness and over vigilance had a direct and negative effect on the students' adaptive cognitive emotion regulation and academic resilience and had a direct and positive effect on the their maladaptive cognitive emotion regulation and in addition, adaptive cognitive emotion regulation had a direct and positive effect on students' academic resilience and maladaptive cognitive emotion regulation had a direct and negative effect on their academic resilience (P<0.01). Also, all five early maladaptive schemas had an indirect and negative effect on the students' academic resilience through the mediation of adaptive cognitive emotion regulation and had an indirect and negative effect on their academic resilience through the mediation of maladaptive cognitive emotion regulation (P<0.01).
Conclusion: According to the results of the present research, to increase academic resilience in students, it is possible to reduce the early maladaptive schemas and maladaptive cognitive emotion regulation and increase the adaptive cognitive emotion regulation, for this purpose can be used from parenting programs and educational workshops

کلیدواژه‌ها [English]

  • Early Maladaptive Schemas
  • Academic Resilience
  • Cognitive Emotion Regulation
  • Students
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جامعه شناسی آموزش و پرورش
دوره 8، شماره 2 - شماره پیاپی 2
اسفند 1401
صفحه 187-198
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  • تاریخ دریافت: 12 خرداد 1401
  • تاریخ بازنگری: 25 مرداد 1401
  • تاریخ پذیرش: 16 شهریور 1401
  • تاریخ اولین انتشار: 16 شهریور 1401
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