دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی (کمی)

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

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

کلیدواژه‌ها [English]

  • Early Maladaptive Schemas
  • Academic Resilience
  • Cognitive Emotion Regulation
  • Students
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