نقش واسطه ای پذیرش اجتماعی و طرحواره های هیجانی در رابطه بین الگوهای ارتباطی خانواده و انگیزش تحصیلی دانش آموزان متوسطه دوره دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

• طیبه رهسپار ¹
• محمد خیر ¹
• مجید برزگر ¹
• مریم کورش نیا ²

¹ گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

² هیات علمی / دانشگاه آزاد

چکیده

چکیده
هدف از پژوهش حاضر بررسی نقش واسطه ای پذیرش اجتماعی و طرحواره های هیجانی در رابطه بین الگوهای ارتباطی خانواده و انگیزش تحصیلی دانش آموزان بود. روش پژوهش همبستگی از نوع مدل معادلات ساختاری بود. جامعه آماری تمامی دانش‌آموزان متوسطه دوره دوم شهر داراب در سال تحصیلی97-96 بود. نمونه 379 نفر که به روش نمونه‌گیری خوشه‌ای چند ‌مرحله‌ای انتخاب شدند. ابزار مورد استفاده در این پژوهش شامل پرسشنامه های انگیزش تحصیلی والرند و همکاران، پذیرش اجتماعی کراون و مارلو، طرحواره های هیجانی لیهی و الگوهای ارتباطی ریچی و فیتزپاتریک بود. تجزیه و تحلیل داده­ها با استفاده از آزمون معادلات ساختاری نشان داد مدل مورد نظر از برازش مطلوبی برخوردار است. الگوی ارتباطی گفت و شنود به صورت مستقیم تأثیر مثبت و معناداری بر انگیزه تحصیلی دارد. از طرفی الگوی ارتباطی همنوایی تأثیر مستقیم بر انگیزه تحصیلی ندارد و تأثیر آن بر انگیزه تحصیلی از طریق طرحواره‌های هیجانی مثبت و منفی وجود دارد. طرحواره‌های هیجانی منفی هم به صورت مستقیم و هم از طریق پذیرش اجتماعی موجب کاهش انگیزه تحصیلی می‌شود. اما طرحواره هیجانی مثبت تنها به صورت مستقیم موجب افزایش انگیزه تحصیلی می‌شود. در مجموع یافته­ها موید آن بود که پذیرش اجتماعی و طرحواره های هیجانی در رابطه بین الگوهای ارتباطی خانواده و انگیزش تحصیلی دانش آموزان ، نقش واسطه ای داشتند.

کلیدواژه‌ها

• انگیزش تحصیلی
• پذیرش اجتماعی
• طرحواره های هیجانی
• الگوهای ارتباطی خانواده

20.1001.1.22285516.1398.10.38.4.5

موضوعات

• روش ها و مدل های روانشناختی

---

عنوان مقاله [English]

The Mediating Role of Social Acceptance and Emotional Schemain Relationship betweenFamily Communication Patterns and Academic Motivation in High School Students of Second Grade

نویسندگان [English]

• Tayebeh Rahsepar ¹
• Mohammad Khayer ¹
• Majid Barzegar ¹
• Maryam Kouroshnia ²

¹ Department of psychology , marvdasht branch, Islamic azad university, marvdasht, iran

² faculty mamber / Azad university

چکیده [English]

The purpose of this study was investigating the mediating role of social acceptance and emotional schemas in relationship between family communication patterns and academic motivation in students. The research method is descriptive-correlational and structural equation modeling. The statistical population consisted of all high school students studying in the second grade over educational year 2017-2018 in the city of Darab. 379 students were randomly selected through multistage cluster sampling. Vallerlandet. alAcademic Motivation Scale, Marlowe–Crowne Social Acceptance Scale, Leahy Emotional Schema Scale, Richie and Fitzpatrick Family Communication Patterns Scale were administered to collect data. Analyzing data using structural equation modeling indicate that this model has desirable goodness of fit. Conversation pattern has a positive and significant effect on academic motivation directly, while communication pattern conformity has no direct impact on it.The communication pattern conformity affects academic motivation by positive and negative emotional schemas. Negative emotional schema sdecreases academic motivation both directly and via social acceptance. However, positive emotional schemas merely raise academic motivation directly. In general, the findings show that social acceptance and emotional schemas has a mediating role in relationship between family communication patterns and academic motivation in high school students.

کلیدواژه‌ها [English]

• Academic Motivation
• Social Acceptance
• Emotional Schema
• Family Communication Patterns

مراجع

References

Abbasi-Asl, R. ,Naderi, H., and Akbari, A.(2017). Mediating Role of Emotional Intelligence Between Family Communication Patterns and Achievement Motivation Among High School Students. Int J School Health.; 4(3):1-7. (In Persian).

Akomolafe, M.J., Ogunmakin, A.O & Fasooto, G.M. (2013). The role of academic self- efficacy, academic motivation and academic self- concept in predicting secondary school Students academic performance. Journal of Educational and Social Research, 3(2), 335-342.

Bengtsson, B & Ohlsson, B. (2010). The nursing and medical students' motivation to attain knowledge, Nurse Education Today, 30:150–6.

Deci, E.l., & Ryan, R.M. (2000). The "what" and "why" of Goal Pursuits: Human needs and the Self-determination of Behavior. Psychological Inquiry, 11, 227-268.

Fitzpatrick, M. A., & Ritchie, L. D. (1994). Communication schemata within the family: Multiple perspectives on family interaction. Human Communication Research, 20, 275-301.

Fooladvand, K. Farzad, V. Shahraray, M. Sangari, A.(2009). Role of social support, academic stress and academic self-efficacy on mental and physical health. Contemporary Psychology, 4(2): 81-94.

Gopalan V., Juliana Aida Abu Bakar, Abdul Nasir Zulkifli, Asmidah Alwi, and Ruzinoor Che Mat (2017). A review of the motivation theories in learning. AIP Conference Proceedings. American Institute of Physics.

Gurdal, S. , E. Lansford,  J. , Sorbring , E. (2016). Parental perceptions of children´s agency: Parental warmth, school achievement and adjustment. Early Child Dev Care.; 186(8): 1203–1211.

Hydari, S., Samani, S., Sohrabi, N., Mehryar, A. (2019). Structural model of family factors with mediating role of individual factors for students' academic behaviors. , 9(34), 159-174. (In Persian).

Karmi, J. (2012). The Relationship between Meta-Cognitive Beliefs and Social Acceptance with the Preparation for Drug Addiction in University Students. Journal of Psychological Achievements, 19(2), 1-14.

Keael. J. ( 2006 ). Urbon dictionary . Canada publishers.

Koerner, A. F., & Fitzpatrick MA. (2002). you never leave your family in a fight: The impact of families of origins on conflict-behavior in romantic relationships. Communication Studies, 53: 234-51.

Koerner, A. F., & Fitzpatrick, M. A. (1997). Family type and conflict: The impact of conversation orientation and conformity orientation on conflict in the family. Communication Studies, 48, 59-78.

Kouroshnia, M. (2006). Examining theEffect of Family Communications Patterns Dimensions on Children Mental Adjustment. MA thesis, School of Education and Psychology,Shiraz University.

Lavasani, M.G., Weisani, M & Ejei, J. (2011). The role of achievement goals, academic motivation in statistics anxiety: testing a causal model. Procedia - Social Behavioral, 15, 1881–1886. (In Persian).

Lavasani, M.G., Weisani, M & Shariati, F. (2014). The role of achievement goals, academic motivation in statistics anxiety: Testing a causal model. Social and Behavioral Sciences, 114, 933-938. (In Persian).

Leahy, R. L. (2002). Model of emotional schemas. Cognitive and Behavioral Practice, 9, 177–190.

Leahy, R. L.(2010). Emotional schemas and resistance to change in anxiety disorders In D. Sookman, & R. L. Leahy(Ed), Treatment resistant anxiety disorders. New York: Routledge; 135- 60.

Lovoll, H. S. Roysamb E., and Vitterso J. (2017). Experiences matter: Positive emotions facilitate intrinsic motivation. Cogent Psychology, 4:1-15.

Melissa E. DeRosier and Stacey W. Lloyd(2012). The Impact of Children's Social Adjustment on Academic Outcomes.NIH Public Access, 27(1): 25–47.

Nailing, Xia. (2010). Family factors and student outcomes. Rand Corporation, Ph.D. ERIC Document Reproduction Service, Retrieved http://www.eric.ed. gov/ERICPortal/ record Detail? ac cno= EJ302109.

Niakan, Sh. (2012). Family Communications Patterns in Academic Achievement Mediated by Improvement Motivation. MA thesis, Shiraz University. (In Persian).

Parsa, M. (2009). Psychology of Theories Bases Learning. Tehran: Beesat Publication. (In Persian). 

 Perreira, K. M. Fuligni, A.and Potochnick S. (2010). Fitting In: The Roles of Social Acceptance and Discrimination in Shaping the Academic Motivations of Latino Youth in the U.S. Southeast. J Soc Issues. 66(1), 131–153.

Ramesh,S. Samuel H. & RamkumarD. (2016). Achievements of college students. International Journal of Business Management & Research (IJBMR), 6(2): 25-30.

Salehi, S. (2009). Examining the Family Academic Motivation in Different Types of Families in Family Process and Content Model. MA thesis, Shiraz University. (In Persian).

Samani, S. (2002). Examining the Casual Model of Family Cohesion, Emotional Autonomy, and Adjustment. Ph.D. thesis, Shiraz University. (In Persian).

Simpson, W.K & Pychy, T. (2009). Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations. A Personality and Individual Differences, 47, 906–91.

Wentzel, R. K. and Caldwell, K. (1997). Friendships/peer acceptance/ and group membership: Relation to academic achievement in middle school. Child Development, December, 68(6), 1198-1209.