روابط ساختاری اضطراب امتحان بر پایه خودپنداره تحصیلی با تأکید بر نقش میانجی راهبردهای سازش نایافته تنظیم شناختی هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجو ارشد روانشناسی، گروه روانشناسی بالینی، دانشگاه خوارزمی، تهران، ایران

2 دانشیار، گروه روانشناسی بالینی، دانشگاه خوارزمی، تهران، ایران.

3 استاد، گروه روانشناسی بالینی، دانشگاه خوارزمی، تهران، ایران

چکیده

چکیده
مقدمه: هدف از این پژوهش بررسی روابط ساختاری اضطراب امتحان بر پایه خودپنداره تحصیلی با تأکید بر نقش میانجی راهبردهای سازش نایافته تنظیم شناختی هیجان بود.
روش:پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعه آماری این پژوهش را کلیه دانش­ آموزان پسر دوره دوم متوسطه شهر تهران در سال تحصیلی 1400-1399 تشکیل دادند که تعداد 456 نفر به روش نمونه ‏گیری در دسترس و به شیوه آنلاین انتخاب و در این پژوهش شرکت کردند. ابزارها شامل سیاهه اضطراب امتحان، سیاهه خودپنداره تحصیلی، فرم کوتاه پرسشنامه راهبردهای تنظیم شناختی هیجانی بود. داده‌های پژوهش با استفاده از روش همبستگی پیرسون و معادلات ساختاری با نرم‌افزارهای SPSS نسخه 24 و AMOS بررسی شدند.
یافته­ ها: خودپنداره تحصیلی و راهبردهای سازش نایافته تنظیم شناختی هیجان، رابطه‌ مستقیم و معنادار با اضطراب امتحان داشتند(0/05>p). همچنین، تنظیم شناختی هیجان سازش نایافته نیز نقش میانجی در رابطه بین و خودپنداره تحصیلی با اضطراب امتحان دانش­آموزان داشت (0/05>p).
نتیجه ­گیری: خودپنداره تحصیلی با میانجی­گری راهبردهای تنظیم شناختی هیجان سازش نایافته دانش‏آموزان می‏تواند بر اضطراب امتحان آنان اثرگذار باشد. لذا پیشنهاد می‏شود مداخلات مبتنی بر خودپنداره تحصیلی و مداخلات مبتنی بر تنظیم شناختی هیجان در درمان اضطراب امتحان دانش‏آموزان مورد توجه قرار گیرد.

کلیدواژه‌ها

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