Razi Journal of Medical Sciences
مجله علوم پزشکی رازی
RJMS
Medical Sciences
http://rjms.iums.ac.ir
39
journal39
2228-7043
2228-7051
en
jalali
1402
4
1
gregorian
2023
7
1
30
4
online
1
fulltext
fa
تدوین مدل علی اضطراب مدرسه بر اساس شایستگی هیجانی با نقش واسطهای فشار تحصیلی بر خود و عزت نفس تحصیلی در دانشآموزان با مشکلات تحصیلی
Development of a Causal Model of School Anxiety Based on Emotional Competence with the Mediating Role of Academic Pressure on Oneself and Academic Self-Esteem in Students with Academic Problems
روانشناسی بالینی
Clinical Psychiatry
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">زمینه و هدف: </span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">اضطراب مدرسه هیجانی منفی میباشد که میتواند مانع از پیشرفت تحصیلی شود. هدف از پژوهش حاضر بررسی نقش میانجی فشار تحصیلی بر خود و عزت نفس تحصیلی در رابطه میان شایستگی هیجانی و اضطراب مدرسه در دانشآموزان دارای مشکلات تحصیلی بود.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">روش کار:</span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> این پژوهش از لحاظ هدف، توسعهای، از لحاظ شیوه اجرا، توصیفی-همبستگی و از لحاظ نوع دادهها، کمی میباشد. جامعه آماری پژوهش کلیه دانشآموزان دارای مشکلات تحصیلی</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> مقطع متوسطه دوم استان کردستان</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> در سال تحصیلی 01-1400 بودند. </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">برای انتخاب حجم نمونه با در نظر گرفتن سطح اطمینان 95/0 (05/0=</span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">α</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">)، توان آزمون 80/0 (</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">20/0</span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">β=</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">)، حداقل اندازه اثر (05/0</span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">R<sup>2</sup>=</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">) و با وجود پنج متغیر پیش بین، اندازه نمونه مناسب توسط نرم افزار </span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">G-power</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> محاسبه و حجم نمونه 343 نفر برآورد شد. روش نمونه گیری هدفمند بود.</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> برای گردآوری دادهها از ابزارهای پرسش نامه شایستگی هیجانی- اجتماعی، پرسش نامه اضطراب مدرسه، پرسش نامه استرس تحصیلی و پرسش نامه ی عزت نفس استفاده شد. جهت تحلیل دادهها از شاخصهای آمار توصیفی شامل میانگین، انحراف معیار، فراوانی و درصد و در آمار استنباطی از، همبستگی پیرسون و معادلات ساختاری با استفاده از نرم افزارهای </span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">SPSS</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> و </span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Smart Pls</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> استفاده شد.</span></span></span></span><span dir="LTR" lang="X-NONE" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">یافتهها:</span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> نتایج نشان داد که ضریب مسیر غیر­مستقیم بین شایستگی هیجانی و اضطراب مدرسه با نقش واسطه­ای عزت­نفس تحصیلی و فشار تحصیلی بر خود در سطح کمتر از 01/0 درصد معنادار است.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">نتیجهگیری:</span></span></span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> نقش واسطهای فشار تحصیلی برخود و عزت نفس تحصیلی در روابط میان متغیرها تایید شد.</span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span></span></span></span><br>
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<div style="text-align: justify;"><span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Background & Aims:</span></span></span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">school anxiety is a negative emotion that can hinder academic progress. The purpose of this study was to investigate the mediating role of academic pressure on oneself and academic self-esteem in the relationship between emotional competence and school anxiety in students with academic problems.</span></span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Situations play a role in the emergence of anxiety. One of these situations is the school and educational environment which is known as school anxiety. In addition to increasing society's costs, school anxiety causes damage caused by failure in students depression truancy and violence . reduced self-esteem reduced self-efficacy and increased fear of failure. reducing self-confidence and motivation . In addition to the mentioned factors, researches have shown the high prevalence of anxiety, for example: 41% of high school students are suspected of having exam anxiety, and the prevalence of exam anxiety in girls (46.5) is higher than in boys (35.7). Another study that was conducted on 2435 English students showed that 16.4% of this sample had severe anxiety, the share of girls was 22.5 and the share of boys was 10.3. In Jordan, the results of a study showed that 42.1% of students have anxiety.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">However, it is essential to pay attention to the underlying factors that cause school anxiety in order to effectively deal with it. In this regard, one of the factors that can lead to anxiety is the cognitions or one's thoughts and attitudes. are the basis of emotions and emotions such as anxiety . For example: the presence of thoughts of "being punished" will cause anxiety in the student . But the existence of individual competencies will act as a protective factor against negative emotions for example: emotional and social competencies are among the factors that can act as protectors . Emotional competence refers to the way people deal with interpersonal and intrapersonal emotional information, in fact, emotional competence means: identifying, expressing, understanding, regulating and using one's own or others' emotions. Increasing emotional competence ultimately reduces academic anxiety. Therefore, it can be said that the student's knowledge plays a central role in his academic success and failure. Therefore, a student who has cognitions based on the feeling of pressure on himself or stress in relation to education and the learning environment, can experience a decline in academic performance. The systematic research of Wachiz (2020) showed that academic stress and pressure is more among women than men, and getting rid of negative cognitions is associated with reducing academic stress and pressure. On the other hand, Makow's study (2021) showed that there is an inverse relationship between academic pressure and competence, which means that the higher the competence, the lower the academic pressure. Considering the importance of cognitions, a person's perceptions of his abilities are of great importance in school success and anxiety, this is known as academic self-esteem, and the relationship between academic self-esteem and anxiety and academic success in research Various studies have been shown . based on these studies, there is a two-way relationship between self-esteem and anxiety that can predict each other.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">According to the theory of self-determination, meeting people's need for competence leads to an increase in mental well-being, emotional adjustment and psychological health. also meeting people's need for competence causes them to pursue more goals, which ultimately leads to academic progress. will be, becomes . Therefore, if people's need for competence is not met, it is likely that the ground for academic failures and failure in achieving goals will be provided, therefore, paying attention to competence is of fundamental importance because it is one of the basic issues of success and achieving goals, hence knowing the relationships And its theoretical foundations are important, however, the relationship between emotional competence and school anxiety is not only a linear and two-way relationship, but there are other variables in between, which according to the theory of self-determination and the existence of a research gap.</span></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Methods</span></span></span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">:</span></span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"> This research is developmental in terms of purpose, descriptive-correlation in terms of execution method, and quantitative in terms of data type. The statistical population of the research was all students with academic problems in the second secondary level of Kurdistan province in the academic year of 1400-1401. To select the sample size, taking into account the confidence level of 0.95 (α=0.05), the power of the test 0.80 (β=0.20), the minimum effect size (R2=0.05) and with the presence of five predictive variables , the appropriate sample size was calculated by G-power software and the sample size was estimated to be 343 people. The sampling method was purposive. To collect data, the following instruments were used: social-emotional competence questionnaire, school anxiety questionnaire, academic stress questionnaire and self-esteem questionnaire. In order to analyze the data, descriptive statistics indices including: mean, standard deviation, frequency and percentage were used and in inferential statistics, Pearson correlation and structural equations were used using spss and Smart Pls software. </span></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Results</span></span></span></span></b><b><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">:</span></span></span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The results showed that the coefficient of the indirect path between emotional competence and school anxiety with the mediating role of academic self-esteem and academic pressure on oneself is significant at a level of less than 0.01%. </span></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><b><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Conclusion:</span></span></span></span></b> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Since every research has limitations, on this basis, the limitations of the current research include: This research was conducted in Kurdistan province and with the demographic characteristics mentioned in the description of the sample, so in the generalizations of this research, attention should be paid to social-cultural similarities. In order to measure the variables of the research, self-assessment questionnaires were used, the statistical population of the research was teenagers, according to the special characteristics of this period of evolution, this limitation should be included in the generalizations when generalizing the findings of this study to other age groups. Considering that 81% of the sample is made up of women, caution should be taken in generalizing the findings to the male community. In line with these limitations, it is suggested that: the current research be repeated with the statistical population and other age groups, in other cities, using the interview tool, it is also suggested to counselors and psychologists, according to the results of the current research and identifying the influencing variables on teenage students should be the basis for psychotherapy interventions, counseling and training of students with academic problems individually and in groups.</span></span></span></span></span></span></span></span></span></span><br>
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شایستگی هیجانی, فشار تحصیلی بر خود, عزت نفس تحصیلی, اضطراب مدرسه, مشکلات یادگیری
Emotional Competence, Academic Pressure on Oneself, Academic Self-Esteem, School Anxiety, Learning Problems
116
127
http://rjms.iums.ac.ir/browse.php?a_code=A-10-7247-1&slc_lang=fa&sid=1
Dalir
Qadri
دلیر
قادری
dler.ghaderi1362@gmail.com
3900319475328460076859
3900319475328460076859
No
PhD Student of Psychology, Islamic Azad University, Sanandaj branch, Iran
دانشجوی دکتری روانشناسی، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
Maryam
Akbari
مریم
اکبری
Akbari@iausdj.ac.ir
3900319475328460076860
3900319475328460076860
Yes
Assistant Professor, Department of Psychology, Sanandaj Branch, Islamic Azad University, Iran
گروه روانشناسی، واحد سنندج،دانشگاه آزاد اسلامی،سنندج،ایران
Qumarth
Karimi
کیومرث
کریمی
3900319475328460076861
3900319475328460076861
No
Assistant Professor, Department of Psychology, Mahabad Branch, Islamic Azad University, Iran
گروه روانشناسی، واحد مهاباد، دانشگاه آزاد اسلامی، مهاباد، ایران