Razi Journal of Medical Sciences

fa بررسی نقش واسطه‌گری تاب آوری تحصیلی بین رابطه حمایت تحصیلی با بهزیستی تحصیلی Investigating the Mediating Role of Academic Resilience between the Relationship between Academic Support and Academic Well-Being روانشناسی بالینی Clinical Psychiatry پژوهشي Research زمینه و هدف: بهبودی بهزیستی تحصیلی در دانش آموزان از عوامل مهم افزایش عملکرد تحصیلی می‌باشد؛ بنابراین پژوهش حاضر به منظور بررسی نقش واسطه&rlm;گری تاب&rlm;آوری تحصیلی در رابطه&rlm;ی بین حمایت تحصیلی با بهزیستی تحصیلی انجام شد. روش کار: مطالعه حاضر بر روی 540 نفر از دانش آموزان دختر و پسر دوره متوسطه شهر شیراز در سال تحصیلی (1401-1400) انجام گرفت. اعضای نمونه با استفاده از روش نمونهگیری خوشهای چند مرحلهای انتخاب شدند به این صورت بود که ابتدا از بین تمامی مدارس متوسطه به طور تصادفی چهار مدرسه دخترانه و چهار مدرسه پسرانه و در مرحله دوم از هر مدرسه دو کلاس به صورت تصادفی (تعداد 16 کلاس) انتخاب شدند و مقیاسهای حمایت تحصیلی (ساندز و پلانکت، 2005)، تاب&rlm;آوری تحصیلی (کسیدی، 2016)، بهزیستی تحصیلی (تومینین- سوینی و همکاران، 2012) تکمیل نمودند. پس از جمعآوری دادهها، ارزیابی مدل پیشنهادی با روش معادلات ساختاری و استفاده از برنامه ایموس، انجام گرفت. یافته ها: نتایج تحلیل دادهها نشان که تاب&rlm;آوری تحصیلی بین حمایت تحصیلی و بهزیستی تحصیلی نقش واسطه&rlm;گری دارد (008/0=p، 09/0 =β). نتیجه گیری: به طور کلی می‌توان بیان داشت که حمایت تحصیلی (والدین، معلمان و همسالان) دانش آموزان را در جهت کسب تاب آوری تحصیلی و انعطاف پذیری در مقابل مشکلات و چالشهای تحصیلی آماده می&lrm;سازد و پس از کسب این مولفه روان&rlm;شناختی، دانش آموزان مشتاقانه نسبت به تحصیل و یادگیری عمل میکنند و در نهایت بهزیستی تحصیلی را تجربه می&rlm;نمایند.   Background & Aims: One of the goals and tasks of the educational system is to create a foundation for the all-round development of a person and the education of healthy, efficient, and responsible people to play a role in personal and social life. Therefore, under the title of the fundamental pillar of the country's education system, students have a special role and position in achieving the goals of the education system, paying attention to this segment of society from the point of view of education and upbringing will lead to greater fertility and prosperity of the education system of the society. It will be since well-being is an important indicator for various educational outcomes, and also considering the centrality of school in the lives of teenagers, it is logical that it is important to investigate the educational well-being that shows the relationship between well-being and educational variables. To solve this problem and the damage caused by it, the academic and emotional functions were linked together, and based on this, the academic well-being structure was created to create a relationship between the emotional and academic functions, improving the relationship between the school learner and creating progressive parallel changes. It was investigated in the learner and the learning environment, in the community of students. The academic well-being of students is one of the important concepts in the research field of the education system because this concept is the key to understanding and recognizing a wide range of students' behaviors and has a significant impact on their academic success and performance. Studies have shown that people in the same conditions and environments do not have the same well-being and individual differences play an important role in this. In other words, well-being emerges from the interaction of several factors, including environment, individual, and personality. In recent years, in this field, new approaches with the influence of positive psychology emphasize the capabilities and functions, and individual characteristics of people, among which academic resilience can be mentioned. In general, resilience can be considered as adapting to the challenge and pressure and overcoming it, as well as being strengthened through the experiences of these challenges, which can increase a person's inner ability and social skills. Academic resilience refers to academic progress despite challenging conditions in the educational process. In educational environments, resilience is considered as a very high probability of success in school and other life successes despite environmental difficulties. On the other hand, one of the variables affecting academic well-being is academic support. The issue of academic support for students is multi-dimensional. The role of teachers, parents, and peers provide academic support, each of them alone and about each other, play an important role in the quality and quantity of students' academic activities. The support of teachers and peers has led to a positive perception of the school atmosphere, which is associated with a sense of security, justice, and academic well-being. Based on this, academic support for students is not only limited to the teacher's activities in the classroom but also the peer group, and each parent as a source of support can play a decisive role in academic support for students. Academic support improves students' performance because it provides expectations and values in the classroom for students and encourages students' efforts to achieve these values and expectations. While trying, the student has enough security and does not see himself under threat from the environment, and feels valuable. These feelings and performances are not achieved only by the type of teacher's behavior, but these cases are the result of a set of elements that interact with each other. To be based on this, the current research aimed to investigate the antecedent factors affecting academic well-being and its improvement, and sought to investigate and present a model for academic well-being based on academic support and academic resilience. Methods: The present study was conducted on 540 male and female high school students in Shiraz in the academic year (2021-2022). The sample members were selected using the multi-stage cluster sampling method. First, four girls and four boys' schools were randomly selected from among all secondary schools, and in the second stage, two classes were selected from each school. They were randomly selected (16 classes) and completed the scales of academic support (Sands and Plunkett, 2005), academic resilience (Cassidy, 2016), and academic well-being (Tominin-Sweeney et al., 2012). After collecting the data, the evaluation of the proposed model was done with the method of structural equations and using the Imus program. Results: The results of the data analysis show that academic resilience plays a mediating role between academic support and academic well-being (p = 0.008, β = 0.09). Conclusion: In general, it can be stated that academic support (parents, teachers, and peers) prepares students to acquire academic resilience and flexibility in the face of academic problems and challenges, and after acquiring this component Psychologically, students act enthusiastically toward education and learning and finally experience academic well-being. In the field of research limitations, it can be mentioned that due to the spread of the coronavirus and the increase in virtual education and teaching in all schools, caused limitations in data collection (such as sampling). In addition, considering that the tools and their completion were done by students in the virtual space, it is possible that the accuracy of the information has decreased, so the use of other methods of information collection such as interviews and observations as well as face-to-face implementation it can provide more complete information about research variables. In addition, the society and the sample of the present study consist of female and male students of Shiraz schools, so it is prudent to generalize the results to other communities such as students from other cities, students, and other community members. According to the results of this research in the field of application, the findings of this research can provide important information for educational officials. One of the findings of this research was the effect of academic support on resilience and academic well-being. Therefore, educational officials are expected to provide environments so that people can express their opinions easily and have sincere relationships with peers, parents, and teachers. This feature leads to the fact that people can create resilience and academic well-being in themselves. Considering the effect of academic resilience on academic well-being, it can be stated that in order for students to experience the well-being necessary for their studies and finally reach academic well-being, they need the educational environment to provide them with challenges to create the limit of their abilities so that they can experience academic resilience by dealing with those challenges. In the field of research proposals, it was also found that the test of other exogenous and intermediary variables in the form of the model tested in this research can expand and develop the existing knowledge about well-being. It should be noted that in the current research, individual and social characteristics have been discussed, and therefore, it is necessary to investigate other situational, cognitive, and emotional variables.   حمایت تحصیلی, تاب آوری تحصیلی, بهزیستی تحصیلی Academic Support, Academic Resilience, Academic Well-Being 347 356 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7320-1&slc_lang=fa&sid=1 Najmeh Shamekhi نجمه شامخی 3900319475328460082013 3900319475328460082013 No Ph.D Student ,Department of Educational Psychology, Marvdasht Branch , Islamic Azad University, Marvdasht ,Iran دانشجوی دکتری، گروه روانشناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Maryam Kouroshnia مریم کوروش نیا Maryam_kouroshnia@miau.ac.ir 3900319475328460082014 3900319475328460082014 Yes Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Majid Barzegar مجید برزگر 3900319475328460082015 3900319475328460082015 No Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Nadereh Sohrabi نادره سهرابی 3900319475328460082016 3900319475328460082016 No Assistant Professor, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Fars, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران