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
7
1
gregorian
2023
10
1
30
7
online
1
fulltext
fa
طراحی مدل بهزیستی روانشناختی دانشآموزان بر اساس ویژگیهای شخصیتی و حمایت اجتماعی ادراک شده با میانجیگری تابآوری و خودکارآمدی در شرایط کووید-19
Designing a Model of Students' Psychological Well-Being Based on Personality Traits and Perceived Social Support with the Mediation of Resilience and Self-Efficacy in the Conditions of Covid-19
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:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">زمینه و هدف: </span></span></span></span></b><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">بدون توجه به سلامت روان و بالاتر از آن بهزیستی روانشناختی افراد، جامعه در رسیدن به سلامت موفق نمی­شوند. هدف پژوهش حاضر طراحی مدل بهزیستی روانشناختی دانشآموزان براساس ویژگیهای شخصیتی و حمایت اجتماعی ادراک شده با میانجیگری تابآوری و خودکارآمدی در شرایط کووید 19 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:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">روش کار:</span></span></span></span></b><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"> جامعه آماری پژوهش حاضر شامل کلیه دانشآموزان دختر دوره متوسطه دوم آموزش و پرورش منطقه 2 شهر تهران در سال تحصیلی 1400-1399 بود که نمونهای به حجم 400 نفر با روش نمونهگیری خوشهای چندمرحلهای از آنها انتخاب شدند. سپس افراد نمونه پرسشنامه بهزیستی روانشناختی ریف (1989)، پرسشنامه پنج عاملی نئو (</span></span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">NEO-FFI-R</span></span></span></span><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">) مک کری و کاستا (2008)، مقیاس حمایت اجتماعی ادراک شده چندبعدی (زیمت، داهلم، زیمت و فارلی، 2012)، مقیاس خودکارآمدی عمومی شرر و همکاران (1982)، و مقیاس تاب­آوری کانر و دیویدسون (2003) را تکمیل کرده و داده ها با استفاده از نرم افزارهای</span></span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> SPSS </span></span></span></span><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">و </span></span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">AMOS </span></span></span></span><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"> و با روش مدل یابی معادلات ساختاری مورد تجزیه و تحلیل قرار گرفتند</span></span></span></span><span dir="LTR" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><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:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">یافتهها:</span></span></span></span></b><b> </b><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black">نتایج نشان داد که ویژگیهای شخصیتی و ادراک حمایت اجتماعی هم به طور مستقیم و هم به صورت غیرمستقیم، از طریق تقویت خودکارآمدی و تاب آوری در دانش آموزان، بهزیستی روانشناختی آنها را بهبود می بخشند. </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:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:#0070c0">نتیجه ­گیری:</span></span></span></span></b><span lang="FA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"B Mitra""><span style="color:black"> یافتههای این پژوهش میتواند مورد استفاده والدین، معلمان و سایر دست اندرکاران تعلیم و تربیت جهت ارتقای سلامت روانی و بهزیستی روانشناختی فراگیران قرار بگیرد.</span></span></span></span></span></span></span></span></span></span></span></span></div>
<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:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Background & Aims:</span></span></span></span></b> <span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">Researchers believe that creating psychological well-being and inner and stable happiness leads people to greater success, healthier social relationships, and finally higher mental and physical health (1). In this context, research results also show a positive relationship between psychological well-being and academic performance (2). On the other hand, the spread of Covid-19 in Wuhan, China and its epidemic all over the world inevitably caused many changes in people's lifestyles, the anxiety caused by the possibility of contracting this disease caused the formation of social distance between people and reduced communication between them. especially students). Since the need to connect is one of the essential needs for people's mental health, this has affected the psychological well-being of students more (3). Another psychological construct that is one of the most prominent variables in positive psychology and is likely to predict students' psychological well-being is resilience. Resilience is the process or ability to adapt oneself to failures, calamities, life conflicts and challenging events and overcome them. Resilient people show positive adaptive behavior when facing adverse conditions and stressful situations (6). According to research results, another factor that affects the academic and social life of students is self-efficacy (12). Self-efficacy is one of the important and effective concepts in Bandura's cognitive-social theory. In Bandura's system, self-efficacy refers to feelings of sufficiency, competence and ability to cope with life (2). On the other hand, one of the most important social factors related to psychological well-being is the perception of social support. Perceived social support is a concept that refers to people's subjective evaluations of supportive relationships and behaviors. Among other reasons for the correctness of this result, we can point to the fact that in the course of interactions and social support, a person uses methods He becomes aware of the effectiveness of others in life, and with this cognitive capital, he can establish positive practices and pleasant behaviors for a satisfying life (14). Therefore, the basic problem of the current research is to find an answer to the question of whether the model of students' psychological well-being based on personality traits and perceived social support with the mediation of resilience and self-efficacy has a good fit with the data?</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:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Methods: </span></span></span></span></b><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">To conduct this descriptive-correlational research, which was conducted using the statistical method of structural equation modeling, he has the code of ethics IR.IAU.ARAK.REC.1400.004 approved by the Islamic Azad University of Arak Branch. 400 female students of the second secondary education in the 2nd district of Tehran in the academic year of 1399-1400 were selected as a sample using the multi-stage cluster sampling method. Then Riff psychological well-being questionnaire (1989), NEO-FFI-R five-factor questionnaire (NEO-FFI-R) by McCree and Costa (2008), multidimensional perceived social support scale (Zimmet, Dahlem, Zimet and Farley, 2012), Scherer's general self-efficacy scale and colleagues (1982), and completed the Connor and Davidson (2003) resilience scale, and after entering the data into SPSS software, the data were analyzed using the structural equation modeling method and using AMOS software. were analyzed.</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:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Results: </span></span></span></span></b><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">As can be seen in Table 2, the fit indices, such as the chi-square ratio to the degree of freedom (df/χ²) with a value of 3.52, the incremental fit index (IFI) with a value of 0.97, the comparative fit index (CFI) ) with a value of 0.95, goodness-of-fit index (GFI) with a value of 0.92, Tucker-Lewis index (TLI=0.91), adjusted goodness-of-fit index (AGFI=0.89) and root mean square error of approximation ( RMSEA) with a value of 0.06 indicates a good fit of the proposed model with the data. In addition, as seen in diagram 1, the coefficients of the direct path and their direction have been determined, and these coefficients are significant at the minimum level (</span></span></span></span><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:Symbol"><span style="color:black">a</span></span></span></span><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> ≥ 0.05). Also, the diagram of the proposed model of the current research shows that the predictor variables explain 90% of the variance of the dependent variable (psychological well-being), which indicates the high predictive power of the model variables in predicting psychological well-being. As shown in Table 3, the path coefficients (ß) and the significance level of each of them (p) are given, all of which are significant at the minimum level (</span></span></span></span><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:Symbol"><span style="color:black">a</span></span></span></span><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black"> ≥ 0.05). In this table, the highest beta coefficient (ß) is related to the path of resilience to psychological well-being (ß = 0.64, p < 0.001), and the lowest beta coefficient (ß) is related to the path of personality traits to self-efficacy. β = 0.17, p = 0.002).</span></span></span></span><span style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><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:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0">Conclusion: </span></span></span></span></b><span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">The results of the present study showed that the proposed model of students' psychological well-being based on personality traits and perceived social support with the mediation of resilience and self-efficacy in the conditions of covid-19 had a favorable fit with the data. In general, the predictor variables have explained about 90% of the variance of the dependent variable (psychological well-being) in the present study. In explaining this pattern, it can be said that personality traits, as one of the important components of individual differences, can play an essential role in how to engage, search and pursue experiences. Also, extroversion as one of the personality traits provides the context for social interaction; As a result, one's social skills are strengthened and finally, by reducing the feeling of loneliness, one's happiness and psychological well-being are strengthened. It can be said that neurotic people constantly experience lower quality of life and, as a result, lower psychological well-being due to having characteristics such as high anxiety, low self-esteem, and severe depression (22). </span></span></span></span> <span lang="EN" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:black">Also, according to the findings of the current research, social support has a causal relationship with psychological well-being both directly and indirectly - through resilience and self-efficacy. In explaining this finding, it can be said that the people around you can be different sources of social support in different ways. have a major impact on the student's sense of well-being. In other words, among the effective factors in mental well-being is the social network with which a person is connected and supported by it; The support received from this network plays a very important role in the way a person interacts with himself and the environment. In the case of students, family, friends and school are the most important elements of this network and play an important role in overcoming problems and positively evaluating themselves and their lives (26).</span></span></span></span><span dir="RTL" lang="AR-SA" style="font-size:9.5pt"><span style="line-height:115%"><span style="font-family:"Arial",sans-serif"><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:9.5pt"><span style="line-height:115%"><span style="font-family:"Times New Roman",serif"><span style="color:#0070c0"></span></span></span></span></b></span></span></span></span></span></span></div>
<div style="text-align: justify;"></div>
بهزیستی روانشناختی, ویژگیهای شخصیتی, حمایت اجتماعی ادراک شده, خودکارآمدی, تاب آوری, دانشآموزان,کووید- 19
Psychological Well-Being, Personality Traits, Perceived Social Support, Self-Efficacy, Resilience, Students, Covid-19
1
11
http://rjms.iums.ac.ir/browse.php?a_code=A-10-7345-1&slc_lang=fa&sid=1
Nahideh
Dorostkar
ناهیده
درستکار
3900319475328460077982
3900319475328460077982
No
PhD Student, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran
دانشجوی دکتری، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
Saeed
Moosavipour
سعید
موسوی پور
S-moosavipour@arak.ac.ir
3900319475328460077983
3900319475328460077983
Yes
Associate Professor, Department of Psychology, Faculty of Humanities, Arak University, Arak, Iran
دانشیار، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
Zabih
Pirani
ذبیح
پیرانی
3900319475328460077984
3900319475328460077984
No
Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran
استادیار، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
Firoozeh
Zangeneh Motlagh
فیروزه
زنگنه مطلق
3900319475328460077985
3900319475328460077985
No
Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran
استادیار، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران