Razi Journal of Medical Sciences

fa مدل ساختاری بهزیستی تحصیلی براساس جو آموزشی خلاق با نقش واسطه‌ای خودپنداره تحصیلی در دانش‌آموزان متوسطه در شهر شیراز Structural Model of Academic Well-Being based on Creative Educational Atmosphere with the Mediating Role of Academic Self-Concept in Secondary School Students in Shiraz City روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: با توجه به گسترش روزافزون پیشرفت‌های علمی و گرایش سازمان‌ها و ارگان‌های دولتی و خصوصی به جذب افراد متخصص، افراد هر جامعه به سمت مراکز آموزشی روی آورده‌اند. مساله پیشرفت تحصیلی در مدارس از جمله مسائلی است که ذهن رهبران و مدیران جامعه و در نتیجه محققان را به خود جلب کرده است. پیشرفت تحصیلی و مسایل مربوط به آن یکی از دغدغه‌های اصلی نظام آموزش و پرورش کشورهاست چرا که مسئولین و تصمیم گیرندگان سیاسی، اقتصادی، فرهنگی و اجتماعی در سراسر دنیا توسعه و پیشرفت جامعه‌شناسان را در توسعه و پیشرفت نظام آموزشی می‌دانند و این توسعه و پیشرفت از طریق پیشرفت تحصیلی دانش‌آموزان در مدرسه و کلاس درس عملیاتی می‌گردد. یکی از اهداف آموزش و پرورش، تربیت خلاقیت در دانش&lrm;آموزان است. خلاقیت می&rlm;تواند زمینه را برای بقاء و سازگاری انسان فراهم آورد. هدف از پژوهش حاضر بررسی ارتباط بین جو آموزشی خلاق و بهزیستی تحصیلی با نقش واسطه&rlm;گری خودپنداره تحصیلی بود. روش کار: برای بررسی این هدف از روش مدل معادلات ساختاری بهره گرفته شد. تعداد 540 نفر از دانش&rlm;آموزان متوسطه دوم شهر شیراز در این پژوهش به روش نمونه&lrm;گیری تصادفی انتخاب شدند و به سه مقیاس بهزیستی تحصیلی، مقیاس جو آموزش ‌خلاق و مقیاس خودپنداره تحصیلی پاسخ دادند. یافته ها: در ادامه پس از گردآوری داده&rlm;ها، بررسی پیش&rlm;فرض&rlm;های مدل معادلات ساختاری نشان داد که می&lrm;توان به بررسی مدل پژوهشی پرداخت. نتایج این مدل مشخص کرد که بین جو آموزشی خلاق فقط به صورت مستقیم بر بهزیستی تحصیلی تاثیرگذار است و از طریق خودپنداره تحصیلی می&rlm;تواند بر بهزیستی تحصیلی موثر باشد. نتیجه گیری: این یافته بدان معناست که بهزیستی تحصیلی هم به صورت مستقیم از طریق جو آموزشی خلاق و هم به صورت غیر مستقیم می&rlm;تواند از طریق واسطه&rlm;گری خودپنداره تحصیلی بین جو آموزشی خلاق و بهزیستی تحصیلی می&lrm;تواند به وجود آید. در نتیجه&lrm;گیری به صورت مبسوط به تببین این یافته پرداخته شده است.</div> <div style="text-align: justify;">Background & Aims: Today, attention to the well-being of students has been prioritized by education experts. School well-being is a multidimensional concept and includes several features such as quality of life, inner satisfaction and enriched personal experience that motivate students to study and learn in academic fields and will lead to positive academic outcomes. During the last two decades, education specialists have paid more attention to the study of factors affecting academic progress, especially motivation and cognition. Education in any country is one of the effective factors in the progress of that country in the cultural, social, political and economic fields. What factors affect the academic performance of students, or what is the contribution and participation of each factor, is always one of the areas of interest for educational researchers. Educational progress and issues related to it is one of the main concerns of the education system of the countries because political, economic, cultural and social officials and decision makers around the world consider the development and progress of sociologists in the development and progress of the educational system and this development and progress from It is implemented through the academic progress of students in school and classroom. The aim of the current research was to investigate the relationship between creative educational atmosphere and academic well-being with the mediating role of academic self-concept. The aim of the current research was to investigate the relationship between creative educational atmosphere and academic well-being with the mediating role of academic self-concept. Methods: To investigate this goal, structural equation model method was used. 540 secondary school students of Shiraz city were selected in this research by random sampling method and responded to three academic well-being scales, creative education atmosphere scale and academic self-concept scale. Results: According to the results observed in the correlation table, the relationships between exogenous, intermediate and intermediate and endogenous variables are significant. Also, the range of correlation coefficients between all the studied variables is from 0.22 to 0.29. In addition, the significant relationships between research variables have become significant at the 0.01 level.  As can be seen in the table of indirect effects, the creative educational atmosphere (β = 0.02, p = 0.05) significantly affects academic well-being through academic self-concept. Conclusion: Academic well-being is a feature that originally originated from the foundation of positive psychology; Academic well-being does not only refer to academic progress and good performance. In general, well-being refers to high and high levels of well-being, humanity, flourishing, and intrinsic motivation, regardless of the specific situation. These characteristics are very different from usual academic behaviors and activities and do not only refer to getting excellent and good grades. Therefore, characteristics can predict academic well-being that affect higher cognitive processes. Based on this, the creative educational atmosphere by affecting the academic self-concept gives the person the personal characteristics that are known in education, and these things can lead to the conflict and busyness of the students specially. Students should be educated. Also, it brings the real value of the school and the complete satisfaction of the students. In terms of theoretical suggestions, it can be suggested that the test of other exogenous and mediating variables in the form of the model tested in this research can develop and expand the existing knowledge regarding academic well-being and academic self-concept. For example, examining variables such as parenting dimensions, attachment styles, quality of life, flexibility, and family cohesion, can provide a broader understanding and insight into the impact of family actions and individual characteristics on the endogenous variable of this research. brought Also, interested researchers can investigate other endogenous variables such as creativity, resilience, psychological toughness, and self-esteem in future research. Carrying out the research in other communities such as elementary, middle, and high school students can enrich the findings of the current research and help to determine the specific relationships between the variables in these communities to understand the effect of developmental age on this. The model will show whether it moderates the relationships between the variables or not. In addition, it is necessary to carry out this research at other times as well; because during the outbreak of Corona, living conditions were different from normal conditions. Finally, it is suggested to design educational packages based on this model and research and test them experimentally to confirm the causal relationships between the research variables. In general, in the theoretical realm, considering that the research in the field of investigating the mediating role of academic self-concept and the endogenous role of academic well-being is at the beginning of its journey, this study can be the beginning of an effort in the direction of expansion and development. Scientific bases found the mediating role of academic self-concept in the field of the effects of creative educational atmosphere and learning motivation on responsibility. In general, this research identifies the cognitive aspects of the effects of the creative educational atmosphere and academic well-being with the design of this model, and by identifying these aspects, the theoretical literature has expanded. In the field of practical suggestions, it is also suggested that in the field of application, the findings of this research can bring important information for parents, educators, and officials. One of the findings of this research was the effect of a creative education atmosphere on academic well-being and academic self-concept. Therefore, parents and school officials are expected to provide opportunities for criticism and discussion of various issues, challenges, contradictions, and opportunities for students to develop ideas so that they can improve their academic well-being and self-concept. Form education in yourself. In other words, it is recommended that educational and educational institutions provide the context for children and teenagers to promote creativity and creative thinking so that they can express their opinions and ideas in the family and different environments and discuss and discuss. Get to know each other in those environments. These matters provide the basis for experiencing more successes that lead to academic well-being and academic self-concept. In the field of research limitations, some cases are mentioned in the following: firstly, the spread of the coronavirus and the increase in virtual education and teaching in all schools have led to the fact that people's perceptions of the research variables have changed cognitively. Slow and the type of their answers may be different from normal conditions. In addition, because the questionnaires and their completion were done by the students in the virtual environment, the accuracy of the information may have decreased, so the use of other methods of collecting information such as Interviews and observation as well as face-to-face performance can provide more complete information about research variables.</div> دانش‌آموزان, جو آموزشی خلاق, خودپنداره تحصیلی, بهزیستی تحصیلی Students, Creative Educational Atmosphere, Academic Self-Concept, Academic Well-Being 1 10 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7924-1&slc_lang=fa&sid=1 Afshar Fathi افشار فتحی 3900319475328460090388 0009-0005-8745-2134 No PhD Student, Department of Educational Psychology, Marvdasht Branch , Islamic Azad University, Marvdasht,Iran دانشجوی دکتری روان‌شناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Majid Barzegar مجید برزگر mjydbrz69@gmail.com 3900319475328460090389 3900319475328460090389 Yes Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استادیار، گروه روان‎شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Mohammad Khayyer محمد خیّر 3900319475328460090390 3900319475328460090390 No Professor, Department of Psychology, Shiraz University, Shiraz, Iran استاد، گروه روان‎شناسی، دانشگاه شیراز، شیراز، ایران Maryam Koroshnia مریم کوروش نیا 3900319475328460090391 3900319475328460090391 No Assistant Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استادیار، گروه روان‎شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران