Razi Journal of Medical Sciences

fa رابطه تاب آوری، عزت نفس و رضایت از مدرسه با شادکامی با واسطه گری خودکارآمدی در دانش آموزان دختر The Relationship between Resilience, Self-Esteem and School Satisfaction with Happiness through the Mediation of Self-Efficacy in Female Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: عوامل متعددی با افزایش سطح خودکارآمدی در دانش آموزان ارتباط دارد که افزایش خودکارآمدی منجر به بهبود وضعیت تحصیلی دانش آموزان میشود و با توجه به اهمیت خودکارآمدی هدف این پژوهش تعیین رابطه تاب آوری، عزت نفس و رضایت از مدرسه با شادکامی با واسطه گری خودکارآمدی در دانش آموزان دختر بود. روشکار: این مطالعه توصیفی از نوع همبستگی بود. جامعه پژوهش دانش آموزان دختر دوره متوسطه دوم مناطق 2 و 5 شهر تهران در سال تحصیلی 1402- 1401 بودند. حجم نمونه 400 نفر در نظر گرفته شد که با روش نمونه گیری خوشه ای تک مرحله ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامههای شادکامی آکسفورد، تاب آوری کانر و دیویدسون، عزت نفس کوپر اسمیت، خودکارآمدی نوجوانان موریس و خرده مقیاس رضایت از مدرسه مربوط به مقیاس چند بُعدی رضایت از زندگی دانش آموزان صورت گرفت که ضریب آلفای کرونباخ پرسشنامهها به ترتیب 93/0، 91/0، 89/0 و 88/0 و 88/0 به دست آمد و روایی صوری و محتوایی آنها با استفاده از  نظر متخصصان تأیید شد. دادهها با روشهای ضریب همبستگی پیرسون و تحلیل مسیر در نرم افزارهای SPSS و AMOS تحلیل شدند. یافته‌ها: یافته‌ها نشان داد که مدل رابطه تاب آوری، عزت نفس و رضایت از مدرسه با شادکامی با واسطه گری خودکارآمدی برازش مناسبی داشت. همچنین، هر سه متغیر تاب آوری، عزت نفس و رضایت از مدرسه بر شادکامی اثر مستقیم و معنادار داشت (05/0>P). علاوه بر آن، تاب آوری، عزت نفس و رضایت از مدرسه با واسطه گری خودکارآمدی بر شادکامی اثر غیرمستقیم و معنادار داشتند (05/0>P). نتیجه‌گیری: با توجه به نتایج برای افزایش و ارتقای شادکامی دانش آموزان می‌توان زمینه را برای بهبود تاب آوری، عزت نفس، رضایت از مدرسه و خودکارآمدی فراهم کرد.</div> <div style="text-align: justify;">Background & Aims: Feeling happy has positive consequences on the lifestyle and academic success of students and increases the desire to perform behaviors that are related to academic success. Happiness makes a person express his positive abilities and becomes a driving force for a person's movement on the path to success. One of the variables related to happiness is resilience, which refers to a person's ability to establish his biological and psychological balance in dangerous conditions and positive adaptation in response to challenges threats, and adverse conditions. Resilience can reduce stress and disability in stressful situations and increase happiness. Another factor related to happiness is self-esteem, defined as the degree of approval and approval and value that a person feels about himself or the judgment that a person has about his value. Self-esteem is a product of social life and its values, and it is manifested in all daily human activities, in this way, it is one of the most important aspects of personality and determining human behavioral characteristics. Empirical studies indicate that self-esteem is an important psychological factor that affects people's health, happiness, and quality of life. On the other hand, satisfaction with school is one of the most important areas to ensure that students are happy. The review of the research literature shows that the happiness of teenagers increases with the increase of their interest in school, and vice versa, the happiness of teenagers increases with the increase of interest of teenagers in school. Self-efficacy is also one of the characteristics that can effectively predict students' happiness. According to the stated contents, since the variable of self-efficacy is related to each of the predictor variables of the current research and can influence them, in the model of the current research, the role of the variable of self-efficacy is a mediator in the relationship between each of the variables of the current research. It was studied and investigated with the happiness variable. Methods: This was a descriptive correlational study. The research population was female students of the second secondary school in districts 2 and 5 of Tehran in the academic year 1402-1401. The sample size was considered to be 400 people who were selected by the one-stage cluster sampling method. The research tools include Oxford happiness questionnaires, Connor and Davidson resilience, Cooper Smith self-esteem, Morris adolescent self-efficacy, and school satisfaction subscale related to the multi-dimensional scale of students' life satisfaction. 0.93, 0.91, 0.89, 0.88, and 0.88 were obtained, and their face and content validity was confirmed using experts' opinions. The data were analyzed by Pearson's correlation coefficient and path analysis in SPSS and AMOS software. Results: The findings showed that the model of the relationship between resilience, self-esteem, and school satisfaction with happiness mediated by self-efficacy had a good fit. Also, all three variables of resilience, self-esteem, and satisfaction with school had a direct and significant effect on happiness (P<0.05). In addition, resilience, self-esteem, and satisfaction with school had an indirect and significant effect on happiness through the mediation of self-efficacy (P<0.05). Conclusion: According to the results, to increase and improve students' happiness, it is possible to provide the basis for improving resilience, self-esteem, satisfaction with school, and self-efficacy. In explanation, it can be said that students with higher self-efficacy compared to students without self-efficacy are more willing to participate in challenging assignments and have a positive evaluation of themselves. They spend more effort and time to work and study and show better academic performance. When these efforts are fruitful, these behavior patterns are established and bring satisfaction. Conversely, students with low self-efficacy have a negative evaluation of their academic abilities, and this threatens their school satisfaction. On the one hand, self-efficacy can influence the level of student satisfaction by influencing the choice of goals and outcome expectations, and on the other hand, by influencing academic performance. In addition, self-efficacy increases a person's ability to deal with problems and obstacles, which is associated with success and a sense of satisfaction, through influencing the sense of controllability of the environment and work and study conditions. In other words, high self-efficacy in students leads to higher school satisfaction and ultimately affects the level of happiness of students. In general, it can be said that self-efficacy beliefs in managing life situations cause realistic expectations and positive thoughts about oneself and life events, and a lack of trust and confidence in one's abilities will cause negative emotions. Therefore, people with weak self-efficacy will not always feel happy in life. Among the limitations of the current research, we can point out that the sample is single-sex and the research population is limited to female students of the 2nd and 11th grade of high school in Tehran's 2nd and 5th districts, which should be considered with caution in generalizing the results. Therefore, researching male students or students of other grades or other areas of Tehran and even other cities can help to make a general summary of the relationships of the variables. The results of the present research have practical implications for specialists, officials, and planners of educational systems, especially for specialists, officials, and planners of the education system. According to the results of the current research, they can provide the basis for improving resilience, self-esteem, satisfaction with school, and self-efficacy to increase and improve students' happiness and vitality. </div> شادکامی دانش آموزان, تاب آوری, عزت نفس, رضایت از مدرسه, خودکارآمدی Students' Happiness, Resilience, Self-Esteem, School Satisfaction, Self-Efficacy 1 10 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8041-1&slc_lang=fa&sid=1 Zahra Hosseinmardi زهرا حسین مردی 3900319475328460090294 0009-0005-1832-2555 No PhD Student Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran دانشجوی دکتری، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران Ali Asghar Asgharnejad Farid علی اصغر اصغر نژاد فرید asgharnejad.ali@gmail.com 3900319475328460090295 3900319475328460090295 Yes Associate Professor, Faculty of Behavioral Sciences and Mental Health, Iran University of Medical Sciences, Tehran, Iran دانشیار، گروه روانشناسی دانشکده علوم رفتاری و سلامت روان، دانشگاه علوم پزشکی ایران، تهران، ایران Afsaneh Taheri افسانه طاهری 3900319475328460090296 3900319475328460090296 No Assistant Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Roudehen, Iran استادیار، گروه روانشناسی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران