Razi Journal of Medical Sciences

fa نقش واسطه‌ای خودکارآمدی هیجانی در رابطه بین تفکر خلاق و امید تحصیلی The Mediating Role of Emotional Self-Efficacy in the Relationship between Creative Thinking and Academic Hope روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div><a name="_Hlk174201903">زمینه و هدف: </a>با توجه به اهمیت بحث یادگیری و آموزش در نظام آموزش و پرورش و ارتباط بین پیشرفت تحصیلی و تفکر در راستای جهتدهی به آموزش موثر دانشآموزان، هدف مطالعه بررسی نقش واسطه ای خودکارآمدی هیجانی در رابطه بین تفکر خلاق و امید تحصیلی بود. روش کار: روش تحقیق توصیفی- همبستگی بود که جامعه آماری آن شامل دانش آموزان پسر مقطع اول و دوم شهر کازرون بود که تعداد نمونه آماری به روش نمونهگیری خوشه&rlm;ای چند مرحله&rlm;ای 266 نفر انتخاب شد. به منظور گردآوری داده‌ها از پرسشنامه استاندارد تفکر خلاق پیتر هانی در دو بعد تفکر تحلیلی و تفکر نوآوری و خلاقیت و پرسشنامه امید تحصیلی سهرابی و سامانی، در دو بعد عاملیت و گذرگاه‌ها و پرسشنامه 32 سوالی خودکارآمدی هیجانی، استفاده شد. <a name="_Hlk174200469">برای تحلیل دادهها از رویکرد معادلات ساختاری واریانس محور با استفاده از نرم</a>افزار smartpls4.0 استفاده شد. یافته‌ها: نتایج نشان داد که بین تفکر خلاق و امید تحصیلی رابطه معناداری وجود دارد و خودکارآمدی هیجانی با ضریب مسیر کلی ۴۸۶/0 در رابطه بین تفکر خلاق و امید تحصیلی تاثیرگذار بود. همچنین نقش شاخص نیکویی برازش با مقدار 603/0 برازش کلی مدل را تایید نمود. نتیجه‌گیری: <a name="_Hlk174188647">به طور کلی میتوان بیان کرد که اگر به دانش‌آموزان تکنیک‌های مدیریت استرس و اضطراب را آموزش داده شود میتوانند هیجانات خود را بهتر کنترل کنند؛ همچنین توانایی مدیریت هیجانات به فرد کمک می‌کند تا با آرامش بیشتری به مشکلات بپردازد و محیطی فراهم کنید که در آن دانش‌آموزان احساس امنیت و حمایت کنند و بتوانند درباره احساسات و نگرانی‌های خود صحبت کنند</a>.</div> <div style="text-align: justify;">Background & Aims: Always, various causes and factors can be considered in academic progress. One of these factors is academic hope, considering more than 20 years of research in the field of hope, it shows that students are more hopeful in education and life , show better performance than less promising students. The hopeful thought indicates the belief that the path to the goals can be found and motivates the use of that path, and as a result, hope directs people's feelings and well-being and is an essential part of happiness and fulfillment in life. Hopefully, education can prepare the learner for life and having a better and dynamic future and has a close relationship with academic progress. Students who are emotionally and cognitively involved with learning, spend more time and effort on studying and have higher academic progress, cope with their academic needs appropriately, and solve problems. The period of education is over. A detailed examination of the issue of educational progress and the factors affecting it should be the top priority of the education workers of that society. Because improving the academic status of learners is one of the basic goals of contemporary education systems. Academic hope is one of the factors influencing academic progress. Hope is not a feeling, but a dynamic motivational cognitive system that promotes the academic progress of students. Studies have shown that hope is a reliable predictor of academic success and is a basic need for students. In other words, hope is related to more competence in many areas of life, such as education. Hope empowers students to overcome problems by focusing on success, and by increasing this possibility, they achieve their goals. Psychologists consider hope as a feeling of vitality that is experienced when a person expects a better future ahead of their eyes. Hope facilitates crossing important obstacles and deep abysses along the way. Hope gives a person the courage to face difficult situations and find the ability to overcome them. In the theory of hope, it is assumed that the failure to achieve the goals, repeatedly and comprehensively, reduces the thinking of the agent and the passage and as a result, the hope, and this is the first stage of depression. On the other hand, creative thinking skills are important cognitive aspects that are needed for meaningful learning in all disciplines. Creative thinking skills aim to combine ideas, create new ideas, and determine the effectiveness of existing ideas. Considering the importance of the discussion of learning and education in the education system and the relationship between academic progress and thinking in order to direct the effective education of students, the aim of the study was to investigate the mediating role of emotional self-efficacy in the relationship between creative thinking and academic hope. Methods: This research is based on the type of applied goal and is considered among the descriptive research, and the method used in this research was a correlation survey using structural equations. The statistical population of this study included male students of the first and second high schools of Kazeroon city. In this research, a multi-stage cluster sampling method was used. This article was taken from the doctoral thesis and was carried out under the supervision of the ethics committee of the Islamic Azad University of Morovdasht with the code of ethics IR.IAU.M.REC.1403.224. The multi-stage cluster sampling method in this research is as follows: Kazeroon City was divided into Kazeroon, Khesht, Kanaratakhteh, Baladeh, and Jareh cities. First, from these 5 cities, the number of secondary schools for boys through education and the number of students in the second and third levels of education were investigated, and then a random sample of those who were eligible and willing to cooperate was selected from each school. The questionnaire was distributed among them. 266 students were selected as samples. In this research, in order to collect data, Peter Hani's standard creative thinking questionnaire was used in the two dimensions of analytical thinking and innovation and creativity thinking, and Sohrabi and Samani's educational hope questionnaire, in the two dimensions of agency and crossings, and the 32-question emotional self-efficacy questionnaire. For data analysis, the approach of variance-based structural equations was used using smartpls4.0 software. Results: The qualitative results of the reflected research showed that to develop media and information literacy, it is necessary to act in three areas: access, evaluation, and application. For example, to improve the fields of sports science students, responsible and involved institutions should develop internet infrastructure and communication networks. Conclusion: In general, it can be stated that the results of the research show that the development of media and information literacy among sports science students in Mazandaran universities requires focusing on three key areas: access to information, evaluation of information, and application of information. Improving access to reliable information sources is the first step in this direction, which enables students to access up-to-date scientific data.</div> خودکارآمدی هیجانی, تفکر خلاق, امید تحصیلی, یادگیری Emotional Self-Efficacy, Creative Thinking Educational Hope, Learning 303 311 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8270-1&slc_lang=fa&sid=1 Hossein Khalooaskari حسین خالوعسکری 3900319475328460082237 0009-0009-1804-3424 No PhD student in Educational Psychology, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران. Majid Barzegar مجید برزگر mbarzegar55@gmail.com 3900319475328460082238 3900319475328460082238 Yes Assistant Professor, Department of Psychology, Faculty of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Nadereh Sohrabi Shegefti نادره سهرابی شگفتی 3900319475328460082239 3900319475328460082239 No Associate Professor, Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. دانشیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران. Hojatollah Javidi حجت اله جاویدی 3900319475328460082240 3900319475328460082240 No Assistant Professor, Department of Psychology, Zand Institute of Higher Education, Shiraz, Iran. استادیار، گروه روانشناسی، موسسه آموزش عالی زند شیراز، ایران