Razi Journal of Medical Sciences

fa بررسی رابطه انگیزش تحصیلی و سرزندگی تحصیلی و بهزیستی روانشناختی در دانش‌ آموزان پسر دوره اول متوسطه Investigating the Relationship between Academic Motivation and Academic Vitality and Psychological Well-Being in Male Students of the First year of High School روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: موفقیت و پیشرفت در یادگیری از جمله اهداف اساسی تمام نظام‌های آموزشی به شمار می‌رود. یکی از عوامل مهم و تأثیرگذار در دستیابی به این هدف، ایجاد محیط‌هایی است که احساس انرژی و سرزندگی را در دانش‌آموزان تقویت کند. لذا هدف از این پژوهش بررسی رابطه انگیزش تحصیلی و سرزندگی تحصیلی و بهزیستی روانشناختی در دانش&rlm;آموزان پسر دوره اول متوسطه بود. روش کار: این پژوهش، توصیفی و از نوع همبستگی است. دلیل استفاده از همبستگی این است که پژوهشگر قصد بررسی رابطه بین متغیرها را دارد. در این پژوهش راهبردهای تنظیم شناختی هیجان و ذهن آگاهی به عنوان متغیر پیشبین و بهزیستی روانشناختی به عنوان متغیر ملاک محسوب میشود. جامعه آماری این پژوهش را کلیه دانش&rlm;آموزان پسر دوره اول متوسطه شهر نکا در سال تحصیلی 1401- 1400 تشکیل میدهند. ابزار مورد استفاده در این تحقیق پرسشنامه بهزیستی روانشناختی، پرسشنامه انگیزش تحصیلی و پرسشنامه سرزندگی تحصیلی بود و همچنین برای تجزیه و تحلیل داده‌ها از نرم افزار SPSS-23 استفاده گردید. یافته ها: نتیجه نشان می‌دهد که بین بهزیستی روانشناختی با مولفههای انگیزش تحصیلی رابطه معناداری وجود دارد و همچنین نتایج نشان داد که همخوانی بین سرزندگی تحصیلی با بهزیستی روانشناختی در دانش‌آموزان پسر دوره اول متوسطه ارتباط معنادار دارد. نتیجه گیری: با توجه به نتایج به دست آمده از تحقیق، در فضای تحصیلی، سرزندگی به‌عنوان حالتی از نشاط و انرژی درونی، بر تجربه روانی و عملکرد دانش‌آموزان تأثیر می‌گذارد و در ارتباطی پویا با انگیزش و بهزیستی روان‌شناختی آن‌ها قرار دارد. این چرخه مثبت میان سرزندگی و انگیزش، به طور ضمنی با حس کلی رضایت از زندگی و رشد روانی دانش‌آموزان نیز پیوند دارد.</div> <div style="text-align: justify;">Background & Aims: Success and progress in learning are among the basic goals of all educational systems. One of the important and influential factors in achieving this goal is to create environments that strengthen the feeling of energy and vitality in students. Students who are present in lively and energetic learning environments not only perform better in terms of learning motivation but also show more ability to face academic challenges. Optimal educational environments should be designed in such a way that they evoke a sense of belonging, vitality, and dynamism in students. These environments can be created by encouraging active participation in group activities, using diverse and creative teaching methods, and providing opportunities for rest and mental renewal. Also, providing psychological needs such as a sense of security, respect, and freedom in expressing one's opinion can play an effective role in creating a sense of vitality. Students' vitality is a psychological capital that not only facilitates learning, but also strengthens their social skills, and self-efficacy, and motivates their progress. Therefore, it is essential to pay attention to the factors that strengthen this feeling in the design of educational programs and learning environments. Academic vitality is one of the key variables in maintaining and improving the health of the academic context in educational systems. This concept is known as an inner feeling that is directly related to the mental health of students. Academic vitality shows the mental and psychological state of students in the learning environment and can be used as an index to measure their mental health and academic performance. This sense helps students to participate in the learning process with more motivation and energy and to cope better with the stress and challenges associated with studying. From the researchers' point of view, academic vitality is a simple yet effective way to understand students' well-being, because it is directly related to the feeling of freshness, vitality, and the ability to deal with problems in the field of education. This variable not only reflects the mental state of students, but it can help to better understand the environmental and personal conditions affecting academic performance. Therefore, the purpose of this research was to investigate the relationship between academic motivation academic vitality, and psychological well-being in male students of their first year of high school. Methods: This research is descriptive and correlational. The reason for using correlation is that the researcher intends to investigate the relationship between variables. In this research, cognitive regulation strategies of emotion and mindfulness are considered as predictor variables, and psychological well-being as criterion variables. The statistical population of this research consists of all male students in the first year of secondary school in Neka city in the academic year of 2022-2023. The tools used in this research were the psychological well-being questionnaire, academic motivation questionnaire, and academic vitality questionnaire, and SPSS-23 software was also used for data analysis. Results: The result shows that there is a significant relationship between psychological well-being and academic motivation components, and also the results showed that there is a significant relationship between academic vitality and psychological well-being in male students in the first year of high school. Conclusion: The relationship between students' internal tendencies and their positive mental states is one of the important aspects that can affect the quality of educational experiences. A finding that points to the existence of a correlation between academic motivation and psychological well-being indicates that these two concepts are deeply intertwined. In other words, when students have a strong motivation to learn, they are likely to experience a level of satisfaction and psychological peace that can enhance their psychological well-being. This relationship is especially important in the students of the first year of high school because this age period is accompanied by major changes in personality and psychological needs. Boys who show higher motivation to participate in academic activities at this age usually feel more purposeful, and this sense of purpose can lead to an improvement in their mental state through experiencing success or strengthening positive relationships with teachers and peers. On the other hand, students who are in a better psychological state show more desire to learn and try. Having a sense of control over the environment and believing in their abilities, these students find more motivation to continue their education. Therefore, the link between academic motivation and psychological well-being is not only the result of the interaction of the individual's internal factors but is also affected by the educational environment and social conditions around him. This relationship shows the two-way interaction between internal motivation and mental health, which reflects the balance between basic psychological needs and positive environmental experiences in the psychological structure. The concordance between academic vitality and psychological well-being in male students in the first year of high school shows the deep influence of internal and environmental interactions on their psychological and academic status. Academic vitality, which is known as the sense of energy, vitality, and positive presence of students in the learning environment, can strengthen their psychological well-being by creating a sense of worth, meaningful communication, and increasing self-confidence. Indirectly, this vitality helps students cope better with academic stress and challenges and feel more in control of their lives and tasks. Psychological well-being, as a concept that implies positive mental experience and mental balance, is strengthened when the student is faced with a sense of freshness and purpose in the academic environment.</div> فضای تحصیلی, سرزندگی تحصیلی, انگیزش, بهزیستی روان‌شناختی Academic Environment, Academic Vitality, Motivation, Psychological Well Being 227 237 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8431-2&slc_lang=fa&sid=1 Reihaneh Rezaei ریحانه رضائی 3900319475328460084921 0009-0004-1481-7892 No Master of Family Counseling, Faculty of Behavioral Sciences, Tehran University of Rehabilitation Sciences and Social Health. کارشناسی ارشد مشاوره خانواده، دانشکده علوم رفتاری، دانشگاه علوم توانبخشی و سلامت اجتماعی، تهران، ایران. Alireza Rezaei علیرضا رضائی 3900319475328460084922 0009-0003-4384-2566 No Bachelor of Counseling, Imam Khomeini Selmas Faculty of Education, Urmia کارشناسی مشاوره، دانشگاه فرهنگیان واحد امام خمینی سلماس، ارومیه، ایران Amirhossein Goudarzi امیرحسین گودرزی amirhosseingoudarzi.psy.1369@gmail.com 3900319475328460084923 3900319475328460084923 Yes Ph.D. in Psychology, Malayer Branch, Islamic Azad University, Malayer, Iran دکترای گروه روانشناسی، واحد ملایر، دانشگاه آزاد اسلامی، ملایر، ایران