خودناتوان‌سازی براساس فرایندهای خانواده: اثر واسطه‎ای خودکارآمدی تحصیلی

روانشناسی تحولی: روانشناسان ایرانی

مقاله 5، دوره 11، شماره 44، تیر 1394، صفحه 404-391   

نوع مقاله: علمی پژوهشی

نویسندگان

مینا مهبد¹؛ راضیه شیخ‌الاسلامی^{* 2}

¹دانشجوی دکتری دانشگاه شیراز

²دانشیار دانشگاه شیراز

چکیده

پژوهش حاضر با هدف تعیین رابطه‌ فرایندهای خانواده، خودکارآمدی تحصیلی و خودناتوان­سازی دانشجویان دانشگاه انجام پذیرفت. شرکت‌کنندگان پژوهش شامل 335 نفر (208 دختر و 127 پسر) از دانشجویان دانشگاه شیراز بودند که براساس روش نمونه‌برداری خوشه‌ای چندمرحله‌ای تصادفی انتخاب شدند. به منظور بررسی متغیرهای پژوهش هر یک از شرکت‌کنندگان مقیاس فرایندهای خانواده نوجوان ازدمیر، وازسونی و کوک، 2013)، مقیاس خودکارآمدی تحصیلی (گرین و دیگران، 2004)، و مقیاس خودناتوان­سازی (جونز و رادوالت، 1979) را تکمیل کردند. نتایج تحلیل رگرسیون چندگانه همزمان نشان دادند: الف) ابعاد فرایندهای خانواده (نزدیکی و تأیید همسال) خودناتوان­سازی را به طور منفی پیش­بینی­ می‏کنند، ب) ابعاد خانواده (نزدیکی و تأیید همسال) پیش­بینی‌کننده مثبت خودکارآمدی تحصیلی است، ج) خودکارآمدی­تحصیلی به طور منفی پیش­بینی­کننده­ خودناتوان­سازی است. در مجموع، نتایج نشان دادند خودکارآمدی­تحصیلی می­تواند به عنوان متغیر واسطه­ای بین دو بعد فرایندهای خانواده (نزدیکی به والدین و تأیید همسال از سوی والدین) و خودناتوان­سازی در نظر گرفته شود.

کلیدواژه‌ها

خودکارآمدی تحصیلی؛ خودناتوان‌سازی؛ فرایندهای خانواده

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