آزمون مدل رابطه حمایت استادان از خودمختاری و کنترل روان‌‌شناختی والدینی با تفکر انتقادی با میانجی‌گری استرس تحصیلی در بین دانشجویان دختر

روان‌شناسی فرهنگی زن

مقاله 1، دوره 14، شماره 52، تیر 1401، صفحه 1-15   

نوع مقاله: مقاله پژوهشی

نویسندگان

کریم سواری^{* 1}؛ فاطمه فرزادی²

¹دانشگاه پیام نور تهران، گروه روان شناسی تربیتی، تهران، ایران.

²دانشگاه شهید چمران اهواز، گروه روان شناسی تربیتی، اهواز، ایران.

چکیده

هدف پژوهش حاضر، آزمون‌‌‌‌‌‌‌‌‌‌‌‌‌‌ مدل رابطه حمایت استادان از خودمختاری و کنترل روان‌شناختی والدینی با تفکر انتقادی از طریق استرس تحصیلی دانشجویان دختر بود. جامعه آماری کلیه دانشجویان دختر رشته‌های روان‌شناسی، علوم‌تربیتی و مشاوره دانشگاه پیام نور استان خوزستان بودند. نمونه پژوهش 480 نفر بود که به صورت داوطلبانه انتخاب شدند. طرح پژوهش همبستگی است. برای جمع‌آوری داده‌ها از پرسش‌نامه‌های حمایت استادان از خودمختاری بلمونت، اسکینر، ولبورن و کونل (1988)، کنترل روان‌‌شناختی والدینی باربر (1996)، استرس تحصیلی سواری (1399) و تفکر انتقادی وانگ و همکاران (2019) استفاده گردید. پس از اصلاح مدل پیشنهادی، یافته‌های مربوط به روابط مستقیم نشان داد بین حمایت استادان از خودمختاری و استرس تحصیلی رابطه منفی، بین کنترل روان ‌شناختی والدینی و استرس تحصیلی رابطه مثبت، بین کنترل روان ‌شناختی والدینی و تفکر انتقادی رابطه منفی و بین حمایت استادان از خودمختاری و تفکر انتقادی رابطه مثبت معنی‌داری به‌دست‌آمد اما رابطه استرس تحصیلی با تفکر انتقادی معنادار نشد. نتایج مربوط به فرضیه‌های غیرمستقیم نشان داد رابطه حمایت استادان از خودمختاری دانشجویان با تفکر انتقادی از طریق استرس تحصیلی و رابطه کنترل روان‌‌شناختی والدینی با تفکر انتقادی از طریق استرس تحصیلی معنی‌دار شد.

کلیدواژه‌ها

حمایت استادان از خودمختاری؛ کنترل روان‌شناختی والدینی؛ تفکر انتقادی؛ استرس تحصیلی

سایر فایل های مرتبط با مقاله

zanvafarhang521-15 (1)1.pdf

مراجع

Barber, B. K. (1992). Family, personality, and adolescent problem behaviors. Journal of Marriage and the Family, 54(1), 69-79. URL: https://doi.org/10.2307/353276

Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child Development, 67(1), 3296-3319. URL: https://doi.org/10.2307/1131780

Belmont, M., Skinner, E., Wellborn, J., & Connell, J. (1988). Teacher as social
context (TASC). Two measures of teacher provision of involvement, structure, and autonomy support (Technical Report). Rochester, New York: University of Rochester. URL: https://psycnet.apa.org/doiLanding?doi=10.1037%2Ft10488-000

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science Education, 84(6), 740–756. URL: https://psycnet.apa.org/record/2000-12285-003

Choi, C., Lee, J., Yoo, M. S., & Ko, E. (2019). South Korean children’s academic achievement and subjective well-being: The mediation of academic stress and the moderation of perceived fairness of parents and teachers. Children and Youth Services Review, 100(1), 22–30. URL: https://www.sciencedirect.com/science/article/abs/pii/S0190740918307503

Crego, A., Carrillo-Diaz, M., Armfield, J. M., & Romero, M. (2016). Stress and academic performance in dental students: The role of coping strategies and examination-related self-efficacy. Journal of Dental Education, 80(1), 165–172. URL: https://pubmed.ncbi.nlm.nih.gov/26834134/

Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. Psychology and Behavioral Science International Journal, 5(1), 26–34. URL:  http://article.sapub.org/10.5923.j.ijpbs.20150501.04.html

Deneault, A.A., Gareau, A., Bureau, J.F., Gaudreau, P., & Lafontaine, M.F. (2020). Fear of failure mediates the relation between parental psychological control and academic Outcomes: a latent mediated-moderation model of parents’ and children’s genders. Journal of Youth and Adolescencec, 49(8), 1567-1582. URL: https://pubmed.ncbi.nlm.nih.gov/32086722/

Fenton, M. S. (2015). Exploring the relationship between parental psychological control and emergent leadership. Master's thesis. University of Nebraska-Lincoln, Lincoln. URL: https://digitalcommons.unl.edu/aglecdiss/102/

Filippello, P., Sorrenti, L., Buzzai, C., & Costa, S. (2015). Perceived parental psychological control and learned helplessness: the role of school self-efficacy. School mental health. A Multidisciplinary Research and Practice Journal, 7(4), 298–310. URL: https://psycnet.apa.org/record/2015-24160-001

Firdaus, I., Kailani, M. N., Bakar, M. N. B., & Bakry, B (2015). Developing critical thinking skills of students in mathematics learning, Journal of Education and Learning, 9)3(, 226–236. URL: https://www.researchgate.net/publication/282526043_Developing_Critical_Thinking_Skills_of_Students_in_Mathematics_Learning

Garland, C. C. (2018). The relationship between motivational orientation, mindsets & critical thinking in college students. Doctoral dissertation, Oklahoma State University. URL: https://shareok.org/handle/11244/320933

Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & Greece, T. C. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1–2), 147–166. URL: https://www.tandfonline.com/doi/abs/10.1080/13598139.2018.1535244?journalCode=chas20

Gugliandolo, M. C., Costa, S., Cuzzocrea, F., & Larcan, R. (2015). Trait emotional intelligence as mediator between psychological control and behaviour problems. Journal of Child and Family Studies, 24(1), 2290–2300. URL: https://psycnet.apa.org/record/2015-44443-002

Hj Ramli, N. H., Alavi, M., Mehrinezhad, S. A., & Ahmadi, A. (2018). Academic stress and self- regulation among university students in Malaysia: Mediator role of mindfulness. Behavioral Sciences, 8(1), 12.  URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5791030/

Kocoglu, A., & Kanad, S. (2019). An investigation of secondary school students’ perceived autonomy support, critical thinking tendencies and problem solving skills. Trakya Eğitim Dergisi, 9(1), , 61-77. URL: https://apbs.mersin.edu.tr/files/skanadli/Publications_012.pdf

Luebbe, A. M., Mancini, K. J., Kiel, E. J., Spangler, B. R., Semlak, J. L., & Fussner, L. M. (2018). Dimensionality of helicopter parenting and relations to emotional, decision-making, and academic functioning in emerging adults. Assessment, 25(7), URL: https://pubmed.ncbi.nlm.nih.gov/27561986/

Mahal, R., Chawla, A., & Kanwar, V. (2015). Critical thinking as a correlate of stress management among rural adolescent girls. Journal of Advanced Research in Social Sciences, 6(1), 32-35.  URL: https://www.researchgate.net/

McShane, K. E., & Hastings, P. D. (2009). The new friend's vignettes: Measuring parental psychological control that confers risk for anxious adjustment in preschoolers. International Journal of Behavioral Development, 33(1), 481–495. URL: https://www.researchgate.net/

Murphy, S. E., & Johnson, S. K. (2011). The benefits of a long-lens approach to leader development: Understanding the seeds of leadership. The Leadership Quarterly, 22(1), 459-470. URL: https://psycnet.apa.org/record/2011-12201-004

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133–144. URL: https://selfdeterminationtheory.org/SDT/documents/2009_NiemiecRyan_TRE.pdf

Okide, C. C., Eseadi, C., Ezenwaji, I. O., Ede, M. O., Igbo, R. O., Koledoye, U. L., ..., & Ugwuanyi, C. S . (2020). Effect of a critical thinking intervention on stress management among undergraduates of adult education and extramural studies programs. Medicine, 99(35), 1-18. URL: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7458214/

Ortega-Torres, E., Portol és, J. J. S. L., & Opez, V.S. (2020). Inter-relations among motivation, self perceived use of strategies and academic achievement in science: A study with Spanish Secondary School Students. Sustainability, 12(1), 1-15. URL: https://www.mdpi.com/2071-1050/12/17/6752

Park, J. H., Niu, W., Cheng, L., & Allen, H. (2021). Fostering creativity and critical thinking in college: A Cross-Cultural Investigation. Frontiers in Psychology, 11(5041), 1-15. URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.760351/full

Pérez, J. C., Huerta, P., Rubio, B., & Fernández, O. (2021). Parental psychological control: Maternal, adolescent, and contextual predictors. Frontiers in Psychology, 4041(1), 1-17. URL: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.712087/full

Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. Thousand Oaks, California, Sage. URL: https://psycnet.apa.org/record/2008-06338-002

Reddy, K. J., Menon, K. R., & Thattil, A. (2018). Academic stress and Its sources among university students. Biomedical and Pharmacology Journal, 11(1), 531–537. URL: https://www.researchgate.net/

Romm, K. F., & Metzger, A. (2018). Parental psychological control and adolescent problem behaviors: The role of depressive symptoms. Journal of Child and Family Studies, 27(7), 2206-2216. URL: https://link.springer.com/article/10.1007/s10826-018-1064-x

Sarita, S. (2015). Academic stress among students: Role and responsibilities of parents. International Journal of Advanced Research, 1(10), 385–388. URL: https://www.allresearchjournal.com/archives/2015/vol1issue10/PartF/1-10-3-925.pdf

Sevari, K. (2021). A set of psychological tests. Chaharmahal Bakhtiari: Academic Jihad publications of Chaharmahal Bakhtiari province. [Persian] URL: https://www.16book.ir/Shop/

Shek, D. T. L., & Law, M. Y. M. (2015). Assessment of parent-child subsystem qualities in Chinese adolescents: behavioral control, psychological control and parent-child relational qualities. International Journal of Child Health and Human Development, 8(1), 207–217. URL:https://psycnet.apa.org/record/2016-34518-015

Soenens, B., Vansteenkiste, M., & Luyten, P. (2010). Toward a domain specific approach to the study of parental psychological control: Distinguishing between dependency oriented and achievement oriented psychological control. Journal of Personality, 78(1), 217-256. URL:https://pubmed.ncbi.nlm.nih.gov/20433618/

Sulasih, S., Suparmi, S., & Sarwanto, S. (2017). Profile of student critical thinking ability on static fluid concept Profile of student critical thinking ability on static fluid concept, In Journal of Physics: Conference Series, 909(1), 1-9. URL: https://iopscience.iop.org/article/10.1088/1742-6596/909/1/012060

Symeou, M., & Georgiou, S. (2017). Externalizing and internalizing behaviours
in adolescence, and the importance of parental behavioural and psychological
control practices. Journal Adolescence, 60(1), 104–113. URL:https://pubmed.ncbi.nlm.nih.gov/28841442/

Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Lirola, M. J., García-Luengo, A. V., Rocamora-Pérez, P., & López-Liria, R. (2020). The influence of teachers on motivation and academic stress and their effect on the learning strategies of university students. International Journal of Environmental Research and Public Health, 17(23), 1-17.  URL: https://www.researchgate.net/publication/

Trigueros, R., Mínguez, L.A.,  Gonz ález-Bernal, J., Jahouh, M., Soto-C ámara, R., & Aguilar-Parra, J. M. (2019). Influence of teaching style on physical education adolescents’ motivation and health-related life style. Nutrients, 11(1), 2594-2611. URL:https://pubmed.ncbi.nlm.nih.gov/31671742/

Trigueros, R., Aguilar-Parra, J. M., L ópez-Liria, R., Rocamora-P érez, P., Parra, A., Liria, L. (2019). The dark side of the self-determination theory and its influence on the emotional and cognitive processes of students in physical education. Int. J. Environ. Res. Public Health, 16, 4444. URL:https://pubmed.ncbi.nlm.nih.gov/31726790/

Varenina, L., Vecherinina, E., Shchedrina, E., Valiev, I., & Islamov, A. (2021). Developing critical thinking skills in a digital educational environment. Thinking Skills and Creativity, 41(1), 1-12. URL: https://www.sciencedirect.com/science/article/pii/S1871187121001218

Veettil, R. P., & Binu, P. M. (2022). Self-nurturing and learner autonomy through critical thinking. Journal of Positive Psychology and Wellbeing, 6(1), 2181-2190. URL: https://journalppw.com/index.php/jppw/article/view

Wang, X., Sun, X., Huang, T., Huang, R., Hao, W., & Zhang. L. (2019). Development and validation of critical thinking disposition inventory for Chinese medical college students (CTDI-M). BMC Medical Education, 19(2), 1-14. URL:https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1593-z

Yuan, W., Zhang, L.-F., & Fu, M. (2017). Thinking styles and academic stress coping among Chinese secondary school students. Educational Psychology, 37(1), 1015–1025. URL:https://www.tandfonline.com/doi/abs/10.1080/01443410.2017.1287343

Zheng, J., Jiang., N., & Dou, J. (2020). Autonomy support and academic stress: A relationship mediated by self-regulated learning and mastery goal orientation. New Waves Educational Research & Development, 23(1), 43-63. URL: https://www.researchgate.net/publication/