مدل‌ ساختاری تحول مثبت نوجوانی بر اساس انعطاف‌پذیری روان‌شناختی، ادراک شایستگی و باورهای هوشی با میانجی شفقت به خود در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

2 گروه مشاوره و تربیت، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران

3 گروه روان‌شناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران

10.22034/jmpr.2026.69291.6830

چکیده

هدف این پژوهش مدل‌یابی تحول مثبت نوجوانی براساس انعطاف‌پذیری روان‌شناختی، ادراک شایستگی و باورهای هوشی با میانجی شفقت‌به‌خود بود. پژوهش حاضر از نوع همبستگی و با استفاده از مدل‌یابی معادلات ساختاری انجام شد. جامعه‌ی آماری تحقیق شامل تمامی دانش‌آموزان دختر (15 تا 18 ساله) مشغول به تحصیل در مقطع دوم متوسطه دبیرستان‌های شهرتهران در سال تحصیلی 1402-1401 بود. تعداد 286 نفر به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و به پرسشنامه‌های تحول مثبت نوجوانی گلدوف و همکاران (2014)، انعطاف‌پذیری روان‌شناختی بوند و همکاران (2011)، ادراک شایستگی زو و جی (2012)، نظریه‌ی ضمنی هوش عبدالفتاح و ییتس (2006) و شفقت‌به‌خود ریس و همکاران (2011) پاسخ دادند. تحلیل داده‌ها با استفاده از آزمون همبستگی پیرسون و مدل‌یابی معادلات ساختاری، با کمک نرم افزار SPSS24 و Amos22 انجام شد. یافته‌‌ها حاکی از آن بود که مدل فرضی پژوهش و مدل‌های اندازه‌گیری هریک از متغیرهای مورد مطالعه از برازش مطلوبی برخوردار شدند. اثر مسیرهای مستقیم انعطاف‌پذیری روان‌شناختی بر تحول مثبت (0/317 = β)، ادراک شایستگی بر تحول مثبت (0/214= β)، باور هوش افزایشی بر تحول مثبت(0/467=β) و باور هوش ذاتی بر تحول مثبت نوجوانی(0/205= β) مثبت و معنادار بودند (0/05>p). همچنین، اثر غیرمستقیم انعطاف‌پذیری روان‌شناختی بر تحول مثبت نوجوانی با میانجی شفقت‌به‌خود، مثبت و معنادار بود. اثر غیرمستقیم ادراک شایستگی و باورهای هوشی بر تحول مثبت نوجوانی با میانجی شفقت‌به‌خود معنادار نشد. با توجه به شاخص‌های بدست آمده (χ2(df=70) =192/592, χ2/df=2/751 ،CFI=0/935 ،NFI=0/914 ،IFI=0/947 ،GFI=0/910 ،RMSEA=0/077) شاخص‌ها درحد قابل قبول بودند و مدل نهایی پژوهش از برازش مطلوب برخوردار شد. باتوجه به یافته‌های پژوهش و اهمیت نقش متغیرهای مورد مطالعه در تحول مثبت نوجوانان، آموزش و توسعه این متغیرها درجهت توانمندسازی و رشد مثبت نوجوانان پیشنهاد می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Structural Model of Adolescent Positive Development Based on Psychological Flexibility, Competency Perception and Intelligence Beliefs Mediated by Self-Compassion in the Students

نویسندگان [English]

  • Nadia Roshani 1
  • Afsaneh Ghanbari Panah 2
  • Parvin Kadivar 3
1 PhD Student, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, CT.C., Islamic Azad University, Tehran, Iran
2 Department of Counseling and Education, CT.C., Islamic Azad University, Tehran, Iran
3 Department of Psychology, Faculty of Psychology and Educational Science, Kharazmi University, Tehran, Iran
چکیده [English]

The objective of this study was to model adolescent positive development based on psychological flexibility, competency perception, and intelligence beliefs, with the mediating role of self-compassion. This research employed a correlational design and was conducted using structural equation modeling (SEM). The sample included 286 female high school students (aged 15–18) in Tehran during the 2022–2023 academic year, selected through multi-stage cluster sampling and responded to the questionnaires: the Adolescent Positive Development Scale (Geldhof et al.,2014), the Psychological Flexibility Questionnaire (Bond et al.,2011), the Emotional-Social Competency Perception Scale (Zhou & Ji, 2012), the Implicit theory of Intelligence Scale (Abdelfattah & Yates, 2006), and the Self-Compassion Scale (Reis et al., 2011). Data were analyzed using Pearson correlation and SEM with SPSS 24 and AMOS 22. The findings indicated that the proposed hypothetical model and the measurement models of the studied variables demonstrated acceptable goodness of fit. The direct effects of psychological flexibility on positive youth development (β=0.317), perceived competence on positive youth development (β=0.214), incremental intelligence beliefs on positive youth development (β =0.476), and entity intelligence beliefs on positive youth development (β=0.205) were positive and statistically significant (p<0.05). Moreover, the indirect effect of psychological flexibility on positive youth development through self-compassion was positive and significant. However, the indirect effects of perceived competence and implicit theories of intelligence on positive youth development through self-compassion were not significant. According to the fit indices (χ2(df=70) =192.592, χ2/df=2.751, CFI=0.935, NFI=0.914, IFI=0.947, GFI=0.910, RMSEA=0.077), the model demonstrated an acceptable level of fit. Based on the findings and the significance of the studied variables in positive youth development, training and strengthening these constructs are recommended to promote empowerment and positive growth in adolescents.

کلیدواژه‌ها [English]

  • adolescent positive development
  • competency perception
  • intelligence beliefs
  • psychological flexibility
  • self-compassion
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