مدل ساختاری رضایت از زندگی بر اساس مسئولیت‌پذیری فردی و اجتماعی با نقش میانجی هیجان‌خواهی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد روان‌شناسی عمومی، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران

2 گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران

10.22034/jmpr.2026.69981.6876

چکیده

هدف از پژوهش حاضر بررسی مدل ساختاری رضایت از زندگی بر اساس مسئولیت‌پذیری فردی و اجتماعی با نقش میانجی هیجان‌خواهی در دانشجویان بود. مطالعه حاضر از نوع مطالعات همبستگی به روش مدل‌یابی معادلات ساختاری بود. جامعه آماری این پژوهش شامل دانشجویان تحصیلات تکمیلی دانشگاه تهران در سال تحصیلی ۱۴۰۳- ۱۴۰۴ بود که از بین آن‌ها تعداد 300 نفر (150 نفر زن و 150 نفر مرد) به روش نمونه‌گیری در دسترس انتخاب شدند. ابزار گردآوری داده‌ها شامل مقیاس رضایت از زندگی (SWLS)، مقیاس هیجان‌خواهی آرنت (AISS) و مقیاس مسئولیت‌پذیری فردی و اجتماعی (PSRQ) بود. داده‌ها با استفاده از آزمون همبستگی پیرسون و شیوه مدل‌یابی معادلات ساختاری با کمک نرم افزار SPSS-26 و همچنین نرم افزار Amos-24 تحلیل شدند. نتایج مدل معادلات ساختاری نشان داد که مسئولیت‌پذیری فردی (β = 0/159 ،p = 0/016)، و هیجان‌خواهی (β = 0/139 ،p = 0/02)، بر رضایت از زندگی اثر مستقیم مثبت و معناداری دارند. اما اثر مستقیم مسئولیت‌پذیری اجتماعی بر رضایت از زندگی معنادار نبود (β = 0/028 ،p = 0/684)، در بررسی نقش میانجی، هیجان‌خواهی تنها در رابطه بین مسئولیت‌پذیری اجتماعی و رضایت از زندگی نقش میانجی معنادار ایفا کرد (0/038 = β)؛ زیرا مسئولیت‌پذیری اجتماعی بر هیجان‌خواهی اثر معناداری داشت (β = 0/245 ،p = 0/01)، از سوی دیگر، به‌دلیل عدم معناداری رابطه مسئولیت‌پذیری فردی با هیجان‌خواهی (β = 0/042 ،p = 0/519)، نقش میانجی هیجان‌خواهی در این مسیر تأیید نشد و مدل مفهومی ارائه شده از برازش خوبی برخوردار بود. بنابراین، با آموزش و تقویت احساس مسئولیت‌پذیری و افزایش توانایی دانشجویان در مدیریت، جهت‌دهی و هدایت سازنده هیجان‌خواهی، می‌توان از این عوامل به‌ عنوان مبنایی برای طراحی مداخلات و رویکردهای جامع در جهت ارتقاء رضایت از زندگی بهره گرفت و لذا تمرکز بر آموزش و تقویت این متغیرها ممکن است نقش پیشگیرانه‌ای در کاهش نارضایتی از زندگی در میان دانشجویان ایفا کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Structural Model of Life Satisfaction Based on Personal and Social Responsibility with the Mediating Role of Sensation Seeking among University Students

نویسندگان [English]

  • Sajjad Asadirahmani 1
  • Saeed Moosavipour 2
1 MSc of General Psychology, Department of Psychology, Faculty of Humanities, Arak University, Arak, Iran
2 Department of Psychology, Faculty of Humanities, Arak University, Arak, Iran
چکیده [English]

The present study aimed to examine the structural model of life satisfaction based on personal and social responsibility with the mediating role of sensation seeking among university students. This research employed a correlational design using the structural equation modeling (SEM) approach. The statistical population included graduate students at the University of Tehran during the 2024–2025 academic year. A total of 300 students (150 females and 150 males) were selected through convenience sampling. The instruments used for data collection included the Satisfaction with Life Scale (SWLS), Arnett Inventory of Sensation Seeking (AISS), and the Personal and Social Responsibility Questionnaire (PSRQ). Data were analyzed using Pearson correlation and structural equation modeling via SPSS-26 and AMOS-24 software. The structural equation modeling results reveal that individual responsibility (β = 0.159, p = 0.016) and sensation seeking (β = 0.139, p = 0.02) show clear and positive direct effects on life satisfaction. In contrast, the direct effect of social responsibility on life satisfaction is not statistically significant (β = 0.028, p = 0.684). With respect to the mediating mechanism, sensation seeking emerges as a noteworthy mediator only in the association between social responsibility and life satisfaction (β = 0.038), as social responsibility substantially predicts sensation seeking (β = 0.245, p = 0.01). In turn, the absence of a meaningful relationship between individual responsibility and sensation seeking (β = 0.042, p = 0.519) indicates that the mediating role of sensation seeking in this pathway is not supported. Overall, the proposed conceptual model demonstrates satisfactory fit indices. These findings suggest that cultivating responsibility and strengthening students’ ability to manage, direct, and constructively channel sensation seeking provide a robust foundation for designing interventions and comprehensive strategies to enhance life satisfaction. Emphasizing the education and reinforcement of these variables may therefore serve a preventive function in reducing life dissatisfaction among university students.

کلیدواژه‌ها [English]

  • life satisfaction
  • personal responsibility
  • social responsibility
  • sensation seeking

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  • تاریخ دریافت: 17 آبان 1404
  • تاریخ بازنگری: 01 بهمن 1404
  • تاریخ پذیرش: 10 بهمن 1404

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