نویسندگان
1 استادیار دانشکده علوم انسانی، گروه روانشناسی، دانشگاه مراغه، مراغه، ایران
2 استادیار دانشکده روانشناسی و علوم تربیتی دانشگاه پیام نور، تهران، ایران
چکیده
متغیرهای روانشناختی در محیطهای دانشگاهی، که از نظر تفاوت های فردی و شخصیتی تنوع بسیاری دارند، موجب افزایش سازگاری دانشجویان می شود و عملکرد تحصیلی آنان را تحت تأثیر قرار می دهد. هدف این پژوهش تعیین رابطه باور آمیختگی اندیشه-کنش و کنترل عواطف با علایم فرسودگی تحصیلی دانشجویان با واسطه گری نشانگان وانمودگرایی بود. روش پژوهش کمّی از نوع همبستگی و نمونه آماری آن شامل 250 نفر از دانشجویان علوم پزشکی دانشگاه‌های استان آذربایجان غربی در سال تحصیلی 97- 1396 بود که به روش نمونه گیری خوشهای چند مرحله ای انتخاب شدند. برای گردآوری داده ها از مقیاس کنترل عواطف ویلیامز و همکاران، پرسشنامه فرسودگی تحصیلی برسو و همکاران، پرسشنامه باور آمیختگی اندیشه- عمل راچمن و مقیاس نشانگان وانمودگرایی کلانس استفادهشد. داده ها با استفاده از آزمون ضریب همبستگی پیرسون، بوت استراپ و سوبل و از طریق برنامه نرم افزار SPSS و Amos تحلیل شدند. نتایج نشان داد که برازندگی مدل در اصلاح اولیه از طریق حذف مسیر غیرمعنادار تأیید می شود. متغیر کنترل عواطف و عامل‌های باور آمیختگی اندیشه- عمل در تعامل با نقش واسطه ای نشانگان وانمودگرایی در تبیین فرسودگی تحصیلی دانشجویان نقش دارند که در مجموع، 45 درصد از واریانس فرسودگی تحصیلی از طریق متغیرهای مدل تبیین می شود. اثر مستقیم کنترل عواطف، باور آمیختگی اندیشه-کنش اخلاقی، باور آمیختگی اندیشه- کنش احتمال برای خود و نشانگان وانمودگرایی در برآورد فرسودگی تحصیلی دانشجویان معنادار است. اما اثر مستقیم خرده مقیاس باور آمیختگی اندیشه-عمل احتمال برای دیگران معنادار نیست. اثر غیرمستقیم باور آمیختگی اندیشه-عمل اخلاقی با میانجیگری نشانگان وانمودگرایی و کنترل عواطف بر میزان فرسودگی تحصیلی دانشجویان معنادار است.
کلیدواژه‌ها
عنوان مقاله [English]
Presenting a structural model to explain academic Burnout of medical sciences students based on thought action fusion, emotion control and imposter syndrome
نویسندگان [English]
- Ali Afshari 1
- Mozaffar Ghaffari 2
1 Assistant professor, Department of Psychology, Maraghe University, Maraghe, Iran.
2 Assistant professor, Department of Psychology and Educational Sciences, Payame Noor University (PNU), Tehran, Iran.
چکیده [English]
Psychological variables in university environments which are diverse in terms of individual and personality differences increase student adaptability and affect their academic performance. The purpose of this study was to determine the relationship between the thought action fusion and emotional control with the symptoms of academic burnout in students through the mediation role of imposter syndrome. Research method was quantitative correlational. The statistical sample of this study was 250 students of medical sciences universities of West Azarbayjan province during 2018-19 school year. Students were selected by multistage cluster sampling. To collect the data, Williams et al emotional control scale, Bresu et al academic burnout inventory, Rachman thought action fusion questionnaire, and the Clans' imposter syndrome scale were used. Data were analyzed by Pearson correlation coefficient, bootstraping and Sobel, using SPSS and Amos software. The results showed that the fitness of the model in the initial correction was confirmed by the non-significant route elimination. The variable of emotional control and factors of thought action fusion in interacting with the mediating role of imposter syndrome play a role in explaining the academic burnout of students. A total of 45% of the variance of academic burnout is explained through the variables of the model. The direct effect of emotional control (-0.22), the moral thought action fusion (0.902), thought action fusion for themselves (0.138) and imposter syndrome (0.517) in estimating student's academic burnout was significant. However, thedirect effect of the subscale of the belief in the mixing of thought-action was not probable for others. The indirect effect of the hought action fusion with the mediating role of imposter syndrome (t-value = 3.172) and emotional control (t-value = 2/029) on students' academic burnout was significant.
کلیدواژه‌ها [English]
- Thought action fusion
- Emotional control
- Academic Burnout
- Imposter syndrome
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