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الگوی سواد یادگیری مادام‌العمر و نیازهای روانشناختی: نقش میانجی سرمایه‌های روانشناختی | ||
| فصل‌نامه پژوهش‌های کاربردی روانشناختی | ||
| مقاله 7، دوره 13، شماره 1، 1401، صفحه 129-145 اصل مقاله (464.69 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22059/japr.2022.333484.644069 | ||
| نویسندگان | ||
| مینا نظامی1؛ منصوره حاج حسینی* 2؛ مهدی صدری3؛ مطهره اکبری مقدم کاخکی4 | ||
| 1دانشجوی دکتری روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران | ||
| 2استادیار گروه روان شناسی تربیتی دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران | ||
| 3دانشجوی کارشناسی ارشد روان شناسی تربیتی- دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران. | ||
| 4دانشجوی کارشناسی ارشد روان شناسی تربیتی- دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران | ||
| چکیده | ||
| هدف از پژوهش کاربردی حاضر شناسایی نقش واسطه‌ای سرمایه‌های روانشناختی در ارتباط نیازهای روانشناختی و سواد یادگیری مادام‌العمر بود. پژوهش حاضر به روش توصیفی و برای شناسایی روابط میان متغیرها در قالب مدل ساختاری، در طرح پژوهش هم‌بستگی انجام گرفت؛ بنابراین روابط میان متغیرها در قالب الگوی ساختاری آزموده شد. جامعة آماری شامل دانش‌آموزان سال دوازدهم مقطع متوسطۀ شهرستان ابهر (ایران) بود که در سال تحصیلی 1400-1399 مشغول تحصیل بودند. از بین آن‌ها 435 دانش‌آموز (384 دختر و 51 پسر) به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند و به پرسشنامه‌های نیازهای اساسی روانشناختی (BNSG-S)، سرمایه‌های روانشناختی (PCQ) و سواد یادگیری مادام‌العمر (LLL) پاسخ دادند. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری و با استفاده از نرم‌افزار Amos-24 تحلیل شدند و به‌منظور تعیین پایایی ابزار از روش پایایی ترکیبی استفاده شد. نتایج نشان داد، رابطة مستقیم نیازهای روانشناختی با سرمایه‌های روانشناختی (001/0 P≤،73/0 =β) و رابطة مستقیم سرمایه‌های روانشناختی با سواد یادگیری مادام‌العمر (001/0P≤، 70/0 =β) معنادار بود. همچنین سرمایه‌های روانشناختی، رابطة بین نیازهای اساسی روانشناختی و سواد یادگیری مادام‌العمر را به‌صورت کامل میانجی‌گری می‌کرد؛ درنتیجه می‌توان با ارضای بیشتر نیازهای اساسی روانشناختی دانش‌آموزان، سرمایه‌های روانشناختی آن‌ها را بارور کرد و به‌تبع آن، میزان سواد یادگیری مادام‌العمر آن‌ها را افزایش داد. | ||
| کلیدواژه‌ها | ||
| نیازهای اساسی روانشناختی؛ سرمایه‌های روانشناختی؛ سواد یادگیری مادام‌العمر | ||
| عنوان مقاله [English] | ||
| The Lifelong Learning Literacy Model and Psychological Needs: The Mediating Role of Psychological Capital | ||
| نویسندگان [English] | ||
| Mina Nezami1؛ Mansoureh Hajhosseini2؛ Mahdi Sadri3؛ Motahareh Akbari Moqaddam kakhki4 | ||
| 1Phd Student of Educational Psychology. Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran. | ||
| 2Department of Educational Psychology and Counseling , Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran | ||
| 3MA Student of Educational Psychology. Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran | ||
| 4MA Student of Educational Psychology. Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran | ||
| چکیده [English] | ||
| The purpose of this study was to identify the mediating role of psychological capital in the relationship between psychological needs and lifelong learning literacy. The present study was conducted in a descriptive manner to identify the relationships among variables in the form of a structural model in the correlational research design; therefore, the relationships among variables were tested in the form of a structural model. The statistical population included all twelfth grade high school students in Abhar (Iran) who were studying in the academic year 2020-2021. Among them, 435 students (51 males and 385 females) were selected by multistage cluster random sampling and answered the questionnaires on basic psychological needs (BNSG-S), psychological capital (PCQ), and lifelong learning literacy (LLL). The data were analyzed using the structural equation modeling method with Amos-24, and the combined reliability method was used to determine the reliability of the instrument. The results showed that the direct relationship between psychological needs and psychological capital (P < 0.001, β = 0.73) and the direct relationship between psychological capital and lifelong learning literacy (P ≤ 0.001, β = 0.70). Psychological capital also fully mediated the relationship between basic psychological needs and lifelong learning literacy, so that by satisfying more basic psychological needs of students, their psychological capital could be fertilized. As a result, their lifelong learning literacy increased. | ||
| کلیدواژه‌ها [English] | ||
| Basic Psychological Needs, Psychological Assets, Lifelong Learning Literacy | ||
| مراجع | ||
|
قاسم، م.، و حسین چاری، م. (1391). تاب آوری روانشناختی و انگیزش درونی - بیرونی: نقش واسطه‌ای خودکارآمدی. روان‌شناسی تحولی (روان‌شناسان ایرانی). 9(33)، 71-61.
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