Quarterly Journal of Child Mental Health
فصلنامه سلامت روان کودک
J Child Ment Health
Literature & Humanities
http://childmentalhealth.ir
1
admin
2423-3552
2476-5740
10.61882/jcmh
fa
jalali
1403
7
1
gregorian
2024
10
1
11
3
online
1
fulltext
fa
نقش میانجی تاب آوری در رابطه جوّ روانی- اجتماعی کلاس با خلاقیت دانش آموزان
The mediating role of resilience in the relationship the classroom psychosocial climate and creativity students
تخصصي
Special
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:IRANsans;"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA"><span style="color:blue">زمینه و هدف:</span></span></b> <span lang="FA">جوّ روانی- اجتماعی کلاس از طریق اثر بر متغیرهای روان­شناختی مثبت همچون تاب ­آوری می­تواند به طور غیرمستقیم بر خلاقیت اثرگذار باشد. بنابراین پژوهش حاضر با هدف بررسی نقش میانجی­ تاب­ آوری در رابطه جوّ روانی- اجتماعی کلاس با خلاقیت دانش­آموزان انجام شد. </span></span></span></span><br>
<span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA"><span style="color:blue">روش:</span></span></b> <span lang="FA">در پژوهش همبستگی حاضر، نمونه مورد مطالعه شامل 341 دانش ­آموز بود که با روش نمونه ­گیری در دسترس از طریق فراخوان اینترنتی از بین تمامی دانش ­آموزان مقطع متوسطه یکم شهر الوند (استان قزوین) در نیمسال دوم سال تحصیلی 1402-1403 انتخاب شدند. برای جمع­ آوری داده­ ها از پرسشنامه ­های تفکر خلاق تورنس (1979)، جوّ روانی - اجتماعی کلاس فریزر و همکاران (1995)، و تاب­ آوری کانور و دیویدسون (2003) استفاده شد. داده­ها از طریق نرم­ افزار </span>Spss<sub>24</sub><span lang="FA"> و </span>AMOS<sub>24</sub> تحلیل شد.</span></span></span><br>
<span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA"><span style="color:blue">یافته­ ها: </span></span></b><span lang="FA">نتایج تحلیل داده­ ها نشان داد که مدل مفروض اولیه با دادههای مشاهده شده برازش مطلوبی دارد. بر اساس نتایج مسیر مستقیم جوّ روانی _اجتماعی کلاس (اصطکاک و وابستگی) و تاب ­آوری بر خلاقیت معنادار به دست آمد (001/0</span>p≤<span lang="FA">). همچنین </span><span lang="AR-SA">مسیر غیرمستقیم تاب ­آوری در ارتباط بین جوّ روانی </span>_<span lang="AR-SA">اجتماعی کلاس (وابستگی) و خلاقیت </span><span lang="FA">(001/0</span>P<<span lang="AR-SA">)، و مسیر غیرمستقیم تاب­ آوری در ارتباط بین جوّ روانی </span>_<span lang="AR-SA">اجتماعی کلاس (انضباط) و خلاقیت نیز معنادار شد </span><span lang="FA">(01/0</span>P<<span lang="AR-SA">)</span><span lang="FA">.</span> <span lang="FA"><span style="font-family:"B Zar""></span></span></span></span></span><br>
<b><span dir="RTL" lang="FA"><span style="line-height:107%"><span style="color:blue">نتیجه­ گیری: </span></span></span></b><span dir="RTL" lang="FA"><span style="line-height:107%">بر اساس نتایج بهدست آمده جوّ روانی-اجتماعی کلاس با واسطه تاب­آوری بهصورت مستقیم و غیرمستقیم توان تبیین خلاقیت را دارند. محیط غنی کلاس درس همراه با رابطه صمیمی و مقتدر معلم در کاربرد آموزش­ های اکتشافی و بهبود خلاقیت، تلویحات مهمی برای معلمان و مشاوران مدارس دارد. </span></span></span></span></div>
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:blue">Background and Purpose:</span></span></span></b> <span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">The </span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">classroom psychosocial</span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> climate<b> </b>can indirectly affect creativity through the effect on positive psychological variables such as resilience. The present research was also conducted with the aim of investigating the mediating role of resilience in the relationship between the </span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">classroom psychosocial</span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> climate<b> </b>and creativity students' creativity.</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></b></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:blue">Method:</span></span></span></b> <span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">In the present correlational study, the study sample consisted of 341 students who were selected through a convenience sampling method through an online call from among all first-year high school students in Alvand city (Qazvin province) in the second semester of the 2023-2024 academic year.</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> To collect data from Torrance's Creative Thinking Questionnaire (TTCT) (1979), Frazier et al.'s Psychosocial Climate (MCI-SF) (1995), and Connor and Davidson Resilience (CD-RISC) (2003) was used. The data were analyzed by Spss24 and AMOS24 software.</span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Calibri",sans-serif"><b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"><span style="color:blue">Results:</span></span></span></b><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> The results of the </span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">data analysis</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> showed that the first initial hypothetical model </span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">had a good</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> fit with the observed data. Based on the results of the direct path of the classroom psychosocial</span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> climate</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> (friction and cohesion) and resilience, significant creativity was </span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">obtained</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> (p≤0.001). Also, the indirect path of resilience in the relationship between the classroom psychosocial</span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> climate</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> (cohesion) and creativity was significant (P<0.001), the indirect path of resilience in the relationship. There was also a significant difference between the classroom psychosocial</span></span><span lang="EN" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> climate</span></span><span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"> (task-orientation) and creativity class (P<0.01)</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif">.</span></span></b> <span style="font-size:10.0pt"><span style="font-family:"Times New Roman",serif"></span></span></span></span></span></span><br>
<b><span style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif"><span style="color:blue">Conclusion:</span></span></span></span></b><span style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif"> According to the obtained results, the classroom psychosocial</span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif"> climate<b> </b></span></span></span><span style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif">can directly and indirectly explain creativity through resilience. The rich environment of the classroom together with the intimate relationship and </span></span></span><span lang="EN" style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif">authoritative teacher</span></span></span><span style="font-size:10.0pt"><span style="line-height:107%"><span style="font-family:"Times New Roman",serif"> in the application of exploratory education and improving creativity has important implications for teachers and school counselors.</span></span></span></div>
خلاقیت,
تاب آوری,
جوّ روانی- اجتماعی کلاس,
دانش آموزان
Creativity,
resilience,
classroom psychosocial climate,
students
82
96
http://childmentalhealth.ir/browse.php?a_code=A-10-519-1&slc_lang=fa&sid=1
Khatereh
Momeni
خاطره
مومنی
momeni1367@gmail.com
100319475328460017538
0009-0008-7127-2775
No
Sohrevardi Institute of Higher Education, Qazvin, Iran.
موسسه آموزش عالی سهروردی، قزوین، ایران
Gita
Alipour
گیتا
علی پور
Alipourgita@yahoo.com
100319475328460017539
100319475328460017539
Yes
Rasht Branch, Islamic Azad University, Rasht, Iran
واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران
Reza
Ghasemi Jobaneh
رضا
قاسمی جوبنه
ghasemi.r@lu.ac.ir
100319475328460017540
100319475328460017540
No
Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
گروه روان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران