رابطه طرحواره های ناسازگار اولیه دانش آموزان با تحلیل رفتگی تحصیلی و اضطراب اجتماعی آنان (یک همبستگی بنیادی)

پژوهش حاضر با هدف بررسی رابطه طرحواره‌های ناسازگار اولیه دانش‌آموزان با تحلیل‌رفتگی تحصیلی و اضطراب اجتماعی آنان انجام گرفت. جامعه آماری شامل تمامی دانش‌آموزان دختر دوره دوم متوسطه شهرستان رامسر و شاغل به تحصیل در سال 98-1397 بود. تعداد جامعه شامل 1238 نفر بود که از این تعداد با توجه به جدول مورگان 288 نفر به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزار گردآوری اطلاعات شامل سه پرسشنامه طرحواره ناسازگار اولیه یانگ و براون (1999)، پرسشنامه تحلیل رفتگی تحصیلی برسو و همکاران (2007) و پرسشنامه اضطراب اجتماعی جرابک (1996) بود. در این پژوهش جهت تجزیه و تحلیل اطلاعات از آزمون همبستگی کانونی استفاده شد. نتایج نشان داد مجموعه متغیرهای طرحواره‌های ناسازگار اولیه با مجموعه مولفه های تحلیل‌رفتگی تحصیلی و اضطراب اجتماعی به طور معنی‌داری بر اساس همبستگی کانونی پیوند داشته‌اند. همچنین در رابطه متغیرهای پیش بین و ملاک، می‌توان گفت که «خودکنترلی ناکافی» و «استحقاق/بزرگ منشی» بهترین پیش‌بینی کننده‌های مجموعه ملاک یعنی تحلیل‌رفتگی تحصیلی و اضطراب اجتماعی هستند. بنابراین توجه به طرحواره‌های ناسازگار اولیه جهت کاهش تحلیل‌رفتگی تحصیلی و اضطراب اجتماعی دانش‌آموزان مهم است.

The relationship early maladaptive schemas of students with their academic burnout and social anxiety (A Canonical Correlation)

Introduction Students are the future capital of the country and it is important to pay attention to their academic problems. Some students have problems such as academic burnout and social anxiety. Academic burnout can be defined as a negative emotional, physical and mental reaction to prolonged study that results in exhaustion, frustration, lack of motivation and reduced ability in school Social anxiety is the fear of social situations that involve interaction with other people. A variable in related to academic burnout and social anxiety is early maladaptive schemas. An early maladaptive schema is a pervasive selfdefeating or dysfunctional theme or pattern of memories, emotions, and physical sensations, developed during childhood or adolescence and elaborated throughout one's lifetime, that often has the form of a belief about the self or the world. According to what was said, the purpose of this study was to investigate the relationship early maladaptive schemas of Students with their academic burnout and social anxiety. Method The research was descriptive correlational study. The statistical population included all secondary high school girl students of Ramsar City who were educated in the academic years 13971398. There are 1238 students in the statistical population. 288 students of the population were selected by multistage cluster sampling according to Morgan table. At first 6 secondary high schools were randomly selected among all secondary high schools of Ramsar city. Then from each secondary high school, 2 classes were randomly selected. Data gathering tools included three questionnaires: early maladaptive schema questionnaires by Yang and Brown (1999), educational burnout questionnaire by Breso et al (2007) and Jerabek social anxiety questionnaire (1996). This study describes the data collected from a variety of statistical indices including descriptive statistics including mean, standard deviation, and formulation of tables. In the inferential statistics section, the canonical correlation model was used to test the research hypotheses Results The results showed that the variables of early maladaptive schemes and educational burnout and social anxiety sets were significantly correlated with canonical correlations. Also, in relation to predictor and dependent variables, it can be said that insufficient selfcontrol and entitlement/grandiosity are the best predictors of the criterion set, ie academic burnout and social anxiety. Discussion According to the results, we can understand that early maladaptive schemas play an important role in the occurrence of other variables. Therefore, the directors of the Education Organization and people who are related to this field can use these results and improve the psychological status of students through continuous consultation with students in order to reduce their pressures and improve students' academic and social performance to help the community.