رابطه استرس ناشی از انتظارات تحصیلی با شیفتگی تحصیلی وامید تحصیلی در دانش آموزان دختر دوره دوم متوسطه

ﻫﺪف از اﻧﺠﺎم ﭘﮋوﻫﺶ ﺣﺎﺿﺮ راﺑﻄﻪ اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﺷﯿﻔﺘﮕﯽﺗﺤﺼﯿﻠﯽ واﻣﯿﺪﺗﺤﺼﯿﻠﯽ در داﻧﺶآﻣﻮزان دﺧﺘﺮ دوره دوم ﻣﺘﻮﺳﻄﻪ اﺳﺖ. ﻃﺮح ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪآﻣﺎری ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﺘﻮﺳﻄﻪ دوم ﺗﺒﺮﯾﺰ در ﺳﺎل 1400-1401 ﺑﻮدﻧﺪ ﮐﻪ از ﺑﯿﻦ آنﻫﺎ 406 ﻧﻔﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﺧﻮﺷﻪای ﭼﻨﺪﻣﺮﺣﻠﻪای ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎی اﺳﺘﺮس ﻧﺎﺷﯽ از اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ آﻧﮓ وﻫﻮان)2006( و ﺷﯿﻔﺘﮕﯽ ﺗﺤﺼﯿﻠﯽ ﻣﺎرﺗﯿﻦ وﺟﮑﺴﻮن)2008( و اﻣﯿﺪ ﺗﺤﺼﯿﻠﯽ ﺳﺎﻣﺎﻧﯽ وﺳﻬﺮاﺑﯽ)2011( ﺑﻮد. دادهﻫﺎی ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ )ﮔﺎم ﺑﻪ ﮔﺎم( ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ اﺳﺘﺮس ﻧﺎﺷﯽ از اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﺷﯿﻔﺘﮕﯽ ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﻨﻔﯽ و ﻣﻌﻨﺎداری وﺟﻮد دارد )0/001>p (، از ﺳﻮﯾﯽ ﺑﯿﻦ اﺳﺘﺮس ﻧﺎﺷﯽ از اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ ﺑﺎ اﻣﯿﺪﺗﺤﺼﯿﻠﯽ راﺑﻄﻪای ﻣﺸﺎﻫﺪه ﻧﺸﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﻧﺸﺎن داد ﮐﻪ ﺷﯿﻔﺘﮕﯽﺗﺤﺼﯿﻠﯽ و اﻣﯿﺪ ﺗﺤﺼﯿﻠﯽ 13% از وارﯾﺎﻧﺲ ﻣﺮﺑﻮط ﺑﻪ اﺳﺘﺮس ﻧﺎﺷﯽ از اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ را ﭘﯿﺶﺑﯿﻨﯽ ﻣﯽﮐﻨﻨﺪ. ﺑﻨﺎﺑﺮاﯾﻦ ﺿﺮوری ﻣﯽﺑﺎﺷﺪ ﮐﻪ در ﺟﻬﺖ دادن آﮔﺎﻫﯽ ﺑﻪ اوﻟﯿﺎ و ﻣﻌﻠﻤﺎن داﻧﺶآﻣﻮزان آﻧﺎن را از ﻋﻮاﻗﺐ و ﭘﯿﺎﻣﺪﻫﺎی ﺳﻮء اﺳﺘﺮس ﻧﺎﺷﯽ از اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ آﮔﺎه ﺳﺎﺧﺘﻪ ودر اﯾﻦ زﻣﯿﻨﻪ ﮐﺎرﮔﺎه ﻫﺎﯾﯽ ﺑﺮﮔﺰار ﮔﺮدد ﺗﺎ ﺷﯿﻔﺘﮕﯽ ﺗﺤﺼﯿﻠﯽ واﻣﯿﺪ ﺗﺤﺼﯿﻠﯽ در داﻧﺶآﻣﻮزان اﻓﺰاﯾﺶ واﺳﺘﺮس ﻧﺎﺷﯽ از اﻧﺘﻈﺎرات ﺗﺤﺼﯿﻠﯽ ﮐﺎﻫﺶ ﯾﺎﺑﺪ.

the relationship between academic expectations stress and academic flow and academic hope in female students of the second year of high school

the purpose of the present study is the relationship between academic expectations stress and academic flow and academic hope in female students of the second year of high school students. the design of the research was descriptive and correlational. the statistical population included all secondary school girls of the 2nd district of tabriz in the year 1400-1401, and 406 of them were selected as a sample by multi-stage cluster sampling method. in the current research, the questionnaires of stress caused by ang and hwan's academic expectations stress (2006) and academic flow by martin and jackson (2008) the academic hope and omid samani and sohrabi (2011) were used. research data were analyzed using pearson's correlation coefficient and multiple regression (step by step). the results showed that there is a negative and significant relationship between stress caused by academic expectations and academic fascination (p < 0.001), on the other hand, no relationship was observed between stress caused by academic expectations and academic hope. the results of multiple regression analysis showed that academic fascination and academic hope predict 13% of the variance related to stress caused by academic expectations. therefore, it is necessary to inform the parents and teachers of the students about the consequences of bad stress caused by academic expectations stress , and in this field, workshops should be held so that as a result of such an action, academic enthusiasm and academic hope in students increase and reduce stress caused by academic expectations stress.