ارائه الگوی ساختاری بی‌صداقتی تحصیلی براساس جو عاطفی خانواده و هوش معنوی با میانجیگری خودپنداشت تحصیلی در دانش‌آموزان

هدف پژوهش حاضر ارائه الگوی ساختاری بی‌صداقتی تحصیلی براساس جو عاطفی خانواده و هوش معنوی با میانجیگری خودپنداشت تحصیلی در دانش‌آموزان بود. روش پژوهش توصیفی- همبستگی  از نوع تحلیل مسیر بود. جامعه آماری پژوهش کلیه دانش‌آموزان پسر مقطع متوسطه  دوم شهر خرم آباد در سال تحصیلی 1401- 1400 بودند که تعداد300 نفر به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب و مورد مطالعه قرار گرفتند .برای جمع‌آوری داده‌ها از پرسشنامه ‌‌بی‌صداقتی (adq خامسان و امیری،1390)، پرسشنامه جو عاطفی خانواده (fpq هیل برن، 1964)، پرسشنامه هوش معنوی (siq عبدالله‌زاده و همکاران، 1387) و پرسشنامه خودپنداشت تحصیلی (asq، چن و تامسون، 2004) استفاده شد. یافته‌ها نشان داد که بین جو عاطفی خانواده و ‌بی‌صداقتی تحصیلی اثر مستقیم معنی‌داری وجود نداشت (0.05p) و بین هوش معنوی و خودپنداشت تحصیلی با سازگاری تحصیلی اثر مستقیم معنادار وجود دارد (0.01>p). علاوه براین بین هوش معنوی با ‌بی‌صداقتی تحصیلی از طریق میانجی‌گری خودپنداشت تحصیلی اثر غیر مستقیم معنی‌دار داشت (0.05

presenting a structural model of academic dishonesty based on the emotional atmosphere of the family and spiritual intelligence with the mediation of academic self-concept in student

the purpose of the present study was to provide a structural model of academic dishonesty based on the emotional atmosphere of the family and spiritual intelligence with the mediation of academic self-concept in students. the descriptive-correlation research method was path analysis. the statistical population of the research was all the male students of the second secondary level of khorram abad city in the academic year of 2021-2022 300 of them were selected and studied by multi-stage cluster sampling method. to collect data, a dishonesty questionnaire (adq, khamsan and amiri, 2013), a family emotional atmosphere questionnaire (fpq . hillburn, 1964), a spiritual intelligence questionnaire (siq, abdollahzadeh et al., 2017), and an academic self-concept questionnaire (asq, chen and thomson, 2004) were used to collect data. the findings showed that there was no significant direct effect between the emotional atmosphere of the family and academic dishonesty (p<0.05). there is a statistically significant relationship between the emotional atmosphere of the family and academic self-concept (p<0.01), and there is a significant direct effect between spiritual intelligence and academic self-concept with academic adjustment (p<0.01). in addition, there was a significant indirect effect between spiritual intelligence and academic dishonesty through the mediation of academic self-concept (p<0.05), and there was a significant indirect effect between the emotional atmosphere of the family and academic dishonesty through the mediation of academic self-concept (p<0.05). the final model also had a good fit. from the above findings, it can be concluded that academic self-concept plays a mediating role between the emotional atmosphere of the family and spiritual intelligence with the academic dishonesty of students.