نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران.

2 استاد، گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران.

3 استادیار، گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

چکیده

هدف از پژوهش حاضر، شناسایی ویژگی‌های روان‌سنجی مقیاس استحکام روانی نوجوانان McGeown و همکاران (2016) و آزمون رابطه‌ی آن با اهمال‌کاری تحصیلی، اضطراب فراگیر و اضطراب ریاضی در قالب تحلیل مسیر بود. نمونه آماری پژوهش شامل 455 نفر از دانش‌آموزان دوره دوم متوسطه شهر زنجان بود که به روش نمونه‌گیری خوشه‌ای انتخاب شدند. شرکت‌کنندگان به‌صورت حضوری و اجرای کلاسی به مقیاس‌های مربوطه پاسخ دادند. تجزیه‌وتحلیل داده‌ها، به‌صورت دوفازی و با به‌کارگیری روش‌های آماری تحلیل عاملی و تحلیل مسیر انجام شد. در فاز اول پژوهش به بررسی ویژگی‌های روان‌سنجی مقیاس استحکام روانی پرداخته شد. نتایج نشان داد یک راه‌حل شش عاملی، مطابق با شش ویژگی پیشنهادی استحکام روانی یعنی چالش، تعهد، کنترل (زندگی و هیجان) و اعتمادبه‌نفس (توانایی‌ها و بین فردی)، نسبت به مدل‌های رقیب بهترین برازش مدل را دارد. به‌علاوه همسانی درونی کل مقیاس با استفاده از آلفای کرونباخ 81/0 به دست آمد. در فاز دوم پژوهش به آزمون اثرات مستقیم و غیرمستقیم استحکام روانی بر اضطراب (فراگیر و ریاضی) و اهمال‌کاری تحصیلی با به‌کارگیری تکنیک آماری تحلیل مسیر پرداخته شد. نتایج پژوهش نشان که استحکام روانی اثر مستقیم بر اضطراب فراگیر، اضطراب ریاضی و اهمال‌کاری تحصیلی دارد به‌علاوه استحکام روانی با میانجی‌گری اضطراب فراگیر بر اهمال‌کاری تحصیلی و اضطراب ریاضی اثر غیرمستقیم دارد. پیامد یافته‌های پژوهش ازجمله کاربرد نتایج در مدارس و محیط‌های تحصیلی و پیشنهاد‌های پژوهشی برای مطالعات آتی موردبررسی قرار گرفت.

کلیدواژه‌ها

عنوان مقاله [English]

Mental Toughness Scale for Adolescents: Psychometric Properties and its Relationship with Academic Procrastination and Anxiety

نویسندگان [English]

  • Mojtaba Byrami 1
  • Parvin Kadivar 2
  • Mehdi Arabzadeh 3

1 Ph.D. Student in Educational Psychology, Kharazmi University, Tehran, Iran

2 Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran.

3 Assistant Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran.

چکیده [English]

The aim of this study was to identify the psychometric properties or indicators of the Mental Toughness Scale for Adolescents by McGowan et al. (2016) and examine its relationship with academic procrastination, generalized anxiety, and math anxiety using path analysis. The research sample consisted of 455 high school students in Zanjan City, Iran, who were selected using cluster sampling. Participants completed the relevant scales through in-person administration. Data analysis was conducted in two phases and employing factor analysis and path analysis statistical methods. In the first phase, the psychometric properties of the Mental Toughness Scale were examined. The results revealed that a six-factor solution, in line with the proposed six dimensions of the Mental Toughness Scale (challenge, commitment, control over life and emotions, and self-confidence in abilities and interpersonal relationships), provided the best fit for the competing models. Additionally, the overall internal consistency of the scale was satisfactory, with a Cronbach's alpha coefficient of 0.81. In the second phase, the direct and indirect effects of Mental Toughness on generalized anxiety, math anxiety, and academic procrastination were examined using path analysis. The findings indicated that Mental Toughness has a direct impact on generalized anxiety, math anxiety, and academic procrastination. Moreover, Mental Toughness has an indirect effect on academic procrastination and math anxiety through the mediating role of generalized anxiety. The implications of the study's findings for schools and educational environments, as well as suggestions for future research, were discussed.

کلیدواژه‌ها [English]

  • Mental toughness scale
  • Adolescents
  • Academic procrastination
  • Anxiety
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