مجله توسعه آموزش جندی شاپور اهواز

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بررسی رابطه سرسختی روانشناختی و جرأت ورزی با موفقیت تحصیلی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد مشاوره، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران.

2 کارشناس ارشد روانشناسی عمومی، دانشگاه علامه طباطبائی، تهران، ایران.

3 کارشناسی ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی واحد قزوین، قزوین، ایران.

4 عضو هیات علمی، دانشگاه علمی کاربردی سازمان بهزیستی تهران، تهران، ایران.

چکیده

پژوهش حاضر با هدف بررسی رابطه سرسختی روانشناختی، جرأت ورزی و پیشرفت تحصیلی دانشجویان علوم پزشکی انجام گرفت. این پژوهش از نوع همبستگی است. بدین منظور 270 نفر دانشجویان دانشگاه علوم پزشکی البرز در سال تحصیلی(94-93)، با روش نمونه‌گیری تصادفی، انتخاب شدند و از آنها خواسته شد تا به ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺮﺳﺨﺘﯽ روانشناختی اﻫﻮاز و پرسشنامه جرأت ورزی گمبریل و ریچی پاسخ دهند و معدل ترم گذشته تحصیلی خود را نیز یادداشت نمایند. تجزیه و تحلیل آماری در این تحقیق به روش ضریب همبستگی و تحلیل مسیر انجام گرفت. نتایج پژوهش نشان داد که نتایج نشان داد که اثرات سرسختی روانشناختی بر روی پیشرفت تحصیلی به صورت مستقیم 243/. و اثرات سرسختی روانشناختی به صورت غیر مستقیم و به واسطه جرأت ورزی بر روی پیشرفت تحصیلی 069/. بود. خصوصیات افراد با ویژگی‌های سرسختی روانشناختی (تعهد، مبارزه جویی وکنترل) با میزان جرأت ورزی شان همپوشی دارد، همچنین حضور ویژگی سرسختی روانشناختی در دانشجویان، فرآیند یادگیری را تسریع می نماید.

کلیدواژه‌ها

عنوان مقاله [English]

An examination of the Relationship between Hardiness and Assertiveness with Academic Achievement in Students

نویسندگان [English]

  • Neda Malekpour 1
  • Mahsa Soleymani 2
  • Gholamreza Talebi 3
  • Azizreza Ghasemzadeh 4

1 MA Graduate of Counselling, Islamic Azad University, Marvdasht Branch. Marvdasht, Iran.

2 MA Graduate of General Psychology, Allameh Tabataba'i University, Tehran, Iran.

3 MA Graduate of Clinical Psychology, Islamic Azad University, Qazvin Branch, Qazvin, Iran.

4 Facullty Member, The University of Applied Science and Technology (UAST), Tehran Welfare Organization, Tehran, Iran.

چکیده [English]

The present research aimed to examine the relationship between hardiness and
assertiveness with academic achievement in students of Medical Sciences. The research
was conducted in a correlational framework. The population included a total number of
270 students who were randomly selected from Alborz University of Medical Sciences.
The students have enrolled in 2014-2015 academic year. Afterwards, the applicants were
requested to fill in the Ahvaz Psychological Hardiness Questionnaire (AHI), and the
Assertion Inventory (Gambrill and Richey 1975). In addition, their grade point average
(GPA) were recorded. The data were analysed through correlation coefficient and path
analysis. Results showed that psychological hardiness had direct (r=0.243) and indirect
effect through assertiveness (r=0.069) on academic achievement.It can be concluded that
there existed an overlap between assertiveness components (as commitment, control and
challenge) and assertiveness in individuals. Furthermore, psychological hardiness in
students can facilitate the learning process for them.

کلیدواژه‌ها [English]

  • Psychological Hardiness
  • Assertiveness
  • Academic Achievement
  • Students
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مجله توسعه آموزش جندی شاپور اهواز
دوره 8، شماره 2
تیر 1396
صفحه 226-233
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هم رسانی
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