Students' academic well-being based on the perceived social support and cognitive flexibility: a model with mediating role of psychological hardiness
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 79
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شناسه ملی سند علمی:
JR_JSDI-8-1_017
تاریخ نمایه سازی: 28 تیر 1402
چکیده مقاله:
Background: This study aimed to design a model of students’ academic well-being based on
the role of perceived social support and cognitive flexibility mediated by psychological
hardiness.
Methods: This study was correlational-descriptive research. The statistical sample studied in
the present study was ۳۳۴ people selected by stratified random sampling method among
students of the Islamic Azad University of Kerman in the fiscal year of ۲۰۱۹-۲۰۲۰. The
research instruments were the academic Well-being Questionnaire, Psychological Hardiness
Questionnaire, Cognitive Flexibility Scale, and Perceived Social Support Scale. The pathway
review process was used in Amos and SPSS software version ۲۳ for the analysis of data.
Results: The results of path analysis in the final model showed that the model had a good fit
with the data. Psychological hardiness had a significant mediating role in the relationship
between cognitive flexibility, social support and academic wellbeing. Results from path
analysis revealed that the model has an appropriate fit with the data and psychological hardiness
had a vital intermediating function in the correlation concerning cognitive flexibility, social
support, and academic well-being. Model fit indicators include: Normalized Chi-square (۲.۱۷),
Fit-Goodness Index (۰.۹۱۲), Modified Fitness-Goodness Index (۰.۹۲), Normalized Fit Index
(۰.۹۶), Incremental Fit Index (۰.۹۷), Tucker-Lewis Index (۰.۹۵), Fit Index Adaptive (۰.۹۶),
root mean square estimation error (۰.۰۳۷) has been stating that the proposed model was
appropriate.
Conclusion: Psychological toughness has an important mediating role between perceived
social support and cognitive flexibility with academic well-being; Therefore, efforts to develop
scientific protocols to improve students’ academic well-being are suggested.
کلیدواژه ها:
نویسندگان
Azam Vaziri Nasab
Department of Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
Alireza Manzari Tavakoli
Department of Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
Zahra Zeinaddiny Meymand
Department of Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran
Mitra Kamyabi
Department of Educational Psychology, Kerman Branch, Islamic Azad University, Kerman, Iran