دانلود مقاله تأثیر حمایت والدین-همکلاسی-معلم بر سلامت روانی نوجوانان
چکیده
مقدمه
سرسختی ذهنی به عنوان یک زمینه بالقوه
ساز و کار
روش
نتایج
بحث
منابع
Abstract
Introduction
Mental Toughness as a Potential Underlying
Mechanism
Method
Results
Discussion
References
چکیده
حمایت اجتماعی ادراک شده یک پیش بینی کننده مهم پیامدهای سلامت روان مدرسه دانش آموزان است. با این حال، تحقیقات بیشتری در مورد اثرات غیر مستقیم در این ارتباط مورد نیاز است. پژوهش حاضر با هدف بررسی اثرات مستقیم و غیرمستقیم (از طریق سرسختی ذهنی) حمایت والدین-همکلاسی-معلم بر سلامت روانی نوجوانان اولیه انجام شد. در مجموع 359 نوجوان اولیه (77/12 = مج، 91/0 = انحراف معیار) از کلاس های 6 تا 8 در این تحقیق شرکت کردند. مقیاس حمایت از کودک و نوجوان، مقیاس سرسختی ذهنی برای نوجوانان و غربالگر سلامت روانی و پریشانی به عنوان ابزار اندازه گیری استفاده شد. نتایج حاکی از اهمیت حمایت اجتماعی درک شده از والدین و همکلاسی ها برای بهزیستی مدرسه و همچنین اهمیت نقش میانجی سرسختی ذهنی است. نتایج حاضر بینش ما را در مورد مکانیسمی که پیوندهای بین حمایت اجتماعی ادراک شده و پیامدهای سلامت روانی مدرسه را تشکیل می دهد، گسترش می دهد. مفاهیم و محدودیت ها مورد بحث قرار گرفته و پیشنهاداتی برای تحقیقات آتی ارائه شده است.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
Perceived social support is an important predictor of school mental health outcomes of students. However, more research is needed on the indirect effects in this association. The present study aimed to investigate the direct and indirect effects (via mental toughness) of parent-classmate-teacher support on early adolescents’ school mental health. A total of 359 early adolescents (Mage = 12.77, SD = 0.91) from grades 6 to 8 participated in the research. The child and adolescent support scale, mental toughness scale for adolescents, and psychological wellbeing and distress screener were used as measuring instruments. The results suggest the importance of perceived social support from parents and classmates for school well-being, as well as the importance of mediating role of mental toughness. The present results extend our insight into the mechanism underlying the links between perceived social support and school mental health outcomes. Implications and limitations are discussed, and suggestions for future research are provided.
Introduction
In the last two decades, positive psychology movement has largely changed the research focus from remedying deficits to improving human strengths. Promoting flourishing and optimal functioning has become utmost target at individual, family, and institution (e.g., school, hospital, and workplace) level across the globe. Although psycho-therapeutic and psychoeducational interventions are provided at the individual and family level, school-based interventions seem to be the best place to deliver mental health services to the students and stakeholders at the institution level (Dowdy et al. 2015). Previous research revealed that school mental health importantly contributes to student outcomes such as improved academic success, psychological adjustment, and social relationships (Suldo et al. 2014). Therefore, exploring the contextual (e.g., parent, classmate, and teacher support) and individual factors (e.g., personal traits like mental toughness) promoting school psychological well-being and diminishing psychological distress is of importance to researchers, educators, and policy makers. In accordance with this premise, the present study aimed to investigate the direct and indirect effects (via mental toughness) of school-based social support on school well-being and distress in middle school students.
Results and analyses
Table 1 presents the means, standard deviations, reliabilities, and bivariate correlations for all study variables. The correlations among parent, classmate, teacher support, mental toughness, school well-being, and school distress were all statistically significant at the 0.01 level. As expected, the participants who perceived more support from their parents, classmates, and teachers scored higher in mental toughness and school well-being, and lower in school distress. Moreover, students higher in mental toughness reported higher school well-being and lower school distress.