fa بررسی ارتباط صفات شخصیتی با قدردانی: نقش میانجیگری خودکارآمدی تحصیلی تخصصي Special گزارش مورد case report <strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">مقدمه: </span></span></span></strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">قدردانی به عنوان یکی از موضوعات مهم روان</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">شناسی مثبت در سال</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">های اخیر ذهن پژوهشگران را به خود مشغول ساخته است. قدردانی یک جهت</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گیری مثبت به زندگی است که در آن به چیزهای مثبت توجه می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">شود و نسبت به آن</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ها سپاس</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گزاری صورت می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گیرد. هدف این پژوهش تبیین قدردانی بر اساس ویژگی</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">های شخصیتی با واسطه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گری خودکارآمدی تحصیلی بود.</span></span></span><br> <strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">روش</span></span></span></strong><strong><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span></strong><strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ها: </span></span></span></strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">روش پژوهشی مورد استفاده در پژوهش حاضر، توصیفی-همبستگی بود. بدین منظور 474 نفر (186 پسر و 288 دختر) از دانش</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">آموزان دوره</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ی دوم متوسطه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ی شهر یزد در سال تحصیلی 97-96 به روش تصادفی خوشه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ای انتخاب شدند و مقیاس چند مؤلفه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ای قدردانی مورگان و همکاران (2017)، فرم کوتاه پنج عامل بزرگ شخصیت خرمائی و فرمانی (1393) و پرسشنامه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ی خودکارآمدی تحصیلی زاژاکووا و همکاران (2005) را تکمیل کردند. داده</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">های پژوهش با بهره</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گیری از روش مدل</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">یابی معادلات ساختاری در نرم</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">افزار </span></span></span><span dir="LTR"><span style="color:black;">AMOS</span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;"> (نسخه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ی 21) تحلیل شدند.</span></span></span><br> <strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">یافته</span></span></span></strong><strong><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span></strong><strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">ها: </span></span></span></strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">نتایج تحلیل مسیر نشان داد که مدل پیشنهادی با داده</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">های پژوهش برازش مناسب دارد و از بین ابعاد شخصیتی به عنوان متغیر برون</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">زاد توافق</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">پذیری، برون</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گرایی و وظیفه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گرایی به طور مستقیم و وظیفه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گرایی، گشودگی به تجربه، برون</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گرایی و توافق</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">پذیری به صورت غیرمستقیم با واسطه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گری خودکارآمدی تحصیلی قادر به پیش</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">بینی قدردانی شدند و در مجموع 45 درصد (45/0</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span dir="LTR"><span style="color:black;">R²=</span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">) از واریانس قدردانی از این طریق تبیین می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">شود.</span></span></span><br> <strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">بحث و نتیجه</span></span></span></strong><strong><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span></strong><strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گیری: </span></span></span></strong><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">نتیجه آن که ویژگی</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">های شخصیتی توافق</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">پذیری، وظیفه</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گرایی، برون</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">گرایی و گشودگی به تجربه، دانش</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">آموزان را در برخورد با مسائل تحصیلی خودکارآمدتر می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">کند. در چنین شرایطی دانش</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">آموزان در مسیر قدردان</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">تر شدن پیش می</span></span></span><span dir="LTR"><span style="color:black;"><span style="font-family:Calibri,sans-serif;"><span style="font-size:13.0pt;">‌</span></span></span></span><span style="color:black;"><span style="font-family:Gn Lotus;"><span style="font-size:13.0pt;">روند.</span></span></span> <strong>Introduction: </strong>As one of the most important topics of positive psychology in recent years, gratitude has attracted the attention of researchers. Gratitude is a positive orientation to life in which attention is paid to positive things and a sense of gratefulness is expressed toward them. The purpose of this study was to explain gratitude by personality traits with the mediating of academic self-efficacy.<br> <strong>Methods: </strong>This study was a descriptive correlational research. Four hundred and seventy four students (186 males and 288 females) were selected from Secondary School Students in Yazd in academic year of 2017 using multistage cluster random sampling. The participants completed the Multi-component Gratitude Measure (Morgan et al, 2017), NEO Questionnaire Short Form (Khormaei & Farmani, 2015) and the Academic Self-Efficacy Inventory (Zajacova et al, 2005). The data were analyzed using the structural equation modeling approach in AMOS software (version 21).<br> <strong>Results: </strong>The results of path analysis indicated that the model had a good fitness and big five personality as exogenous variable agreeableness, extraversion and conscientiousness predicted gratitude directly. In addition conscientiousness, openness to experience, extraversion and agreeableness predicted gratitude indirectly by the mediation role of academic self-efficacy And a total of 45% of the variance of gratitude is explained in this way.<br> <strong>Conclusion: </strong>As a result, personaliy traits of agreeableness, conscientiousness, extraversion and openness to experience increase academic self-efficacy. Therefore, students have more self-efficacy to face the problems. As a result they would behave more grateful. خودکارآمدی تحصیلی, دانشآموزان دوره متوسطه, قدردانی, صفات شخصیتی academic self-efficacy, gratitude, high school students, personaliy traits 22 35 http://nama.ajaums.ac.ir/browse.php?a_code=A-10-100-2&slc_lang=fa&sid=1 Seyed Mehdi Poorseyed سید مهدی پورسید 10031947532846001732 10031947532846001732 Yes (*Corespounding author) Email: seyed_mehdi_pourseyed@yahoo.com , Seyed Reza Poorseyed سید رضا پورسید 10031947532846001733 10031947532846001733 No