ارائه مدل علی روابط ادراک از حمایت اجتماعی و مسئولیت‌پذیری محیط زیستی با توجه به نقش واسطه‌ای سرمایه‌های روان‌شناختی در میان دانش آموزان دوره متوسطه دوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی، دانشگاه پیام نور

2 کارشناس ارشد، آموزش محیط زیست، دانشگاه پیام نور

10.30473/ee.2019.6326

چکیده

پژوهش حاضر با هدف ارائه مدل علی روابط ادراک از حمایت اجتماعی و مسئولیت‌پذیری محیط زیستی با توجه به نقش واسطه‌ای سرمایه‌های روان‌شناختی در میان دانش آموزان مقطع متوسطه دوم شهرستان لارستان به روش تحلیل مسیر انجام شد. روش: برای این منظور 341 نفر (181 نفر دختر و 160 نفر پسر) از دانش آموزان مقطع متوسطه دوم به روش نمونه‌گیری طبقه‌ای نسبی انتخاب و به پرسش‌نامه‌ای خود گزارشی متشکل از مقیاس‌های حمایت اجتماعی واکس (1999)، سرمایه‌های روان‌شناختی لوتانز (2007)، مسئولیت‌پذیری محیط زیستی هوی سائوس (2005) پاسخ دادند. جهت اطمینان از پایایی خرده مقیاس‌ها از ضریب آلفای کرونباخ استفاده گردید. به‌طورکلی نتایج پژوهش نشان داد که حمایت اجتماعی (حمایت خانواده، معلمان، همسالان) از طریق واسطه‌گری سرمایه‌های روان‌شناختی (تاب‌آوری، امیدواری، خودکارآمدی، خوش‌بینی) بر مسئولیت‌پذیری محیط زیستی دارای اثر غیرمستقیم و مثبت می‌باشد. از میان مؤلفه‌های سرمایه روان‌شناختی، خوش‌بینی و امیدواری دارای بیشترین اثر مستقیم بر مسئولیت‌پذیری محیط زیستی می‌باشد. در بین ابعاد حمایت اجتماعی، حمایت خانواده بیشترین اثر غیرمستقیم را بر مسئولیت‌پذیری محیط زیستی دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Providing a Causal Model of the Perception Relationships of of Social Support and Environmental Responsibility Based on the Role of Psychological Capital among Secondary School Students

نویسندگان [English]

  • Ahmad Rastegar 1
  • Narjes Zargarian 2
1 Assistant Prof of Educational Sciences, Payame Noor University
2 M.A in Environmental Education Payame Noor University
چکیده [English]

The purpose of this study was to provide a causal model of the relationships between social support perception and environmental responsibility with regard to the mediating role of psychological capital among secondary school students in Larestan by path analysis. For this purpose, 341 secondary school students (181 girls and 160 boys) were selected by ratio stratified sampling method and then, answered to a self-report questionnaire consisting of social support (Wax, 1986), psychological capital (Luthans, 2007) and the environmental responsibility (Hui Saos, 2005) subscales. To confirm the reliability of subscales, Cronbach's alpha coefficient was used. Overall, the results of the research showed that social support (family support, teachers, and peers) through the mediation of psychological capital (resilience, hope, self-efficacy, and optimism) has an indirect and positive effect on environmental responsibility. Among the components of psychological capital, optimism and hope have the greatest direct impact on environmental responsibility. Among the dimensions of social support, family support has the most indirect effect on environmental accountability.
 

کلیدواژه‌ها [English]

  • Social Support
  • Environmental responsibility
  • Psychological Capital
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