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

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
Adhami, A. and Akbarzadeh, A. (2012). “Investigating the cultural factors affecting environmental protection of Tehran city”.  Quarterly of Sociological Studies of Youth, 17(1), 37-62. [ In Persian]
Aghili, S., Khoshafar, M. and Salehi, S. (2009). "Social capital and environmentally responsible behaviors in northern Iran Case Study: Gilan, Mazandaran, and Golestan". Journal of Agricultural Sciences and Natural Resources, 16(1), 236-250.
Babcock, H. (2009).“Assuming Personal responsibility for improving the environment: Moving toward a new environmentally norm". Journal of Harvard Environmental Law Review. 33(77), 421-456.
Chen, J. (2004). “Academic Support from parents, teachers, and peers: relation to hong kong adolescents' academic behavior and achievement". Ph.D. Dissertation. Harvard University.
Chen, T. B.  and Chai, L.T. (2010). “Attitude towards the Environment green Products Consumers Perspective”. Management Science and Engineering, 4(2), 27-39.
Cooper, D., Duggleby, W. and Penz, K. (2009). “Hope, self-efficacy spiritual well-being and job satisfaction”. Journal of Advanced Nursing, 65(11), 376-385.
Dunlap, E. and Marshall, B. (2006). “Environmental sociology”. International Research of Geographical and Environmental Education, 6(4), 329-340.
Fuladvand, KH. (2010). “The effect of social support stress academic and self-efficacy academic on mental health physical". Psychology Contemporary, 4(20), 95-81. [ In Persian]
Ghasemi, M.  and Badsar, M. (2013). "Factors affecting the sense of responsibility to protect the environment''. The  second national conference protection and planning Environment, Hamedan, Tomorrow's environmental think tank, https://www.civilica.com/Paper-
Heesup, H. (2011). "Our lodging customers ready to go green An examination of attitudes, demographics, and eco-friendly intentions”. International Journal of Hospitality Management,7(1), 345-355.
Heidary Arjlu, A. (2015). “Relationship perception the leadership original and behavior citizen environmental according to the mediating role of psychological empowerment in the staff Bushehr nuclear power plant”. Thesis. Payam Noor University SHiraz. [ In Persian]
Heidary, M., Rezvani, M. and Ali poor, A. (2013). “Investing the impact of school – mayor plan in promoting the girl students environmental knowledge”. Journal of Environmental Education & Sustainable Development. 1(3), 43-53. [In Persian]
 Kaman, L. (2008).“Opportunities for green marketing: young consumers”. Marketing Intelligence a Planning, 26(2), 573-586.
Luthans, F. and Avolio, BJ. (2007). “Positive psychological capital: measurement and relationship with performance and satisfaction”. Journal of Personnel Psychology,60(3), 541-572.
Mobley, M. and Vagias, W. L. (2010). “Exploring Additional determinants of environmentally responsible behavior: the influence of literature and environmental attitudes". Journal of International Environmental and Behavior, 92 (4),  420-447.
Montazerian, A. (2015). “Check the relationship between the knowledge of environmental with responsibility and citizenship behavior students base sixth”. The second National conference sustainable development in education and psychology studies of social and cultural. Center solutions achieving sustainability,(2)1, 15-18. [ In Persian].
Navah, R. and Forutan Kia, SH. (2015). “Investigating the relationship between the degree of religiosity and values behavior citizens”. Journal of Studies Sociological City, 1(2), 77-97. [ In Persian]
Papadopoulos, I., Karagouni, G. and Trigkas, M. (2010). Green marketing: The case of Greece in Certified and sustainably managed timber products. Euromed Journal of Business, 5(2), 166-190.
Powell, R. B. (2012). Can ecotourism interpretation lead to pro-conservation knowledge, attitude, and behavior? Evidence from the Galapagos Island”. Journal of Sustainable Tourism, 19(4). 467-489.
Rezai, M. (2013). “Investigating the Relation of Academic Rejection with self-esteem and social support teens”. Master thesis. Tabriz University of Medical Sciences and Health Services.[ In Persian]
 Rostami, Z. (2011). “Norm navigation scale burnout school in woman students Isfahan university”. the environmental university of Shiraz". Master thesis. The Payam Noor University of Shiraz. [ In Persian]
Salehi, S. and Imamgholi, L. (2012). “Cultural capital and environmental attitudes and behavior; Case Study: Kurdistan". Iranian Journal of Culture and Communication Studies, 8(28), 91-117.   [ In Persian]
Sarafino, E. (2005). “Health Psychology”, (Abhari, A.) Tehran: Journal of Javaneh Roshd, (6)10, 152-164. [In Persian]
Solberg, S. and Torres, J. (2001). “Role of self-efficacy, stress, social integration, family support in Latino college student persistence and health". Journal of Vocational Behavior, 59(2), 53-63.
Vel, K. (2004). “The relationship between identity and social support parental among adolescents”. Sayari, sayah. Journal of Thought and behavior. (28)16, 67-74.
Yekta, A. (2012). “Check predictive power of social support and self-concept for achievement motivation school students in the group boys and girls in the school of education and engineering", Journal of Approaches new Educational, 13(1), 21-38.  [ In Persian].