چکیده:
Aim: The purpose of this study was to investigate the ،ﻫﺪف: ﻫﺪف ﭘﮋوﻫﺶ ﺗﻌﻴﻴﻦ راﺑﻄﻪ ﻣﻴﺎن ﺳﺨﺖروﻳﻲ روان ﺷﻨﺎﺧﺘﻲrelationship between hardiness, life satisfaction and رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و اﻣﻴﺪ ﺑﺎ ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ ﺑﻮد. روش: ﭘﮋوﻫﺶhope with academic performance. Method: Researchmethod was correlational and multiple regression was ﺣﺎﺿﺮ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﻲ ﭼﻨﺪﮔﺎﻧﻪ اﺳﺖ. 463 ﻧﻔﺮ داﻧﺶآﻣﻮز دﺧﺘﺮused to analyze the data. 364 pre-university high school -ﭘﻴﺶداﻧﺸﮕﺎﻫﻲ ﺷﻬﺮ اﻫﻮاز ﺑﺎ روش ﻧﻤﻮﻧﻪﮔﻴﺮی ﺧﻮﺷﻪای ﭼﻨﺪﻣﺮﺣﻠﻪgirls in the City of Ahvaz in south west Iran were ای اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ دﻳﺪﮔﺎهﻫﺎی ﺷﺨﺼﻲ ﻛﻮﺑﺎﺳﺎselected through random cluster sampling. Participants )9791(، ﻣﻘﻴﺎس رﺿﺎﻳﺖ از زﻧﺪﮔﻲ دﻳﻨﺮ )5891( و ﻣﻘﻴﺎس اﻣﻴﺪcompleted the Personal Views Questionnaire (1979),Satisfaction With Life Scale (1985) and the Hope Scale ﺑﺰرﮔﺴﺎﻻن اﺳﻨﺎﻳﺪر )0002( ﭘﺎﺳﺦ دادﻧﺪ. دادهﻫﺎ ﺑﺎ آزﻣﻮن ﻫﻤﺒﺴﺘﮕﻲ(2000). The data were analyzed using Pearson's ﭘﻴﺮﺳﻮن و رﮔﺮﺳﻴﻮن ﺳﻠﺴﻠﻪ ﻣﺮاﺗﺒﻲ ﺗﺤﻠﻴﻞ ﺷﺪ. ﻳﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﻳﺞcorrelation coefficient and stepwise multiple regression. آﺷﻜﺎر ﺳﺎﺧﺖ ﻛﻪ ﻣﻴﺎن ﺳﺨﺖروﻳﻲ روان ﺷﻨﺎﺧﺘﻲ)ﺗﻌﻬﺪ، ﻛﻨﺘﺮل وResults: Results showed that there was a significantpositive relationship between hardiness (commitment, ﻣﺒﺎرزه ﻃﻠﺒﻲ(، رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و اﻣﻴﺪ ﺑﺎ ﻣﺆﻟﻔﻪﻫﺎی اﻣﻴﺪ )ﻛﺎرﮔﺰار وcontrol and challenge), life satisfaction and hope ﮔﺬرﮔﺎه( ارﺗﺒﺎط ﻣﺜﺒﺖ ﻣﻌﻨﺎداری وﺟﻮد دارد. ﻋﻼوه ﺑﺮ اﻳﻦ، ﻣﻴﺎن(agency, pathway). Also, there was a significant positive ﺳﺨﺖروﻳﻲ روان ﺷﻨﺎﺧﺘﻲ و رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و ﻣﻴﺎن اﻣﻴﺪ و رﺿﺎﻳﺖrelationship between hardiness and life satisfaction,hope and life satisfaction. In addition, agency, ،از زﻧﺪﮔﻲ ارﺗﺒﺎط ﻣﺜﺒﺖ و ﻣﻌﻨﻲدار اﺳﺖ. ﻣﺆﻟﻔﻪﻫﺎی ﻛﺎرﮔﺰار اﻣﻴﺪcommitment, control, and pathway had the most ﺗﻌﻬﺪ، ﻛﻨﺘﺮل و ﮔﺬرﮔﺎه ﺑﻪ ﺗﺮﺗﻴﺐ ﺑﻴﺸﺘﺮﻳﻦ ﺳﻬﻢ را در ﭘﻴﺶﺑﻴﻨﻲcontribution in predicting life satisfaction. Also, life رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و ﻧﻴﺰ رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و ﺳﺨﺖروﻳﻲ روانsatisfaction and hardiness had the most contribution in ﺷﻨﺎﺧﺘﻲ ﺳﻬﻢ ﺑﻴﺸﺘﺮی در ﭘﻴﺶﺑﻴﻨﻲ و ﺗﺒﻴﻴﻦ ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲpredicting academic performance. Conclusion: Results ofthis research points to the fact that the educational system in داﺷﺘﻨﺪ. ﻧﺘﻴﺠﻪﮔﻴﺮی: ﻧﺘﺎﻳﺞ اﻳﻦ ﭘﮋوﻫﺶ، ﺿﺮورت ﺗﻮﺟﻪ ﻣﺘﻮﻟﻴﺎنIran should pay more attention to the psychological factors ﻧﻈﺎم آﻣﻮزﺷﻲ ﻛﺸﻮر را در ﺟﻬﺖ ﺗﺪوﻳﻦ ﺑﺮﻧﺎﻣﻪﻫﺎﻳﻲ ﺑﺮای ﺑﻪ ﻛﺎرﮔﻴﺮیwhich may play a significant role in promoting factors such ﺟﻨﺒﻪﻫﺎی روان ﺷﻨﺎﺧﺘﻲ ﺑﻪ ﻣﻨﻈﻮر اﻓﺰاﻳﺶ ﺳﺨﺖروﻳﻲ، رﺿﺎﻳﺖ ازhardiness, life satisfaction and hope which may in turn -زﻧﺪﮔﻲ، اﻣﻴﺪ و ﺗﺄﺛﻴﺮ اﻳﻦ ﻋﻮاﻣﻞ در ارﺗﻘﺎی ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ داﻧﺶplay a role in improving academic performance instudents. .آﻣﻮزان ﻣﻮرد ﺗﺄﻛﻴﺪ ﻗﺮار ﻣﻲدﻫﺪ
خلاصه ماشینی:
"Journal of Applied Psychology ﻓﺼﻠﻨﺎﻣﻪ روان ﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Vol. 4, No. 4(16), Winter 2011, 101-116 101 -116 ،1389 ﺳﺎل4، ﺷﻤﺎره 4)61(، زﻣﺴﺘﺎن راﺑﻄﺔ ﻣﻴﺎن ﺳﺨﺖروﻳﻲ روانﺷﻨﺎﺧﺘﻲ، رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و اﻣﻴﺪ ﺑﺎ ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﻴﺶداﻧﺸﮕﺎﻫﻲ Relationship between psychological hardiness, life satisfaction and hope with academic performance of pre-university female students N.
Ong, Edwards, & Bergmen 401 ﻓﺼﻠﻨﺎﻣﻪ روان ﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره4 )61(/ زﻣﺴﺘﺎن 9831 راﺑﻄﺔ ﻣﻴﺎن ﺳﺨﺖروﻳﻲ روانﺷﻨﺎﺧﺘﻲ، رﺿﺎﻳﺖ از زﻧﺪﮔﻲ و اﻣﻴﺪ ﺑﺎ ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ...
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Leung, MC Bride-Chang & Lai 311 ﻧﺠﻤﻪ ﺣﻤﻴﺪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﻳﺞ ﺣﺎﺻﻞ از اﻳﻦ ﭘﮋوﻫﺶ ﻣﻲﺗﻮان ﮔﻔﺖ ﻛﻪ ﻣﻴﺎن وﻳﮋﮔﻲ ﺷﺨﺼﻴﺘﻲ ﺳﺨﺖروﻳﻲ و ﻣﺆﻟﻔﻪﻫﺎی آن ﻣﺎﻧﻨﺪ ﺗﻌﻬﺪ، ﻛﻨﺘﺮل و ﻣﺒﺎرزهﻃﻠﺒﻲ ﺑﺎ ﻣﻴﺰان اﻣﻴﺪ و رﺿﺎﻳﺖ از زﻧـﺪﮔﻲ ارﺗﺒـﺎط ﻣﺜﺒـﺖ وﺟﻮد دارد ﻛﻪ اﻳﻦ ﻣﺘﻐﻴﺮﻫﺎ ﺑﻪ ﻧﻮﺑﻪ ﺧﻮد ﻣﻲﺗﻮاﻧﻨـﺪ در ﻣﻴـﺰان ﻋﻤﻠﻜـﺮد ﺗﺤـﺼﻴﻠﻲ اﻓـﺮاد ﺗﺄﺛﻴﺮﮔـﺬار ﺑﺎﺷﻨﺪ."