نوآوری های اخیر در روان‌شناسی

نوآوری های اخیر در روان‌شناسی

حمایت اجتماعی ادراک شده، تعلق به مدرسه و پیامدهای روانی-اجتماعی در نوجوانان کشور ترکیه

مقالات آماده انتشار

نوع مقاله : تمام متن انگلیسی

نویسندگان
هادی صمدیه 1
فرهاد تنهای رشوانلو 2
مهدی رضایی 3
صفا بولوت 4
1 استادیار، گروه روان شناسی، دانشگاه بیرجند، بیرجند، ایران
2 استادیار، گروه روان‌شناسی، موسسه آموزش عالی غیردولتی غیرانتفاعی آرمان رضوی، مشهد، ایران
3 استادیار، گروه روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران
4 استاد، گروه روان‌شناسی مشاوره و راهنمایی، دانشگاه ابن خلدون، استانبول، ترکیه
10.22034/rip.2026.579493.1125
چکیده
پژوهش حاضر با هدف بررسی رابطه غیرمستقیم حمایت اجتماعی ادراک شده و پیامدهای روانی‑اجتماعی از طریق تعلق به مدرسه انجام شد. این مطالعه مقطعی شامل ۸۰۷ دانش‌آموز پایۀ هفتم و هشتم (۳۷۳ پسر و ۴۳۴ دختر؛ میانگین سنی ۱۳/۱۳ سال، دامنه سنی ۱۱‑۱۴) بود که با استفاده از نمونه‌گیری در دسترس از شش مدرسۀ راهنمایی در استانبولِ ترکیه، انتخاب شدند. دانش‌آموزان به مقیاس چندبعدی حمایت اجتماعی ادراک شده (MSPSS)، مقیاس احساس روان‌شناختی عضویت در مدرسه (PSSM) و پرسشنامه توانایی‌ها و مشکلات (SDQ) را تکمیل کردند. تحلیل مسیر نشان داد که حمایت اجتماعی ادراک شده به‌طور مستقیم و غیرمستقیم و از طریق تعلق به مدرسه با پیامدهای روانی‑اجتماعی نوجوانان مرتبط است. حمایت خانواده با تعلق به مدرسه رابطۀ مثبت داشت (0.28=β)، که به نوبۀ خود با سطوح پایین‌تر مشکلات درونی‌سازی‌شده (0.40-=β) و برونی‌سازی شده (0.27-=β) و سطوح بالاتر رفتارهای جامعه پسند (0.23=β) همراه بود. حمایت از سوی افراد مهم نیز با تعلق به مدرسه رابطۀ مثبت (0.25=β) و با رفتارهای جامعه پسند رابطه مثبت (0.07=β) و با مشکلات درونی‌سازی شده (0.14-=β) و برونی‌سازی شده (0.22-=β) رابطۀ منفی داشت. حمایت دوستان به‌طور مستقیم با مشکلات برونی‌سازی شده‌ بیشتر همراه بود (0.13=β). تمامی ارتباطات غیرمستقیم از طریق تعلق به مدرسه از لحاظ آماری معنادار بودند (0.001>P). این یافته‌ها نشان دهنده اهمیت تعلق به مدرسه در عملکرد هیجانی و رفتاری نوجوانان بود.
کلیدواژه‌ها
تعلق به مدرسه
حمایت اجتماعی ادراک‌شده
رفتارهای جامعه‌پسند
مشکلات درونی‌سازی و بیرونی‌سازی
موضوعات

عنوان مقاله English

Perceived Social Support, School Belonging, and Psychosocial Outcomes Among Turkish Adolescents

نویسندگان English

Hadi Samadieh 1
Farhad Tanhaye Reshvanloo 2
Mehdi Rezaei 3
Sefa Bulut 4
1 Assistant Professor, Department of Psychology, University of Birjand, Birjand, Iran
2 Assistant Professor, Department of Psychology, Arman Razavi Institute of Higher Education, Mashhad, Iran
3 Assistant Professor, Department of Psychology, University of Birjand, Birjand, Iran
4 Professor, Department of Counseling Psychology & Guidance, Ibn Haldun University, Istanbul, Türkiye
چکیده English

The present study aimed to examine the indirect associations between perceived social support (PSS) and psychosocial outcomes through school belonging (SB). This cross-sectional study included 807 seventh- and eighth-grade students (373 boys and 434 girls; M age = 13.13 years, range = 11-14) recruited from six middle schools in İstanbul, Turkey, using convenience sampling. Participants completed the Multidimensional Scale of Perceived Social Support (MSPSS), the Psychological Sense of School Membership Scale (PSSM), and the Strengths and Difficulties Questionnaire (SDQ). Path analysis indicated that PSS was directly and indirectly associated with adolescents’ psychosocial outcomes through school belonging. Family support was positively associated with school belonging (β = 0.28), which was in turn associated with lower levels of internalizing (β = −0.40) and externalizing problems (β = −0.27) and higher levels of prosocial behaviors (β = 0.23). Support from significant others was also positively associated with school belonging (β = 0.25) and prosocial behaviors (β = 0.07), and negatively associated with internalizing (β = −0.14) and externalizing problems (β = −0.22). Friend support was directly associated with higher externalizing problems (β = 0.13). All indirect associations through school belonging were statistically significant (P < 0.001). These findings underscore the significance of school belonging in relation to adolescents' emotional and behavioral functioning.

کلیدواژه‌ها English

perceived social support
school belonging
internalizing and externalizing problems
prosocial behaviors
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