رابطة تاب‌آوری، خوددل‌سوزی با پریشانی کلاس‌های زبان عربی دانشجویان دختر دانشگاه خوارزمی

نوع مقاله: علمی پژوهشی

نویسندگان

1 هیات علمی /دانشگاه اسلامی سبزوار

2 هیات علمی / دانشگاه خوارزمی

چکیده

پژوهش حاضر با هدف بررسی رابطه بین تاب‌آوری، خوددل‌سوزی و پریشانی در کلاس‌های زبان عربی دانشجویان دختر دانشگاه خوارزمی انجام شد. این پژوهش از گونه توصیفی- همبستگی بود. جامعة آماری این پژوهش همگی دانشجویان دختر رشتة کارشناسی زبان و ادبیات عرب سال 1394 به شمار 127 تن را در بر گرفت. حجم نمونه با استفاده از فرمول کوکران 101 نفر تعیین شد که با روش نمونه‌گیری تصادفی ساده انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های خوددل‌سوزی نف، تاب‌آوری کونور و دیویدسون و پریشانی در کلاس زبان خارجی هورویتز استفاده شد. داده‌های گردآوری شده با استفاده از روش‌های آمار توصیفی، همبستگی و تحلیل رگرسیون تجزیه و بررسی شد. یافته‌های پژوهش نشان داد که بین متغیرهای تاب‌آوری، خوددل‌سوزی و پریشانی در کلاس‌های زبان عربی رابطة منفی و معناداری وجود دارد. همچنین، تاب‌آوری به‌تنهایی 41 درصد و به‌همراه خوددل‌‌سوزی 48 درصد واریانس پریشانی در کلاس زبان عربی را تبییین کردند. بنابراین، افزایش سازه‌های روانشناسی مثبت تاب‌آوری و خوددل‌سوزی می‌تواند موجب کاهش پریشانی در کلاس زبان عربی دانشجویان دختر شود.

کلیدواژه‌ها


عنوان مقاله [English]

The relationship between resilience and self-compassion with Arabic Language Classroom Anxiety of female students of Kharazmi University

چکیده [English]

The aim of this study is investigating the relationship between resilience and self-compassion with Arabic Language Classroom Anxiety of female students of Kharazmi University. The present research was descriptive and correlative. The population of this study included all undergraduate students of Arabic Language and Literature Kharazmi in 2014 that were totally 127 individuals. Using Sample size with help of Cochran’s formula for sample size, 101 of persons were selected through simple random sampling method. The data was collected using Conner-Davidson Resilience Scale, Neff self -compassion Scale and Foreign Language Classroom Anxiety Scale. Pearson correlation and stepwise regression were used for analyzing data. The results showed that there were significant and negative correlation between resilience and self-compassion with Arabic Language Classroom Anxiety. In addition, it was found that Resilience could respectively explain 41 Percent and with self-compassion 48 Percent of self-compassion of variance Arabic Language Classroom Anxiety among students. Therefore, increasing positive psychology structures like resilience and self-compassion can improve decreased Arabic Language Classroom Anxiety among female students.

کلیدواژه‌ها [English]

  • resiliency
  • Self-compassion
  • Classroom Anxiety
  • arabic language
  • Foreign language
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