رابطه سبک های فرزندپروری و خطرپذیری فکری دانش آموزان دختر با نقش میانجی خودکارآمدی خلاق (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف بررسی نقش میانجی خودکارآمدی خلاق در رابطه سبک های فرزندپروری و خطرپذیری فکری انجام شد. روش اجرای پژوهش توصیفی-همبستگی از نوع مدل معادلات ساختاری بود. جامعه آماری پژوهش کلیه دانش آموزان دختر مقطع متوسطه دوم منطقه 4 شهر تهران بودند که 341 از آن ها به روش نمونه گیری خوشه ای مرحله ای انتخاب شدند. جهت گردآوری داده ها از پرسشنامه سبک های فرزندپروری پلوپا، خودکارآمدی خلاق کاروسکی و همکاران و خطرپذیری فکری بگتو استفاده شد. نتایج مدل معادلات ساختاری بیانگر تأثیر مثبت و معنی دار سبک های پذیرش و حمایت از استقلال بر خودکارآمدی خلاق و خطرپذیری فکری بود (01/0p<). تأثیر محافظت افراطی بر خودکارآمدی خلاق و خطرپذیری فکری منفی و معنی دار بود (01/0p<). تأثیر خواسته های افراطی بر خودکارآمدی خلاق (05/0p<) و خطرپذیری فکری (01/0p<) منفی و معنی دار بود. خودکارآمدی خلاق در تأثیر پذیرش و حمایت از استقلال بر خطرپذیری فکری نقش میانجی مثبت و معنی دار داشت. نقش میانجی خودکارآمدی خلاق در تأثیر محافظت افراطی و خواسته های افراطی بر خطرپذیری فکری منفی و معنی دار بود (05/0p<). بنابراین، می توان نتیجه گرفت که سبک های فرزندپروری نقش قابل توجهی در خودکارآمدی خلاق و خطرپذیری فکری دانش آموزان دختر دارند و لزوم آگاهی والدین از شیوه های صحیح فرزندپروری جهت موفقیت علمی دانش آموزان را مورد تأکید قرار می دهند.The relationship between parenting styles and female students intellectual risk-taking with the mediating role of creative self-efficacy
The purpose of this study was to investigate the mediating role of creative self-efficacy in the relationship between parenting styles and intellectual risk-taking. The method of the research was descriptive-correlational using a structural equation modeling. The statistical population of this research was made up of all the female students of the second secondary level in the 4th district of Tehran, of which 341 students were selected by random cluster sampling method. Research instruments included questionnaires of Plopa parenting styles, Karwowski et al. creative self-efficacy and Beghetto intellectual risk-taking. The results of the structural equation modeling indicated that acceptance and autonomy support had a significant positive effect on creative self-efficacy and cognitive risk-taking (p<0.01). The effect of excessive protecting on creative self-efficacy and intellectual risk-taking is negative and significant (p<0.01). The effect of excessive demands on creative self-efficacy (p<0.05) and intellectual risk-taking (p<0.01) was negative and significant. The mediating role of creative self-efficacy in the effect of acceptance and autonomy support on intellectual risk-taking was positive and significant. The mediating role of creative self-efficacy in the effect of excessive protecting and excessive demands on intellectual risk-taking was negative and significant (p<0.05). It can be concluded that parenting styles play an important role in the creative self-efficacy and intellectual risk-taking of female students, and emphasize the need for parents to be aware of the correct parenting methods for the academic success of students. Keywords: parenting styles, creative self-efficacy, Intellectual risk-taking, acceptance, excessive demands. Extended abstract Introduction: One of the primary objectives of educational systems is to cultivate students' capacity for scientific reasoning (Chinn & Malhotra, 2002; Willemsen et al., 2023). A fundamental attribute of effective scientific reasoning is the propensity to engage in intellectual risk-taking. Every experiment inherently carries the risk of failure, and scientific hypotheses are always open to the possibility of non-verification. Therefore, enhancing students' scientific reasoning skills entails fostering their willingness to undertake intellectual risks. This can be achieved by encouraging them to articulate experimental ideas, pose questions, test innovative procedures and strategies (Tan et al., 2023; Beghetto, 2009). Intellectual risk-taking is shaped by a multitude of factors, as highlighted in the literature. Key influences include students' prior experiences and educational backgrounds (Tan et al., 2023; Gezer, 2023), cultural contexts (Gutiérrez & Rogoff, 2012), and specific contextual elements such as the design of learning activities and assignments. Additionally, family dynamics play a significant role (Akdağ & Köksal, 2022; Kuhn, 2022). Students’ personal beliefs, including their self-efficacy and perceptions of teacher support, are also critical determinants of their willingness to engage in intellectual risk-taking (Tan et al., 2023; Beghetto, 2009). Despite the recognition of these various factors, the current understanding of their individual relationships with intellectual risk-taking among students remains limited and underexplored. Further research is needed to elucidate these connections comprehensively. Additionally, Intellectual risk-taking plays a pivotal role in fostering a positive attitude toward learning and education among female students. By encouraging this trait, girls are better equipped to navigate emerging challenges and seize future employment opportunities. Therefore, prioritizing the cultivation of Intellectual risk-taking in female students not only enriches their educational experiences but also contributes to a brighter future across various social and professional domains. Accordingly, the main objective of the present study is to
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