تدوین مدل علی رابطۀ میان چشم‌انداز زمان آینده و خودتنظیمی بلندمدت با تحول شغلی؛ تلویحاتی درباره مشاوره روان‌شناختی با والدین دارای فرزند نوجوان

نوع مقاله : کاربردی

نویسندگان

1 دانشجوی دکتری روان‎شناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‎آباد. ایران.

2 دانشیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد. ایران

3 دانشیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی،دانشگاه لرستان، خرم آباد. ایران

4 استادیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم;آباد. ایران

چکیده

یکی از نگرانی‎های شدید خانواده‎ها، انتخاب مسیر شغلی و هدایت تحصیلی فرزندان نوجوان است. پژوهش‌های فراوانی به بررسی تحول شغلی در گروه‎های گوناگون پرداخته‌اند، ولی پژوهشی که به مدل‎یابی تحول شغلی در نوجوانان پرداخته باشد، تاکنون انجام‌نشده است. پژوهش حاضر با هدف ارائه مدل علی از رابطه میان چشم‌انداز زمان آینده و خودنظم‌جویی بلندمدت بر تحول شغلی با توجه به نقش واسطه‌ای نگرش به مدرسه در فرزندان نوجوان خانواده‎های شهر سنندج انجام شد. روش پژوهش، همبستگی از نوع مدل‌سازی معادلات ساختاری بود. از میان جامعه دانش آموزان نوجوان مقطع متوسطه اول شهر سنندج تعداد 284 نفر به روش نمونه‎گیری تصادفی طبقه‌ای نسبی انتخاب و به ابزارهای خودگزارشی چشم‌انداز زمان آینده (2008) Husman & Shell، خودنظم‌جویی نوجوانان Dias, Castillo & Moilanen, (2014)، نسخه تجدیدنظر شده مقیاس ارزیابی نگرش به مدرسه McCoach & Siegle (2003) و نسخه استرالیایی سیاهۀ کوتاه تحول شغلی  Creed & Patton (2004) پاسخ دادند. تحلیل داده‌ها با روش مدل‌سازی معادلات ساختاری به‌وسیله نرم‌افزار AMOS و SPSS انجام گرفت. یافته‌های این پژوهش نشان داد که تحول شغلی با اطلاع از تراز  چشم‌انداز زمان آینده و نگرش به مدرسه پیش‌بینی شد؛ خودنظم‌جویی بر نگرش به مدرسه و تحول شغلی به‌طور مستقیم تأثیری نداشتند؛ نگرش به مدرسه تأثیر علی و مستقیمی بر تحول شغلی نداشت. همچنین چشم‌انداز زمان و خودنظم‌جویی با میانجیگری نگرش به مدرسه اثر غیرمستقیم  بر تحول شغلی نداشت. یافته‌های این پژوهش مؤید تأثیر معنی‌دار چشم‌انداز زمان آینده  بر تحول شغلی فرزندان نوجوان خانواده‌های شهر سنندج است.

کلیدواژه‌ها

عنوان مقاله [English]

Presenting a Causal Model of the Relationship between Future Time Perspective and Long-term Self-Regulatory with Career Path Development; Implications concerning Psychological Counseling for Parents with Adolescents

نویسندگان [English]

  • Abdolah Mohambadi 1
  • Ezatolah Ghadampour 2
  • Fazlolah Mirderikvand 3
  • Mohamad Ali Sepahvandi 4
1 PhD student of Educational psychology, Department of Educational Psychology, Lorestan University, Khoramabad, Iran.
2 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.
3 Associate Professor, Department of Psychology, Lorestan University, Khoramabad, Iran
4 Assistant Professor, Department of Psychology, Lorestan University, Khoramabad, Iran
چکیده [English]

Choosing a career path and educational guidance for the adolescent is one of the serious concerns of their parents and family. Numerous studies have examined career development in different groups but have not been done a study that has modeled career development among adolescents so far. The present study aimed to present a causal model of the relationship between future time perspective and long-term self-regulatory with career development. This study method was structural equations type of correlation modeling. Among the population of adolescent high school students in Sanandaj, 284 students were selected by a relative stratified random sampling method. Data gathered using tools of measurement of future time perspective  by Husman & Shell )2008), adolescent self-regulatory inventory by  Dias, Castillo & Moilanen (2014), school attitude assessment survey-revised by McCoach& Siegle (2003), and short form of the Australian version of the career development inventory Creed & Patton (2004). Data analysis was performed by structural equation modeling using AMOS & SPSS software. The findings of this study Confirmed that career development was predicted by access to the level of future time vision and school attitude; Self-regulation did not have a direct effect on school attitudes and career development; school attitude had no direct or causal effect on career development. In addition, the perspective of time and self-regulation mediated by school attitude did not have an indirect effect on career development. The findings of this study confirm the significant effect of the future perspective on the career development of adolescents in Sanandaj families.

کلیدواژه‌ها [English]

  • future perspective
  • self-regulation
  • school attitude
  • career guidance

مراجع

Afshari, M.Shirzadifard, M. and Ghorban jahromi, R (2018). Future Time Perspective and Academic Achievement: Mediating Role of Long-term Self-regulation and Perceived Task Instrumentality. Page(s) 121 To 134. [link]. [person].
Ahi, P., and Bejani, H., (2012). Role of occupational way planning in success
of the organization. NAJA Human Resources Periodical, 7 (28), 110-80. [link]. [Persian].
Anisi, J., Salimi, H., Mirzamani, M., Reisi, F; and Niknam, m (2008). A Survey Study on Behavioral Problems in Adolescence. [link]
Bazzul, J. (2012). Neoliberal ideology, global capitalism, and science education: Engaging the question of subjectivity. Cultural Studies of Science Education, 7(4), 1001–1020. [link].
Bernan, M, Gigmont, and Daydream, e (2015). Formulation of a model for directing the career path to meaningful learning, self-regulation, and guidance of the educational career path: the role of the mediator of school attitude. Quarterly Journal of School Studies, 96 (15): 752-741. [link].
Blustein, D. L. (2017). Integrating theory, research, and practice: Lessons learned from the evolution of vocational psychology. In Sampson, J. P., Bullock-Yowell, E., Dozier, V. C., Osborn, D. S., Lenz, J. G. (Eds.), Integrating theory, research, and practice in vocational psychology: Current status and future directions (pp. 179–187). [link].
Blustein, D. L. (2019). The importance of work in an age of uncertainty: The eroding work experience in America. Oxford University Press. [link].
Borges, N. J. (2007). Behavioral exploration of career and specialty choice in medical students. The Career path development Quarterly, 55(4), 351-358. [link].
Broadbent, J., and Poon, W. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. [link].
Brown, B, and Lent, C (2013). Social encouragement and guidance. Social Studies Quarterly, 7 (18), 265-259.
Buhrau, D., and Sujan, M. (2014). Temporal mindsets and self-regulation: The motivation and implementation of self-regulatory behaviors. [link]
Creed, P. A., and Patton, W. (2004). The development and validation of a short form of the Australian version of the career path development inventory. Journal of Psychologists and Counsellors in Schools, 14(2), 125-138. [link]
Code, M., Comm, B and Bernes, K. (2006). Adolescents’ Perceptions of Career Concern. Research Gate, the professional network for scientists. [link]
Cornelia S (2016). The Relationship between Career Counselling, Professional Practice, and Desirable Labour Market Integration. Social and behavioral sciences, 10, 607-614. [link].
Daniela, P. (2015). The relationship between self-regulation, motivation, and performance at secondary school students. Procedia-Social and Behavioral Sciences, 191, 2549-2553. [link].
Dias, P. C., del Castillo, J. A. G., and Moilanen, K. L. (2014). The Adolescent Self-Regulatory Inventory (ASRI) Adaptation to Portuguese Context1. Paidéia (Ribeirão Preto), 24, 155-164. [link].
Deci, E. L., Ryan, R. M. (2012). Self-determination theory in health care and its relations to motivational interviewing: A few comments. International Journal of Behavioral Nutrition and Physical Activity, 9. doi:10.1186/1479-5868-9-24. [link].
Eric, B. and Teri, A. (1993). Parental influence on career path development: An integrative framework for adolescent career counseling. 19, pages161–173. [link].
Falco, L. D. (2017). The school counselor and STEM career path development. Journal of Career path development, 44, 359–374. [link]
Farzin S., Barzegar bafrooei K., Faghihi M. (2020). The role of time perspective in the prediction of academic emotions of secondary school male students. Volume 9, Number 1 (33) ; Page(s) 153 To 172. [link]
Fouad, N. A., Santana, M. C. (2017). SCCT and underrepresented populations in STEM fields: Moving the needle. Journal of Career Assessment, 25, 24–39. [link].
Gilham, L and Leonthal, B (2018). The Relationship between School Affect and Self-Concept with Guiding the Job Path: A Study among Female Students. Quarterly Journal of Academic Achievement, 14 (3): 620-600. [link].
Ginzberg, E. (1984). Career path development. Career Choice and Development; Applying contemporary theories to practice., 169-191.
Gottfredson, L. S. (2005). Using Gottfredson’s theory of circumscription and compromise in career guidance and counseling. Career path development and counseling: Putting theory and research to work, 71-100. [link].
Hoekstra, H. A. (2011). A career roles model of career path development. Journal of Vocational Behavior, 2(78), 159-173. [link].
Husman, J., and Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34(2), 113-125. [link].
Husman, J., and Shell, D. F. (2008). Beliefs and perceptions about the future: A measurement of future time perspective. Learning and Individual Differences,18(2), 166-175. [link]
Iishiman, A. (2016). The role of mediation of school attitude in the relation between the relationship between self-education, educational conflict, and career path guidance. Quarterly descriptive studies, 74 (63): 88-76. [link].
Johnson, K. F. (2013). Preparing ex-offenders for work: Applying the self-determination theory to social cognitive career counseling. Journal of Employment Counseling, 50, 83–93. [link]
Krumboltz, J. D., and Worthington, R. L. (1999). The school‐to‐work transition from a learning theory perspective. The Career path development Quarterly, 47(4), 312-325. [link]
Krumboltz, J. D., Foley, P. F., and Cotter, E. W. (2013). Applying the happenstance learning theory to involuntary career transitions. The Career path development Quarterly, 61(1), 15-26. [link]
Lee, J.Q. McInerney, D.M. Liem, G.A.D. and Ortiga, Y.P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35 (4), 264-279. [link].
Lent, R. W. (2013). Social cognitive career theory. In Brown, S. D., Lent, R. W. (Ed.), Career path development and counseling: Putting theory and research to work (2nd ed., pp. 115–146). Hoboken, NJ: John Wiley. [link].
Matuga, J. M. (2009). Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Journal of Educational Technology and Society, 12(3), 4. [link].
Mau, W. (2008). Career path development intervention schools. Handbook of school counseling, 497-515. [link].
McCoach, D. B., and Siegle, D. (2003). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414-429. [link].
Mesrabadi, J.  Gazidari, E A Meta-Analysis of the Relationship Between Self-Regulation Learning Strategies and Academic Procrastination. [link]
Moilanen, K. L. (2007). The Adolescent Self-Regulatory Inventory: The development and validation of questionnaire of short-term and long-term self-regulation. Journal of Youth and Adolescence, 36(6), 835-848. [link].
Mousavi, F., Badri, O. (2016). Investigating The Relationship Between Metacognitive Awareness And Academic Self-Concept, Attitude Toward School And Social Adjustment Of Students. Volume 7, Number 1 (25); Page(s) 177 To 190. [link]. [Persian].
Nutin, M, and Lens, F (1985). The relationship between time and motivation guidance. Qualitative Studies Quarterly, 32 (18), 265-259. [link]
Nutin, M, and Lens, F (2009). The Relationship Between Time Leadership and Students' Motivation and Thinking. Qualitative Studies Quarterly, 33 (19), 200-190. [link].
Osterman, P. (2017). Who will care for us: Long-term care and the long-term workforce. Russell Sage Foundation. [link].
Peetsma, T., and Van der Veen, I. (2011). Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement. Learning and Instruction, 21, 481-494. [link].
Phalet, K., Andriessen, I., and Lens, W. (2004). How future goals enhance motivation and learning in multicultural classrooms. Educational Psychology Review, 16(1), 59-89. [link].
Rostov, B. (2017). Review of critical predictors to guide the career path. Quarterly Journal of Organizational Behavior, 4 (6), 100-91. [link].
 Salarifar, M. Pouretemad, H. Haydari, M and Asgharnejad, F. A. (2011). Believes And Meta-Cognitive State, Inhibitor Or Facilitator Of Academic Self-Regulation. Volume 2, Number 7; Page(s) 32 To 49. [link].
Savickas, M. L. (2005). Career construction theory and practice. Career path development and counseling: Putting theory and research to work, 2, 147-180. [link].
Seyamooli, H (2008). Looking ahead and guiding the career path. Quarterly journal of human studies, 17 (2), 369-360. [link].
Simons, J., Dewitte, S., and Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you learn!. British Journal of Educational Psychology, 74(3), 343-360. [link]
Super, D.E., (1983). Assessment in career guidance: Toward truly developmental counseling. Personnel and Guidance Journal, 61, 555-562. [link]
Super, D.E., Thompson, A.S., Lindeman, R.H., Jordaan, J.P., and Myers, R.A. (1981). Career path development Inventory: College form. Palo Alto, CA: Consulting Psychologists Press. [link].
Talib J, B.  Mohamad, Z. Wahab, N.A (2015). Effects of Career Exploration Module on Career Planning, Career Self-Efficacy, and Career Maturity among Community College Students. Mediterranean Journal of Social Sciences. Vol 6, No 6 S1. [link].
Tucker, J. A., Vuchinich, R. E., and Rippens, P. D. (2002). Predicting natural resolution of alcohol-related problems: A prospective behavioral economic analysis. Experimental and Clinical Psychopharmacology, 10, 248−257. [link]
Turner, L., Lapan, T. (2013). Promotion of career awareness, development, and school success in children and adolescents. In Brown, S. D., Lent, R. W. (Eds.), Career path development and counseling: Putting theory and research to work (2nd ed., pp. 539–564). Hoboken, NJ: John Wiley. [link].
Worrell, F. C. and Mello, Z. R. (2007). The reliability and validity of Zimbardo time perspective inventory scores in academically talented adolescents. Educational and Psychological Measurement, 67 (3), 487-504. [link].
Zimbardo, P. G. and Boyd, J. N. (2008). The time paradox: The new psychology of time that will change your life. New York: Free Press. [link].
Zimbardo, P. G. (1999). Discontinuity theory: Cognitive and social searches for rationality and normality—may lead to madness. Advances in experimental social psychology, 31, 345-486. [link].
Zimmerman, B. J., and Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary educational psychology, 39(2), 145-155. [link].
Zuncher, V.G. (2016). Career counseling: A holistic approach. Boston: Cengage learning. [link].

فایل ها

سابقه مقاله

  • تاریخ دریافت: 06 دی 1399
  • تاریخ بازنگری: 28 دی 1399
  • تاریخ پذیرش: 20 اسفند 1399

هم رسانی

ارجاع به این مقاله

آمار