پژوهش در نظام‌های آموزشی
مجله علمی

تبیین بهزیستی تحصیلی بر اساس پشتکار با نقش میانجی توانمندی ‏های منش در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

مسلم دانش پایه 1
دلسا نادری 2
فرحناز قائمی 3
فاطمه شهسواری 4
زهره درتاج 5

1 گروه روانشناسی تربیتی، دانشکده روان ‏شناسی، دانشگاه علامه طباطبایی، تهران، ایران.

2 گروه روانشناسی، دانشکده سبک زندگی ایرانی اسلامی، دانشگاه جامع انقلاب اسلامی، تهران، ایران

3 گروه زیست شناسی ،واحد کرمان ، دانشگاه ازاد اسلامی ،کرمان ، ایران.

4 کارشناسی ارشد، مشاوره و راهنمایی، دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی، اهواز، ایران.

5 پزشک، تهران، ایران.

https://doi.org/10.22034/jiera.2026.572820.3445
چکیده
هدف: این پژوهش با هدف تبیین بهزیستی تحصیلی بر اساس پشتکار با نقش میانجی توانمندی ‏های منش در میان دانشجویان انجام شد.
روش: روش تحقیق از نوع همبستگی بود. جامعۀ آماری شامل دانشجویان شهر تهران در سال ۱۴۰۴ بود و با نمونه ‏گیری در دسترس، ۴۰۸ نفر به ‏عنوان نمونه انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه ‏های استاندارد پشتکار، توانمندی ‏های منش و بهزیستی تحصیلی بود که به ‏صورت آنلاین در اختیار شرکت ‏کنندگان قرار گرفت. داده ‏ها با روش معادلات ساختاری و با استفاده از نرم ‏افزارهای SPSS نسخه ۲۶ و AMOS نسخه ۲۴ تحلیل شدند.
یافته ‏ها: نتایج نشان داد پشتکار اثر مستقیم و معناداری بر بهزیستی تحصیلی دارد (189/0β=، 01/0p<). ابعاد توانمندی ‏های منش شامل دانش (453/0β=)، شجاعت (621/0β=)، انسانیت (158/0β=)، اعتدال (532/0β=) و تعالی (471/0β=) اثر مثبت و معناداری بر پشتکار داشتند (01/0p<) و این ابعاد همچنین اثر مستقیم و معناداری بر بهزیستی تحصیلی نشان دادند (102/0≤220/β≤0، 05/0p<). افزون بر این، اثر غیرمستقیم پشتکار بر بهزیستی تحصیلی از طریق توانمندی ‏های منش معنادار بود (325/0β=، 01/0p<) که بیانگر میانجی ‏گری جزئی این متغیر است.
نتیجه ‏گیری: یافته ‏های پژوهش نشان داد پشتکار هم به ‏صورت مستقیم و هم به ‏طور غیرمستقیم از طریق توانمندی ‏های منش بر بهزیستی تحصیلی دانشجویان اثرگذار است. توانمندی ‏های منش نقش سازوکار تبیینی را در تبدیل پشتکار به تجربه ‏های تحصیلی مثبت ایفا می ‏کنند. ازاین ‏رو، تقویت هم ‏زمان پشتکار و توانمندی ‏های منش می ‏تواند راهبردی مؤثر برای ارتقای بهزیستی روان ‏شناختی و موفقیت تحصیلی دانشجویان باشد.

کلیدواژه‌ها

بهزیستی تحصیلی
پشتکار
توانمندی‌های منش
دانشجویان
موضوعات
خسروجردی، ز.، حیدری، م.، قنبری، س.، و پاکدامن، ش. (1399). بررسی ویژگی‏های روانسنجی سیاهه ارزش‏ها در عمل از مقیاس توانمندی‏های نوجوانان. فصلنامة روانشناسی کاربردی، 14(3 پیاپی 55)، 223-243. https://doi.org/10.52547/apsy.2021.216210.0
سهرابی، ظ.، طاهرزاده قهفرخی، س.، حاتم پور، ا.، میروقشلاق، ف.، و محمدپور، م. (1400). رابطه اضطراب کرونا و بهزیستی تحصیلی با میانجیگری امید تحصیلی در دانش ‏آموزان. پژوهش در نظام ‏های آموزشی, 15(55), 165-177. https://dorl.net/dor/20.1001.1.23831324.1400.15.55.20.8
شاهنگیان، ش.، پاست، ن.، میبدی، ر.، و پیامبری، م. ( 2 بهمن 1393). تأثیر روان ‏درمانی مثبت ‏نگر بر علائم افسردگی و توانمندی ‏های منش در بیماران مبتلا به سرطان. دومین کنفرانس ملی روان ‏شناسی و علوم رفتاری، تهران. https://civilica.com/doc/349189/
طاهری، ا.، نعامی، ع.، امیر فخرایی، آ.، و آتش افروز، ع. (1399). اثر توانمندی منش بر اشتیاق و بهزیستی تحصیلی با میانجیگری استفاده از توانمندی های منش. پژوهش در نظام ‏های آموزشی, 14(50), 79-96. https://dor.isc.ac/dor/20.1001.1.23831324.1399.14.50.5.6
قدم پور، ع.، حیدریانی، ل.، برزگربفرویی، م.، و دهقان منشادی، م. (1397). بررسی نقش امید تحصیلی و حمایت عاطفی ادراک شده در پیش بینی بهزیستی تحصیلی دانشجویان علوم پزشکی. پژوهش در آموزش علوم پزشکی، 10(3 )، 47-57.   https://sid.ir/paper/397853/fa
 
Anderson, A. M., Or, J., & Maguire, K. R. (2024). The relationships between strengths-based teaching practices and students’ general, strengths, and academic self-efficacy. Discover Psychology, 4, Article 63. https://doi.org/10.1007/s44202-024-00171-0
Árbol, J. R., Ruiz-Osta, A., & Montoro Aguilar, C. I. (2022). Personality traits, cognitive styles, coping strategies, and psychological impact of the COVID-19 pandemic lockdown on healthy youngsters. Behavioral Sciences, 12(1), 5. https://doi.org/10.3390/bs12010005
Arslan, G., & Allen, K. A. (2021). School victimization, school belongingness, psychological well-being, and emotional problems in adolescents. Child Indicators Research, 4, 1-17. https://link.springer.com/article/10.1007/s12187-021-09813-4
Baum, J. R., Frese, M., & Baron, R. A. (2019). Born to be an entrepreneur: Revisiting the personality approach to entrepreneurship. In J. R. Baum, M. Frese, & R. A. Baron (Eds.), The psychology of entrepreneurship (pp. 41–65). Lawrence Erlbaum Associates Publishers. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.researchgate.net/publication/270820381_Born_to_Be_an_Entrepreneur_Revisiting_the_Personality_Approach_to_Entrepreneurship&ved=2ahUKEwiepb7MlZCUAxXPh_0HHfOoPKcQFnoECBoQAQ&usg=AOvVaw0o1KJqo_CCKc3EYj9z1xaF
Bleidorn, W., Schwaba, T., Zheng, A., Hopwood, C. J., Sosa, S. S., Roberts, B. W., & Briley, D. A. (2022). Personality stability and change: A meta-analysis of longitudinal studies. Psychological Bulletin. Advance online publication. https://doi.org/10.1037/bul0000365
Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 8, 13-119. https://doi.org/10.1186/1471-2458-13-119.
Buerger, S., Holzer, J., Yanagida, T., Schober, B., & Spiel, C. (2023). Measuring adolescents’ well-being in schools: The adaptation and translation of the EPOCH measure of adolescent well-being—A validation study. School Mental Health, 1(1), 1–16. https://doi.org/10.1007/s12310-023-09574-1
Calo, M., Judd, B., Chipchase, L., Blackstock, F., & Peiris, C. L. (2022). Grit, resilience, mindset, and academic success in physical therapist students: A cross-sectional, multicenter study. Physical Therapy, 102(6), pzac038. https://doi.org/10.1093/ptj/pzac038
Chávez-Castillo, Y., Zapata-Lamana, R., Cigarroa, I., & [Other authors as listed]. (2023). Mental health, subjective well-being, and academic performance in Chilean schoolchildren who are part and are not part of the school inclusion program. Education Sciences, 13(10), 1065. https://doi.org/10.3390/educsci13101065
Choudhury, S. A., & Borooah, I. P. (2017). Character strengths and academic achievements of undergraduate college students of Guwahati, Assam. Space and Culture, India, 5(1), 49–64. https://doi.org/10.20896/saci.v5i1.242
Datu, J. A. D., Beonkonsjo, C., Chek, S., Choi, R., & Su, Y. (2023). Grit, academic engagement in math and science, and well-being outcomes in children during the COVID-19 pandemic: A study in Hong Kong and Macau. Asia-Pacific Education Researcher. https://repository.eduhk.hk/en/publications/grit-academic-engagement-in-math-and-science-and-well-being-outco
Datu, J. A. D., Yuen, M., & Chen, G. (2018). Exploring determination for long-term goals in a collectivist context: a qualitative study. Curr. Psychol. 37, 263–271. https://doi.org/10.1007/s12144-016-9509-0
Davis, S. K., & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1). https://doi.org/10.14786/flr.v9i1.581
de la Fuente, J., Urien, B., Luis, E. O., González Torres, M. C., Artuch Garde, R., & Balaguer, Á. (2022). The proactive reactive resilience as a mediational variable between the character strength and the flourishing in undergraduate students. Frontiers in Psychology, 13, Article 856558. https://doi.org/10.3389/fpsyg.2022.856558
DiNapoli, J. (2018). Supporting secondary students' perseverance for solving challenging mathematics tasks. ProQuest Dissertations & Theses Global. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://udspace.udel.edu/items/de6d9824-3a92-4294-ba34-f86f6e9290ae&ved=2ahUKEwiQj4qulZCUAxV2g_0HHRlZH04QFnoECBoQAQ&usg=AOvVaw0Z_o1hsGlklOUl4eD6u_6a
Disabato, D. J., Goodman, F. R., & Kashdan, T. B. (2018). Is grit relevant to well-being and strengths? Evidence across the globe for separating perseverance of effort and consistency of interests. Journal of Personality, 86(2), 216–232. https://doi.org/10.1111/jopy.12382
Duan, W., Bu, H., Zhao, J., & Guo, X. (2019). Examining the mediating roles of strengths knowledge and strengths use in a 1-year single session character strength based cognitive intervention. Journal of Happiness Studies, 20(6), 1673–1688. https://doi.org/10.1007/s10902-018-0014-z
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23, 319–325. https://doi.org/10.1177/0963721414541462
Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (GRIT–S). Journal of Personality Assessment, 91, 166–174. https://doi.org/10.1080/00223890802634290
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Duckworth, A. (2016). Grit: The Power ofPassionandPerseverance. NewYork, NY: Simon and Schuster. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.researchgate.net/publication/349647877_GRIT_The_Power_of_Passion_and_Perseverance&ved=2ahUKEwje-MeBlZCUAxWdhP0HHbsmLLIQFnoECBkQAQ&usg=AOvVaw01hXh4GQq7do528KCb_5A2 
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
Fredrickson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53. https://doi.org/10.1016/B978-0-12-407236-7.00001-2
García-Álvarez, D., Cobo-Rendón, R., & Lobos, K. (2024). Character strengths as predictors of general and academic self-efficacy in university students. Frontiers in Psychology, 15, Article 1490095. https://doi.org/10.3389/fpsyg.2024.1490095
Ghadampour, E., Heidaryani, L., Barzegar-Bafroui, M., & Dehghan-Menshadi, M. (2018). The role of academic hope and perceived emotional support in predicting academic welfare. Research in Medical Education, 10(3), 47–57. https://sid.ir/paper/397853/fa (in Persian)
Glass, A. L., & Kang, M. (2019). Dividing attention in the classroom reduces exam performance. Educational Psychology, 39(3), 395–408. https://doi.org/10.1080/01443410.2018.1489046
Godfrey, E. B., Burson, E. L., Yanisch, T. M., Hughes, D., & Way, N. (2019). A bitter pill to swallow? Patterns of critical consciousness and socioemotional and academic well-being in early adolescence. Developmental Psychology, 55(3), 525–537. https://doi.org/10.1037/dev0000558
Green, Z. A., & Karuppannan, G. (2025). A measure for assessing academic virtues and strengths in the university setting: Construction and initial examination of structure and correlates. Journal of Individual Differences, 46(2), 123–137. https://doi.org/10.1177/00332941251317676
Griffiths, K. (2017). Never give up…: Perceptions of perseverance and its impact on the life and academic success of nine university students (Master’s thesis, Federation University Australia). Federation University Australia. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://core.ac.uk/download/pdf/213002176.pdf&ved=2ahUKEwjnj8LSlJCUAxUXhv0HHcFlC4wQFnoECBkQAQ&usg=AOvVaw1Re2I2XqeRNI36fbCf0Y7g
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th ed.). Pearson. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://scholar.google.com/scholar%3Fq%3DHair,%2BJ.%2BF.,%2BBlack,%2BW.%2BC.,%2BBabin,%2BB.%2BJ.,%2B%2526%2BAnderson,%2BR.%2BE.%2B(2010).%2BMultivariate%2BData%2BAnalysis%2B(7th%2Bed.).%2BPearson.%26hl%3Den%26as_sdt%3D0%26as_vis%3D1%26oi%3Dscholart&ved=2ahUKEwiPpq6VlJCUAxXXg_0HHRpNDJ8QgQN6BAgJEAE&usg=AOvVaw3WSt-GjRFA_Vi53cF2HAN0
Han, K. (2021). Students’ well-being: The mediating roles of grit and school connectedness. Frontiers in Psychology, 12, 787861. https://doi.org/10.3389/fpsyg.2021.787861
Katsarou, E., & Chatzipanagiotou, P. (2025). Examining the association of personality traits and grit on Greek students’ wellbeing in higher education. Education Sciences, 15(1), 57. https://doi.org/10.3390/educsci15010057
 khosrojerdi, Z. Heidari, M. Ghanbari, S & Pakdaman, Sh. (2020). The psychometric characteristics of values in Action Inventory of Strengths for youth. Quarterly of Applied Psychology, 14(3), 223-243. https://doi.org/10.52547/apsy.2021.216210.0  (in Persian)
Korhonen, J. (2016). Learning difficulties, academic well-being and educational pathways among adolescent students (Doctoral dissertation, Åbo Akademi University). Åbo Akademi University. https://urn.fi/URN:ISBN:978-952-12-3464-4
Lee, J. S. (2020). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319
Li, K., Wang, H., Siu, O.-L., & Yu, H. (2024). How and when resilience can boost student academic performance: A weekly diary study on the roles of self-regulation behaviors, grit, and social support. Journal of Happiness Studies, 25, 36. https://doi.org/10.1007/s10902-024-00749-4
Linley, P. A., & Harrington, S. (2006). Playing to your strengths. The Psychologist, 19, 86–89. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.scirp.org/reference/referencespapers%3Freferenceid%3D2516227&ved=2ahUKEwjm9_HMi5CUAxUrVfEDHbw8DXsQFnoECAwQAQ&usg=AOvVaw1twRgGqGJeM2g_dEAe1M_J
Lomas, T. (2020). Towards a cross-cultural lexical map of wellbeing. The Journal of Positive Psychology, 15(5), 622–639. https://doi.org/10.1080/17439760.2020.1791944
Malau Aduli, B. S., Adu, M. D., Alele, F., Jones, K., Drovandi, A., Mylrea, M., Sfera, K., Ross, S., & Jennings, E. (2021). Adjusting to university: Perceptions of first year health professions students. PLoS ONE, 16(5), e0251634. https://doi.org/10.1371/journal.pone.0251634
McCain, B. (2017). Effects of teacher grit on student grit and reading achievement: A mixed-methods study (Doctoral dissertation, Indiana University of Pennsylvania, Indiana, PA, United States). Indiana University of Pennsylvania. https://www.proquest.com/openview/2a76a28e268b20563d812f3b51c0b250/1?pq-origsite=gscholar&cbl=18750# 
McGrath, R. E., & Walker, D. I. (2016). Factor structure and invariance testing of the VIA Inventory of Strengths–Revised (VIA-IS-R). Assessment, 23(5), 590–606. https://doi.org/10.1177/1073191115595714
Mishra, S., & Nargundkar, R. (2015). An analysis of intensive mode pedagogy in management education in India. International Journal of Educational Management, 29(4), 408–419. https://doi.org/10.1108/IJEM-04-2014-0050
Niemiec, R. M. (2020). Six functions of character strengths for thriving at times of adversity and opportunity: A theoretical perspective. Applied Research in Quality of Life, 15(2), 551–572. https://doi.org/10.1007/s11482-018-9692-2
Obeng, P., Srem Sai, M., Arthur, F., Salifu, I., Amoadu, M., Agormedah, E. K., Hagan, J. E., & Schack, T. (2025). Students’ academic resilience and well-being in Ghana: The mediating effects of grit and motivation. Discover Education, 4, 132. https://doi.org/10.1007/s44217-025-00537-z
Okur, S., Ekşi, H., Demirci, İ., & Ekşi, F. (2025). Academic encouragement and academic wellbeing: Mediating roles of grit and hope. Psychological Reports, 128(4), 2577–2603. https://doi.org/10.1177/00332941231181302
Park, N., Peterson, C., & Seligman, M. P. (2004). Strengths of character and well-being. Journal of Social and Clinical Psychology, 23, 603–619. https://doi.org/10.1521/jscp.23.5.603.50748
Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press. https://psycnet.apa.org/buy/2006-21079-029
Putwain, D. W., Gallard, D., & Beaumont, J. (2019). A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability. School Psychology International, 40(1), 49-65.  https://doi.org/10.1177/0143034318806546   
Rhein, D., & Nanni, A. (2022). Assessing mental health among Thai university students: A cross-sectional study. SAGE Open, 12(4), 1–14. https://doi.org/10.1177/21582440221129248
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Seligman, M. E. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster. https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Seligman%2C+M.+E.+%282011%29.+Flourish%3A+A+visionary+new+understanding+of+happiness+and+well-being.+Simon+and+Schuster.+Flourish%3A+A+visionary+new+understanding+of+happiness+and+well-being+&btnG=#:~:text=books%2Egoogle%2Ecom 
Shafi, A., Middleton, T., Millican, R., & Empleton, S. (2017). Developing academic buoyancy and resilience through the assessment feedback process. Liverpool Hope University. https://eprints.glos.ac.uk/id/eprint/7033
Shahangian, Sh. Past, N. Meybodi, R & Paambari, M. (2015 January 22). The effect of positive psychotherapy on depressive symptoms and character strengths in patients with cancer. Second National Conference of Psychology and Behavioral Sciences, Tehran. https://civilica.com/doc/349189/ (in Persian)
Shek, D. T., & Chai, W. (2020). The impact of positive youth development attributes and life satisfaction on academic well-being: A longitudinal mediation study. Frontiers in Psychology, 11, e2126. https://doi.org/10.3389/fpsyg.2020.02126
Sohrabi, Z., Taherzadeh Ghahfarkhi, S., Hatempour, A., Miroghshlaq, F., and Mohammadpour, M. (2017). The relationship between coronavirus anxiety and academic well-being with the mediation of academic hope in students. Research in Educational Systems, 15(55), 165-177. https://dorl.net/dor/20.1001.1.23831324.1400.15.55.20.8 (in Persian)
Steinmayr, R., Heyder, A., Naumburg, C., Michels, J., & Wirthwein, L. (2018). School-related and individual predictors of subjective well-being and academic achievement. Frontiers in Psychology, 9, 2631. https://doi.org/10.3389/fpsyg.2018.02631
Taheri, A., Naami, A., Amir Fakhrai, A., and Atash Afrooz, A. (2019). The effect of character strengths on academic enthusiasm and well-being through the mediation of character strengths. Research in Educational Systems, 14(50), 79-96. https://dor.isc.ac/dor/20.1001.1.23831324.1399.14.50.5.6 (in Persian)
Tang, X., Wang, M.-T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48(6), 850–863. https://doi.org/10.1007/s10964-019-00998-0
Thaler, L. K., & Koval, R. (2015). Grit to great: How perseverance, passion, and pluck take you from ordinary to extraordinary. Crown Currency. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://archive.org/details/grittogreathowpe0000kapl&ved=2ahUKEwir-eOZk5CUAxUkhf0HHVlYAKYQFnoECBsQAQ&usg=AOvVaw3VLPxB36lwyZYc4BPn39TU
Uusiautti, S., Hyvärinen, S., Kangastie, H., Kari, S., Löf, J., Naakka, M., Rautio, K., & Riponiemi, N. (2022). Character strengths in higher education: Introducing a strengths-based future guidance (SBFG) model based on an educational design research in two Northern Finnish universities. Journal of Psychological and Educational Research (JPER), 30(2), 33–52. https://doi.org/10.23963/jper.2022.30.2.03
Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306–312. https://doi.org/10.1080/17439760.2014.898320
Wagner, L., Holenstein, M., Wepf, H., & Ruch, W. (2020). Character strengths are related to students’ achievement, flow experiences, and enjoyment in teacher-centered learning, individual, and group work beyond cognitive ability. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.01324
Weber, M., & Harzer, C. (2022). Relations between character strengths, school satisfaction, enjoyment of learning, academic self-efficacy, and school achievement: An examination of various aspects of positive schooling. Frontiers in Psychology, 13, Article 826960. https://doi.org/10.3389/fpsyg.2022.826960
Yaure, R. G., Murowchick, E., Schwab, J. E., & Jacobson McConnell, L. (2021). How grit and resilience predict successful academic performance. Journal of Access, Retention, and Inclusion in Higher Education 3 (1), 6. https://digitalcommons.wcupa.edu/jarihe/vol3/iss1/6/
Yu, J., & McLellan, R. (2020). Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems. Contemporary Educational Psychology, 62, 101901. https://doi.org/10.1016/j.cedpsych.2020.101901
Zhai, C., Chai, X., Shrestha, S., & Zhong, N. (2023). Grit and career construction among Chinese high school students: The serial mediating effect of hope and career adaptability. Sustainability, 15(4), 3608. https://doi.org/10.3390/su15043608
Zhao, X., & Wang, D. (2023). Grit in second language acquisition: A systematic review from 2017 to 2022. Frontiers in Psychology, 14, 1238788. https://doi.org/10.3389/fpsyg.2023.1238788
پژوهش در نظام‌های آموزشی
دوره 20، شماره 72
فروردین 1405
صفحه 45-61

صفحه اصلی

اعضای هیات تحریریه

ارسال مقاله

تماس با ما