نویسندگان:

معصومه رضائی¹ ، همام مؤیدفر² ، فاطمه نظری³ .

¹دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران.

²استادیار، گروه روانشناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران.

³استادیار، گروه روانشناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران.

چکیده فارسی: هدف از انجام پژوهش بررسی نقش جهت‏گیری آینده در تاب‌آوری دانشجویان با میانجیگری خوش‌بینی تحصیلی بود. روش پژوهش توصیفی_همبستگی بود. جامعۀ آماری پژوهش دانشجویان دانشگاه علوم پزشکی زنجان به تعداد 3010 نفر که از بین آنها 341 نمونه به‌عنوان نمونه انتخاب شد. به‏منظور گردآوری اطلاعات از پرسشنامه‌های جهت‏گیری آینده استینبرگ (2009)، خوش‏بینی تحصیلی تشانن_‏موران و همکاران (2013) و پرسشنامۀ تاب‏آوری کونور و دیویدسون (2003) استفاده شد. تحلیل داده‏ها در دو سطح توصیفی و استنباطی (همبستگی پیرسون و تحلیل معادلات ساختاری) انجام شد. یافته‏های به‏دست‌آمده نشان داد؛ جهت‌گیری آینده به میزان 25/0 اثر مثبت و معنادار بر تاب‌آوری دارد. جهت‌گیری آینده به میزان 35/0 اثر مثبت و معنادار بر خوش‌بینی تحصیلی دارد. خوش‌بینی تحصیلی به میزان 40/0 اثر مثبت و معنادار بر تاب‌آوری دارد. جهت‌گیری آینده با میانجیگری خوش‌بینی تحصیلی به میزان 14/0 اثر مثبت و معنادار بر تاب‌آوری دارد. جهت‌گیری آینده نقشی تعیین‌کننده در تاب‌آوری و خوش‌بینی تحصیلی دانشجویان دارد و با تکیه بر خوش‌بینی تحصیلی، تاب‌آوری دانشجویان افزایش می‌یابد.

کلمات کلیدی: تاب آوری ، خوش‌بینی تحصیلی ، جهت‌گیری‌‌آینده .

The Role of Future Orientation in Students' Resilience Mediated by Academic Optimism

English Abstract: This descriptive-correlational study aimed to investigate the role of future orientation in students' resilience through the mediation of academic optimism. The statistical population of the study was 3010 students of Zanjan University of Medical Sciences, of whom 341 were randomly selected as samples. Data were collected through Steinberg’s Future Orientation Scale (2009), Tschannen-Moran et al.'s Student Academic Optimism Scale (2013), and Connor-Davidson’s Resilience Scale (2003). Data were analyzed using both descriptive and inferential statistics of Pearson’s correlation and structural equation analysis. The findings showed that future orientation has a positive and significant effect of 0.25 on resilience. Future orientation has a positive and significant effect of 0.35 on academic optimism. Academic optimism has a positive and significant effect of 0.40 on resilience. Future orientation has a positive and significant effect on resilience with the mediation of academic optimism (0.14). Introduction Numerous problems arise when individuals intend to achieve the goals set in the light of future orientation while resilience is a protective factor against such problems. As the assumed relationship between future orientation and resilience shows, future orientation can indicate a positive feeling towards the future and create resilience in critical situations. Furthermore, one of the factors related to resilience and adaptation to life is optimism, which, as an important resource for coping, allows individuals to maintain their positive emotions and actively seek help or transfer available resources (Leslie-Miller et al., 2021). It can be assumed that academic optimism can improve students' resilience. Little research has been conducted on the relationship between future orientation variables, academic optimism and resilience. Examining the structural relationships among the aforementioned variables and the mediating role of optimism in the relationship between future orientation and resilience can clarify the ambiguities in these structural relationships ,and determine the direct and indirect role of future orientation in resilience. As a result, the solutions derived from the research findings can provide a useful guide for students in their studies and solving their academic and personal problems. It seems that resilience, as a psychological variable, can partly affect students' academic and personal lives. Hence, examining the variables that affect resilience can provide solutions for improving resilience in students. Accordingly, the main question of the research is what role future orientation plays in resilience of students at Zanjan University of Medical Sciences, considering the mediating role of academic optimism. Methodology The present study was descriptive-correlational, conducted using the structural equation analysis approach. The statistical population of the study included 3010 students of Zanjan University of Medical Sciences, and the sample size was determined as 341 who were selected by stratified random method using the Krejci and Morgan table. Research tools include: Student Academic Optimism Scale: This 28-item scale was developed by Tschannen-Moran et al. (2013) on a five-point Likert scale. Its reliability was confirmed with Cronbach's alpha coefficient of 0.976. Steinberg’s Future Orientation Scale: This scale, developed by Steinberg et al. (2009), has 15 items and includes the dimensions of time perspective, prediction of future consequences, and future planning. The reliability of this tool was confirmed with Cronbach's alpha coefficient of 0.921. Connor-Davidson’s Resilience Scale: This 25-item scale was developed by Connor and Davidson (2003) on a five-point Likert scale. Its reliability was confirmed with Cronbach's alpha coefficient of 0.939. Data were analyzed using both descriptive (frequency, percentage, mean, and standard deviation) and inferential statistics (Pearson’s correlation coefficient and structural equation modeling). Data analysis was performed in SPSS V.24 and LISREL 8.80 statistical analysis software. Results The findings of the descriptive part of the study showed that 179 (52.49%) of the sample were women and 162 (47.51%) were men. In terms of education level, 23 (6.75%) were associate diploma students, 89 (26.10%) were bachelor's students, 34 (9.97%) were master's students, and 195 (57.18%) were professional doctorate students (medicine, dentistry, and pharmacy). Accordingly, the largest number was related to the doctoral level and the smallest number was related to the associate's level. The findings related to the hypotheses can be summarized as follows: Future orientation had a significant effect on resilience. Furthermore, future orientation had a direct, positive, and significant effect on resilience with a path coefficient of 0.25 and a t value of 4.48 (P<0.01 level). Future orientation had a significant direct effect on academic optimism with a path coefficient of 0.35 and a t value of 10.6 (P<0.01 level). Academic optimism had a significant direct positive effect on resilience with a direct path coefficient of 0.40 and a t value of 10.7  (P<0.01). The indirect effect of future orientation on resilience was 0.14, and its significance was evaluated with the Sobel test. The indirect effect of future orientation on resilience mediated by academic optimism was 0.14, which is confirmed by the Sobel test value of 2.262 (P<0.01 level), confirming the significant effect of the independent variable (future orientation) on resilience through academic optimism. Accordingly, the main hypothesis of the study is confirmed. Discussion and conclusion Our findings showed that future orientation has a positive and significant effect on the resilience of Zanjan medical students. This means that students' orientation towards the future affects their resilience in facing problems. Students' willingness to plan for the future, having a time perspective for their academic programs, and being aware of the consequences of their future education will make them resilient in facing problems and issues. Students with high resilience consider problems and issues as part of their academic path to the future, so they are determined to successfully overcome the predicaments. Students' orientation towards the future can secure their life and keep them safe. This can also lead to strengthening their resilience. Meanwhile, students' academic emphasis, students' trust in their instructors, and students' sense of identity towards the university can improve the role of future orientation in resilience. Therefore, students need to have a positive orientation towards the future in accordance with their individual plans and, accordingly, strive to achieve their goals in the future. In general, students who think about their education and progress in their studies should not stop, but rather look up to the future and strive towards the future based on the goals they set. Therefore, it is recommended that students who do not have a clear plan for their academic life and future career should first draw a time perspective for themselves by consulting with their professors, students, and successful graduates of their field of study, then prepare a list of future consequences (positive and negative) and plan for their future. Students should also evaluate their level of resilience and optimism by consulting with expert psychologists and counselors and receive advice and plans to strengthen their resilience and optimism.