خلاصة:
پژوهش حاضر با هدف بررسی نقش واسطهای سرمایههای روانشناختی در حمایت اجتماعی و رفتار مدنی تحصیلی در میان دانشجویان دورههای مجازی دانشگاه شیراز انجام شد. با استفاده از روش نمونهگیری طبقهای، 310 دانشجوی دوره مجازی انتخاب و در قالب طرح همبستگی مطالعه شدند. از پرسشنامه حمایت تحصیلی ساندز و همکاران (2005)، رفتار مدنی تحصیلی گل پرور (1389) و سرمایههای روانشناختی لوتانز و همکاران (2007) استفاده شد و دادهها با روش آماری تحلیل مسیر تجزیه و تحلیل گردید. نتایج تحلیل دادهها حاکی از آن بود که حمایت تحصیلی با نقش واسطهگری خودکارآمدی، امیدواری، خوشبینی و تابآوری اثر غیرمستقیم و معناداری با رفتار مدنی تحصیلی دارد و بر این اساس نتایج پژوهش حاکی از تأیید برازش مدل حمایت تحصیلی، سرمایههای روانشناختی و رفتار مدنی تحصیلی در دانشجویان دوره مجازی دانشگاه شیراز است.
This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University. This study examined Mediating role of psychological capital in the perceived Academic support and Academic citizenship behavior Virtual courses students of Shiraz University. Using stratified sampling method, 310 students were selected from virtual and correlation design. Survey of perceived Academic support (Sandrers & et al, 2005), psychological capital Questionnaire (Luthans, Youssef & Avolio, 2007) and Academic citizenship behavior Scale (Golparvar, 2010) were used to measure the focal constructs of this study and data were analyzed with path analysis. The results showed that perceived Academic support through the intermediary of Psychological Capital is an indirect positive effect on Academic citizenship behavior. Accordingly to the conclusions of the verification model fitness perceived Academic support, psychological capital and Academic citizenship behavior among virtual courses students of Shiraz University.