دانشگاه اصفهان جامعه شناسی کاربردی 2008-5745 29 1 2018 03 21 An Investigation into the Mediating Role of Religiously in Analysis of the Factors Influencing Social Responsibility of Student بررسی نقش میانجی دینداری در تحلیل عوامل مؤثر بر مسئولیت‌پذیری اجتماعی دانشجویان 189 206 22647 10.22108/jas.2018.22647 FA مهدی قاسمی دانشجوی دکتری توسعه روستایی، دانشگاه زنجان، ایران محمد بادسار استادیار، گروه ترویج، ارتباطات و توسعه روستایی دانشگاه زنجان، ایران سهیلا فتحی دانشجوی دکتری توسعه روستایی، دانشگاه زنجان، ایران Journal Article 2016 06 03 <strong>Introduction </strong> One of the most important issues in educational psychology is considering the responsibility principle for growth and evolution in humans. Social responsibility is defined as a pattern of behavior, motivated by personal and social values that demonstrate an attitude of concern for the welfare of others in all levels of society where no previous personal relationship exists. The reason that the entire world is paying more attention to the subject of responsibility is because of the issues that cannot be solved only with the help of government, social organizations, or political and economic agencies; it does require extensive changes in people's lifestyle. It also seems many social problems such as delinquency, crime and community behavioral problems are associated with low levels of personal and social responsibility. In addition, many studies show that responsibility in every society leads to better adjustments in social and human relations and increasing altruism and empathy. Therefore, this study has been done with the aim of investigating factors influencing social responsibility of student. <strong>Material & Methods</strong> In order to achieve the objectives of this study, data was collected from a sample of 200 students of Zanjan University and Islamic Azad University of Zanjan branch through stratified random sampling method. A questionnaire was used as research tools. The questionnaire includes three sections; 1) the individual characteristics, 2) social responsibility (designed by Lee, 2009) and, 3) factors affecting responsibility such as family, friends, peers, education, religion and media, which were measured based on the five level Likert scale. In order to conduct the study, the instrument was made by a combination of established scales from previous research and some modified scales. In the next step, reliability and validity of survey instrument was evaluated. Face and content validity were confirmed by a panel of experts and key informants before the pre-test stage. The reliability of instrument was assessed by conducting a pilot study among 30 cases out of the original sample. The reliability of the instrument for the all sections based on Cronbach’s alpha coefficients value (more than .70) shows an acceptable level of internal consistency. The SPSS software was used for descriptive analysis (including frequency, percentage and mean), and AMOS was used for inferential analyses (using structural equation modeling and multivariate technique). Based on the conceptual model, it is assumed that factor such as family, friends and peers, the educational system and media in addition to having a direct effect on the dependent variable of social responsibility, indirectly and through the mediation variable of religiosity, affect the social responsibility too <strong>Discussion of Results & Conclusions</strong> The results based on direct structural model show that there is a positive significant relationship between variables such as family, friends and peers, the educational system and media with the dependent variable, social responsibility, and together these variables explain 57% of variances of the dependent variable. Also, based on the mediation structural model, religiosity variable has a partial mediating role in the relationship between family, friends and peers, the educational system and media with students’ social responsibility. Family, as a social institution, has an important role in encouraging the social responsibility of children, youth and even adults. The results in this study also show that there is a significant relationship between family’s and student’s social responsibility. Bandura's social learning theory (2001) which reflects on the impact of children’s behavior confirms this relationship. In this regard, it is suggested that officials organize educational programs and training sessions in order to explain the role model of parents to increase children’s responsibility. یکی از مباحث مهم در حوزه روان‌شناسی تربیتی توجه به اصل مسئولیت‌پذیری برای رشد و تکامل آن در انسان است؛ ازاین‌رو پژوهش حاضر با هدف بررسی عوامل مؤثر بر مسئولیت‌پذیری اجتماعی دانشجویان انجام شده است. در راستای دستیابی به اهداف مطالعه، اطلاعات لازم از نمونه آماری شامل 200 نفر از دانشجویان دانشگاه زنجان و دانشگاه آزاد اسلامی واحد زنجان با روش نمونه‌گیری طبقه‌ای با انتساب متناسب جمع‌آوری شد. ابزار گردآوری داده‌ها در این پژوهش پرسش‌نامه بود. تجزیه و تحلیل داده­ها با استفاده از نرم­افزارهای SPSS₂₀و AMOS₂₀ انجام شد. داده­های گردآوری‌شده با استفاده از تکنیک الگو­سازی معادلات ساختاری تجزیه و تحلیل شد. بر مبنای الگوی مفهومی پژوهش، فرض بر این است که عواملی مانند خانواده، دوستان و همسالان، سیستم آموزشی و رسانه، متغیرهای مستقل، ضمن دارابودن اثر مستقیم بر متغیر وابسته مسئولیت‌پذیری اجتماعی دانشجویان، به‌طور غیرمستقیم و با متغیر میانجی عامل دینداری بر مسئولیت‌پذیری اجتماعی دانشجویان اثر می‌گذارند. نتایج الگوسازی معادلات ساختاری نشان داد بین خانواده، دوستان و همسالان، سیستم آموزشی و رسانه با متغیر وابسته مسئولیت‌پذیری اجتماعی دانشجویان ارتیاط مثبت و معناداری وجود دارد و این متغیرها 57% از واریانس متغیر وابسته را تبیین می‌کنند. همچنین، براساس نتایج الگوی ساختاری میانجی مشخص شد متغیر دینداری در رابطة بین متغیرهای خانواده، دوستان و همسالان، سیستم آموزشی و رسانه نقش میانجی دارد. https://jas.ui.ac.ir/article_22647_4afb6368e4408623711e21fa44f7af54.pdf