تأثیر سبک‌های والدگری بر اختلال سلوک (CD) با میانجی‌گری همدلی عاطفی و شناختی در دانش‌آموزان دورة متوسطه اول
محورهای موضوعی : روانشناسی
سعیده هدایت
1
(دانشجوی دکترای تخصصی روان شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران)
محمد نریمانی
2
(استاد ممتاز گروه روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران)
سیف اله آقاجانی
3
(دانشیار گروه روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران)
سجاد بشرپور
4
(استاد گروه روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران)
کلید واژه: همدلی عاطفی, اختلال سلوک, سبک‌های والدگری, همدلی شناختی, دانش‌آموزان دورة متوسطه اول,
چکیده مقاله :
این پژوهش با هدف بررسی تأثیر سبک های والدگری بر اختلال سلوک (CD) با میانجی گری همدلی عاطفی و شناختی در دانش آموزان دورة متوسطه اول انجام شد. جامعه آماری شامل تمامی دانش آموزان پسر متوسطه اول شهر کرمانشاه در سال تحصیلی 1399-1398 بود که تعداد 234 نفر از دانش آموزانی که بالاترین نمرات را در پرسشنامه علائم مرضی کودکان (فرم والد) (Gadow & Sprafkin, 2007) کسب کردند و دارای بیشترین نشانه های اختلال سلوک بودند، بر اساس روش نمونه گیری خوشه ای چندمرحله ای به عنوان گروه نمونه انتخاب شدند و پرسشنامة والدگری آلاباما (Frick, 1991)، مقیاس بهره همدلی بارون-کوهن (Baron-Cohen & Wheelwrigh, 2004) را تکمیل کردند. برای پاسخگویی به فرضیه ها از مدلیابی معادلات ساختاری بر روی نرم افزار LISREL استفاده شد. نتایج حاصل از تجزیه و تحلیل داده ها نشان داد که ضرایب مسیرهای مستقیم و غیر مستقیم در مدل پژوهش معنادار هستند (001/0>P). طبق یافته های این پژوهش، سبک های والدگری کارآمد و ناکارآمد و همدلی عاطفی و شناختی بر اختلال سلوک اثر مستقیم و معنادار دارند و سبک های والدگری کارآمد و ناکارآمد نیز اثر مستقیم و معناداری بر همدلی عاطفی و شناختی دارند. همچنین سبک والدگری کارآمد (مؤلفه های والدگری مثبت و مشارکت پدر) و سبک والدگری ناکارآمد (مؤلفه های اقتدار، نظارت ضعیف و تنبیه بدنی) با میانجی گری همدلی عاطفی و شناختی بر اختلال سلوک دانش آموزان اثر غیر مستقیم دارد. بر اساس نتایج به دست آمده از این پژوهش می توان نتیجه گیری کرد که ارتباط مناسب بین والد و کودک، دستیابی به نمویافتگی عاطفی را در فرد میسر ساخته و توانایی همدلی و رفتار جامعه پسند را در نوجوانان افزایش می دهد.
The aim of this study was to investigate the effect of parenting styles on conduct disorder (CD) mediated by emotional and cognitive empathy in junior high school students. The statistical population included all male high school students in Kermanshah in the academic in 2020-2021, which was 234 students who obtained the highest scores in the pediatric symptoms questionnaire (parent form) (Gadow & Sprafkin, 2007) and They had the most symptoms of conduct disorder, were selected as a sample group based on multi-stage cluster sampling method, and participants completed the Alabama΄s parenting styles (Frick, 1991), the Baron-Cohen empathy quotient scale (Baron-Cohen & Wheelwrigh, 2004). Structural equation modeling on LISREL software was used to answer the hypotheses. The results of data analysis showed that direct and indirect path coefficients are significant in the research model (P <0.001). According to the findings of this study, efficient and inefficient parenting styles and emotional and cognitive empathy have a direct and significant effect on conduct disorder and efficient and inefficient parenting styles also have a direct and significant effect on emotional and cognitive empathy. Also, effective parenting style (positive parenting components and father participation) and inefficient parenting style (components of authority, poor supervision and corporal punishment) mediate emotional and cognitive empathy on students' conduct disorder indirectly. Based on the results of this study, it can be concluded that proper communication between parent and child enables the person to achieve emotional development and increases the ability to empathy and community friendly behavior in adolescents.
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