خوشه‌بندی رفتار قلدری دانش‌آموزان نوجوان بر پایه شایستگی اجتماعی و ترجیح اجتماعی
محورهای موضوعی : تکتونواستراتیگرافی
سیماسادات کرسوی
1
(دانش‌آموخته کارشناسی ارشد روانشناسی تربیتی دانشگاه کاشان، کاشان، ایران.)
مجید صدوقی
2
(استادیار روانشناسی دانشگاه کاشان)
کلید واژه: قلدری, قربانی, شایستگی اجتماعی, ترجیح اجتماعی, رفتار اجتماعی,
چکیده مقاله :
مقدمه و هدف: قلدری در مدرسه نوعی خشونت میان فردی است که می‌تواند پیامدهای کوتاه‌مدت و بلندمدت نامطلوبی به دنبال داشته باشد. هدف پژوهش حاضر، خوشه‌بندی دانش‌آموزان قلدر و قربانی بر اساس شایستگی اجتماعی و ترجیح اجتماعی بود.
مواد و روشها: پژوهش حاضر از نوع توصیفی با طرح خوشه‌بندی اکتشافی بود. جامعه آماری این پژوهش، نوجوانان 13 تا 15 ساله شهر کاشان بودند که از بین آن‌ها نمونه‌ای به حجم 414 نفر (202 دختر و 212 پسر) به روش نمونه‌گیری خوشه‌ای انتخاب شده و به پرسشنامه شایستگی اجتماعی اسمارت و سان سون (2003)، مقیاس رفتار اجتماعی واردن و همکاران (2003)، پرسشنامه قلدری ایلی نویز (2001) و آزمون گروه سنجی پاسخ دادند.
یافتهها: خوشه‌بندی داده‌ها به روش سلسله مراتبی حاکی از وجود چهار خوشه مجزا از دانش‌آموزان بود که روایی آماری و تجربی آن‌ها مورد تأیید قرار گرفت: محبوب (99/35 درصد)، قلدر (77/20 درصد)، شایسته اجتماعی (81/26 درصد)، قربانی (42/16 درصد). همچنین مقایسه خوشه‌ها در متغیرهای جنسیت، رفتار اجتماعی عملی و ارتباطی، رفتار ضداجتماعی آشکار و رابطه‌ای و رفتار قربانی نشان داد که خوشه‌بندی انجام شده از اعتبار کافی برخوردار است.
بحث و نتیجهگیری: نتایج این پژوهش نشان داد افراد قلدر و قربانی دارای نیمرخ رفتاری متفاوت با ویژگی‌های مختلفی هستند و تحلیل خوشه‌ای می‌تواند منجر به شناسایی این نیمرخ‌ها شده و مبنای طراحی و اجرای تمهیدات پیشگیری و درمانی لازم درباره پدیده آزار و اذیت و پیامدهای آن را فراهم نماید.
Introduction: Bullying at school is an interpersonal type of violence which could have serious short-term and long-term consequences for both the bullying and the victimized students. The present study aimed to cluster the bullying and victimized students based on their social competence and social preference.
Materials and Methods: This study was descriptive and exploratory Clustering. The statistical population included all 13-15 year old students in Kashan. Using cluster sampling, 414 students (202 females & 212 males) were chosen. The participants filled in Illinois Bullying Scale and Smart and Sanson Social Competence Questionnaire, The Warden and Mackinnon Social Behavior Questionnaire (SBQ), and Sociogram.
Findings: The data were clustered using hierarchical method, showing four distinct clusters of students. The statistical and empirical validity of the data were confirmed: social preferred (35.99%), bullying (20.77%), social competent (26.81%), and victimized (16.42%). In addition, comparison of the clusters by considering gender, practical prosocial behavior, relational prosocial behavior, overt antisocial behavior, relational antisocial behavior, victimization showed that our clustering was sufficiently valid. The findings indicate that the bullying and victimized students have different behavior profiles with different characteristics.
Conclusion: Cluster analysis could help identify these profiles and thereby be used as a basis for designing and taking necessary measures regarding the prevention and intervention of the bullying behavior and its consequences.
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