رابطه هوش عاطفی با سلامت روان و سازگاری تحصیلی دانش آموزان مقطع متوسطه اول شهر بجنورد
محورهای موضوعی : روانشناسی
1 - (نویسنده مسئول)، کارشناسی ارشد روانشناسی تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران mohsen199797j@gmail.com
کلید واژه: سازگاری تحصیلی, سلامت روانی, هوش عاطفی ,
چکیده مقاله :
چکیده مقدمه: از جمله چالش‌هایی که دانش آموزان هنگام ورود به محیط آموزشی پیش روي دارند، تفکرات آنها در ارتباط با توانایی کنار آمدن با استلزاماتی است که بر سازگاري¬شان تأثیر گذار می‌باشد؛ این پژوهش با هدف تعیین رابطه‌ي هوش عاطفی با سلامت روانی و سازگاري تحصیلی در دانش آموزان پسر پایه هفتم متوسطه شهر بجنورد صورت گرفت. روش پژوهش: روش تحقیق توصیفی-همبستگی بود. جامعه‌ي آماري شامل تمام دانش آموزان پسر مقطع اول متوسطه شهر بجنورد بود. نمونه آماري شامل 224 نفر از این دانش آموزان بود که با استفاده از روش نمونه گیري خوشه ای انتخاب شدند. جهت اندازه گیري متغیر ها از سیاهه خود- گزارشی هوش عاطفی کرون، پرسشنامه سلامت روانی گلدنبرگ و هیلر و پرسشنامه سازگاري تحصیلی دانش آموزان سینها و سینگ استفاده شد. براي تحلیل داده ها نیز از همبستگی پیرسون، رگرسیون و همبستگی کانونی در نرم افزار SPSS استفاده شد. یافته ها: نتایج تحقیق نشان داد که بین هوش عاطفی با سازگاري تحصیلی و سلامت روانی دانش آموزان رابطه ساده و چندگانه معناداري وجود دارد. همچنین، نتایج تحلیل نیز نشان داد که مؤلفه‌هاي هوش عاطفی با سازگاري تحصیلی و سلامت روانی دانش آموزان همبستگی متعارف معنا داري دارند. نتیجه‌گیری: این پژوهش نشان داد که عاطفی نقش مهمی در بهبود بهبود سازگاری تحصیلی و سلامت روانی دانش‌آموزان پسر پایه هفتم متوسطه دارد. تقویت‌کننده‌های هوش عاطفی می‌تواند به‌عنوان راهکاری برای ارتقای سازگاری تحصیلی و سلامت روانی در محیط‌های آموزشی مورد توجه مؤسسه قرار گیرد.
Abstract Introduction: One of the challenges students face upon entering the educational environment is their perception of their ability to cope with demands that affect their adjustment. This study aimed to determine the relationship between emotional intelligence with mental health and academic adjustment in seventh-grade male students in Bojnourd city. Methods: This research used a descriptive-correlational method. The statistical population included all seventh-grade male students in Bojnourd. A sample of 224 students was selected using multistage cluster sampling. Data were collected using the Cron Emotional Intelligence Self-Report Inventory, the Goldberg and Hiller General Health Questionnaire, and the Sinha and Singh Academic Adjustment Inventory. Pearson correlation, regression analysis, and canonical correlation analysis were employed using SPSS version 22. Results: The findings revealed a significant simple and multiple correlation between emotional intelligence and both academic adjustment and mental health. Moreover, the components of emotional intelligence showed significant canonical correlations with both criteria. Conclusion: This study showed that emotion plays an important role in improving academic adjustment and mental health of seventh grade male high school students. Emotional intelligence boosters can be considered by the institution as a solution to improve academic adjustment and mental health in educational environments.
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