تاثیر ساختاری سبکهای دلبستگی بر ادراک شایستگی با میانجی‌گری عزت نفس در دانشآموزان ابتدایی پایه چهارم، پنجم و ششم
محورهای موضوعی : روانشناسیپریسا خجسته جلال 1 , داود معنوی‌پور 2 , مجتبی صداقتی فرد 3
1 - دانشجوی دکتری، گروه روانشناسی ،واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران
2 - دانشیار گروه روانشناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران
3 - استادیار گروه علوم اجتماعی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران
کلید واژه: سبک های دلبستگی, عزت نفس, ادراک شایستگی, دانش آموزان پایه چهارم, پنجم و ششم ابتدایی,
چکیده مقاله :
با توجه به اهمیت و ضرورت شناخت ادراک شایستگی و تاثیری که این متغیر بر ادراک مثبت از خویش و احساس کفایت دانش آموزان ابتدایی دارد و به عنوان شاخص مهمی از سلامت روان دانش آموزان در نظر گرفته میشود، پژوهش حاضر در پی آن بود تا با طراحی الگویی تاثیر برخی از مهمترین متغیرهای موثر بر ادراک شایستگی کودکان را بررسی نماید. این پژوهش یک پژوهش توصیفی-تحلیلی از نوع همبستگی بود. جامعه آماری شامل همه دانشآموزان ابتدایی پایه (چهارم، پنجم و ششم) در شهر قدس در سال تحصیلی ۹۸-۱۳۹۷ بود. نمونه شامل ۴۰۰ دانش آموز ابتدایی پایه چهارم، پنجم و ششم (۲۰۰ دختر و ۲۰۰ پسر) بودند که با روش نمونه‌گیری تصادفی ساده انتخاب شدند و پرسشنامههای خود-ادراکی کودکان(Harter,1982)، عزت‌نفس (Coopersmith,1967) و روابط میانی دلبستگی (Kappenberg & Halpern, 2006) را تکمیل کردند. از همبستگی پیرسون و الگویابی معادلات ساختاری با استفاده از نرم افزارهای SPSS نسخه ۲۴ و لیزرل نسخه ۸ استفاده شد. نتایج نشان دادند که سبکهای دلبستگی هم به طور مستقیم و هم از مسیر عزت نفس، ادراک شایستگی را پیش‌بینی میکنند. نتایج این پژوهش نشان داد برنامه‌ریزان و مشاوران برای افزایش ادراک شایستگی در دانشآموزان به نقش مهم و بنیادین عزت‌نفس و سبک-های دلبستگی توجه داشته باشند و با برگزاری کارگاه‌های آموزشی به ارتقای آن‌ها بپردازند.
The aim of this study was the structural effect of attachment styles on perceived competency mediated by self-esteem in fourth, fifth and sixth grade elementary students. This study was a descriptive-analytical correlational study. The statistical population included all students of the second year of elementary school (fourth, fifth and sixth) in the city of Quds in 2019-2020. The sample consisted of 400 fourth, fifth and sixth grade elementary students 200 girls and 200 boys) who were selected by simple random sampling and completed The Harter Children's Self-Perception Profile, Coopersmith's Self-Esteem Questionnaire, and The Kinship Center Attachment Questionnaire. Pearson correlation and structural equation modeling were used using SPSS version 24 and LiserL 8 software. The results showed that attachment styles predict competency perception, directly and through self-esteem. The results of this study showed that planners and counselors to pay attention to the important and fundamental role of self-esteem and attachment styles to increase competence perception in students and to promote them by holding workshops.
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