پیش‌بینی بهزیستی تحصیلی بر اساس هوش اجتماعی و انزوای اجتماعی در دانش‌آموزان دختر و پسر مقطع متوسطۀ دوم

محورهای موضوعی : تربیتی

آرش شهبازیان خونیق ¹ (کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
سیاوش شیخعلیزاده ² (استادیار روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
فاطمه علیپور ³ (دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
علی اصغر محمدیان قریبه ⁴ (کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران)

تاریخ دریافت : 1398/11/11 تاریخ پذیرش : 1399/02/07 تاریخ انتشار : 1401/03/01

کلید واژه: انزوای اجتماعی, مقطع متوسطۀ دوم, بهزیستی تحصیلی, دانش‌آموزان دختر و پسر, هوش اجتماعی,

چکیده مقاله :

این پژوهش با هدف بررسی نقش مؤلفه‌های هوش اجتماعی و انزوای اجتماعی در بهزیستی تحصیلی دانش‌آموزان انجام شد. روش پژوهش توصیفی و از نوع همبستگی بود. جامعۀ آماری شامل کلیۀ دانش‌آموزان دختر و پسر مقطع متوسطۀ دوم شهر تبریز در سال تحصیلی 99-1398 بود که بر اساس جدول کرجسی و مورگان 370 نفر (197 دختر و 173 پسر) آن‌ها با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‌نامه‌های هوش اجتماعی ترومسو (Silvera et al, 2001)، انزوای اجتماعی (Modarresi Yazdi, 2014) و بهزیستی تحصیلی (Tuominen-Soini et al, 2012) استفاده گردید. داده‌ها با استفاده از تحلیل رگرسیون چندگانه (گام‌به‌گام) مورد تجزیه‌ و تحلیل قرار گرفتند. نتایج تحلیل رگرسیون چندگانه نشان داد که مؤلفه‌های هوش اجتماعی و انزوای اجتماعی توانستند به‌طور معناداری تمام مؤلفه‌های بهزیستی تحصیلی را پیش‌بینی نمایند (05/0P<). هوش اجتماعی و انزوای اجتماعی نقش مهمی در بهزیستی تحصیلی دانش‌آموزان دارند؛ بنابراین در برنامه‌های آموزشی برای افزایش بهزیستی تحصیلی دانش‌آموزان باید به هوش اجتماعی و انزوای اجتماعی توجه ویژه‌ای داشت.

چکیده انگلیسی:

This study aimed to investigate the role of the components of social intelligence and social isolation in academic well-being among students. The research method was descriptive and correlational. The population consisted of all students enrolled in Tabriz city secondary schools in the 2019-2020 academic year that according to Krejcie and Morgan table, 370 students (197 girls and 173 boys)  were selected by the multistage cluster sampling method. Instruments were Tromso Social Intelligence Scale (Silvera et al, 2001), Social Isolation (Modarresi Yazdi, 2014) and Academic Well-being (Tuominen-Soini et al, 2012). Data were analyzed using multiple regression analysis (stepwise). The results of multiple regression analysis showed that the components of social intelligence and social isolation could significantly predict all components of academic well-being (p<0/05). Social intelligence and social isolation play an important role in academic well-being among students. Therefore, in educational programs for the increase of academic well-being among students, social intelligence and social isolation require more attention.

منابع و مأخذ:

Abbasi, M., Darvishpour, A., & Mansouri, L. (2018). Mental health as a moderator of the relationship between social isolation and mental well-being of female students. Journal of Research Islamic women and family, 6(11), 9-28.

Asher, S. R., & Taylor, A. R. (1981). Social outcomes of mainstreaming: Sociometric assessment and beyond. Exceptional Education Quarterly, 1(4), 13-30.

Buehring, J. H., & Moore, P. (2018). Emotional and Social Intelligence as ‘Magic Key’in Innovation: A Designer’s call toward inclusivity for all. Journal of Innovation Management, 6(2), 6-12.‏

Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2012). Loneliness among students with special educational needs in mainstream seventh grade. Research in Developmental Disabilities, 33(6), 1888-1897.

Diener, E., & Tay, L. (2015). Subjective well‐being and human welfare around the world as reflected in the Gallup World Poll. International Journal of Psychology, 50(2), 135-149.‏

Findik, U. Y., Unver, S., Yesilyurt, D. S., & Ozkan, Z. K. (2018). Satisfaction Levels of Nursing Students about Summer Term Education. International Journal of Caring Sciences, 11(1), 118.‏

Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1-12.‏

Ghadampour, E., Heidaryani, L., Barzegar-Bafroui, M., & Dehghan-Menshadi, M. (2018). The Role of Academic Hope and Perceived Emotional Support in Predicting academic Welfare. Research in Medical Education, 10(3), 47-57.

Hawthorne, H. (2006), Measuring social isolation in older adults: development and initial validation of the friendship scale. Social Indicators Research, 77: 521-548.

Haghighatian, M. (2013). Effective Social Factors on Social Isolation of the Youth (Case of Study: Isfahan City). Journal of Iranian Social Development Studies, 5(4), 87-98.

Hanzal, A., Segrin, C., Donnerstein, C., Taylor, M., & Domschke, T. (2007). Social skills, psychological well-being, and the mediating role of perceived stress. Anxiety, Stress, & Coping, 20, 321-329.

Hortulanus, R., Machielse, A., & Meeuwesen, L. (2006). Social isolation in modern society. London: Routledge.‏

Kalantari, A., Hoseinizadeh arani, S., Sakhaee, A., & Emamalizadeh, H. (2015). Isolation and health: Survey on the relationship between social Isolation and mental health upper 18 Years old citizens; with attention to the mediation role of social support. Contemporary Sociological Research, 4(6), 89-116.

Kinnunen, J. M., Lindfors, P., Rimpelä, A., Salmela-Aro, K., Rathmann, K., Perelman, J., ... & Lorant, V. (2016). Academic well-being and smoking among 14-to 17-year-old schoolchildren in six European cities. Journal of adolescence, 50, 56-64.‏

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.

Lee, W., Lee, M. J., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary educational psychology, 39(2), 86-99.‏

Meneghel, I., Martínez, I. M., Salanova, M., & de Witte, H. (2019). Promoting academic satisfaction and performance: Building academic resilience through coping strategies. Psychology in the Schools, 56(6), 875-890.‏

Menon, A. (2015). Motivational beliefs of secondary school students in relation to social intelligence. International Journal of Physical and Social Sciences, 5(4), 257.‏

Modarresi Yazdi,. F. (2014). Investigation of social and cultural factors of social isolation

 

of single girls over 30 years of age in Yazd. Master Thesis. Yazd University, Faculty of Social Sciences.

Moradi, M., Soleimani K. A., Shahabzadeh, S,. Sabaghian, H,. & Dehganizadeh, H,. (2016). Testing for the Factor Structure and Measurement of Internal Consistencyof the Irani Version of Academoic Well-Being Questionnaire. Quarterly of Educational Measurement, 7(26), 123-148.

OECD. (2013). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Paris: Author.

Pabian, S., & Vandebosch, H. (2016). Developmental trajectories of (cyber) bullying perpetration and social intelligence during early adolescence. The Journal of Early Adolescence, 36(2), 145-170.‏

Rajabi, S., & Valadbeygi, P. (2016) Predicting Psychological Well-Being on the basis of Spiritual, Emotional and Social Intelligences in Iranian's College Students. Rooyesh-e- Ravanshenasi Journal, 5(1), 121-130.

Rezayi, A. (2010). The Factor Structure and Reliability of the Persian Version of the Trumso Social Intelligence Scale in the Students' Society. Psychology Journal, 5(20), 70-87.

Rosenzweig, E., Wigfield, A., & Eccles, J. (2019). Expectancy-Value Theory and Its Relevance for Student Motivation and Learning. In K. Renninger & S. Hidi (Authors), The Cambridge Handbook of Motivation and Learning (Cambridge Handbooks in Psychology, pp. 617-644). Cambridge: Cambridge University Press. doi:10.1017/9781316823279.026.

Salmela-Aro, K., Upadyaya, K. (2014). “School burnout and engagement in the context of demands–resources model”. British Journal of Educational Psychology, 84(1), 137-151.

Shehni, Y. M., Shojaie, A., Behroozi, N., & Maktabi, G. (2011). Relationship between emotional intelligence and social skills with psychological well-being in female students of Shahid Chamran University. Journal of Psychological Achievements, 18(1), 73-92.

Silvera, D., Martinussen, M., & Dahl, T. I. (2001). The Tromsø Social Intelligence Scale, a self‐report measure of social intelligence. Scandinavian journal of psychology, 42(4), 313-319.

Souri, F., & Rahmati, F. (2017). The relationship between social intelligence and school connectedness. First National Conference on Social Injuries, Ardabil, Mohaghegh Ardabili University.

Terwase, J. M., Ibaishwa, R. L., & Enemari, J. (2016). Parenting styles and gender as predictors of social intelligence among adolescents in idoma land. Mediterranean Journal of Social Sciences, 7(1 S1), 181.‏

Tuominen-Soini, H., Salmela-Aro, K., Niemivirta, M. (2012). “Achievement goal orientations and academic well-being across the transition to upper secondary education”. Learning and Individual Differences, 22, 290-305.

Tian, Q. (2016). Intergeneration social support affects the subjective well-being of the elderly: Mediator roles of self-esteem and loneliness. Journal of health psychology, 21(6), 1137-1144.‏

Veiskarami, H., Khalili, Z., Alipour, K., Alavi, Z. (2019). Mediating Role of Academic Engagemen the Peredicting Academic Wellbeing Based Classroom Socio-Mental Climate in Student. Journal of Cognitive Strategies in Learning, 7(12), 149-168.

Wilson, N. J., & Cordier, R. (2013). A narrative review of Men’s Sheds literature: reducing social isolation and promoting men’s health and well‐being. Health & social care in the community, 21(5), 451-463.‏

Ye, Y., & Lin, L. (2015). Examining relations between locus of control, loneliness, subjective well-being, and preference for online social interaction. Psychological reports, 116(1), 164-175.‏

Yazzie-Mintz, E., & McCormick, K. (2012). Finding the humanity in the data: Understanding, measuring, and strengthening student engagement. In Handbook of research on student engagement (pp. 743-761). Springer, Boston, MA.‏

Zautra, E. K., Zautra, A. J., Gallardo, C. E., & Velasco, L. (2015). Can we learn to treat one another better? A test of a social intelligence curriculum. PloS one, 10(6), e0128638.