نقش میانجیگری هوش هیجانی در رابطه با ابعاد نظریه ذهن با مهارتهای اجتماعی در دانش‌آموزان با اختلال‌های یادگیری

الموضوعات :

محمد صادق ارجمندی علیا ¹ (آموزگار اموزش پرورش)
آذرمیدخت رضایی ² (نویسنده مسئول: استاد یارگروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
سلطانعلی کاظمی ³ (آزاد اسلامی واحد مرودشت)
نادره سهرابی ⁴ (استاد یار دانشگاه آزاد مرودشت)

تاريخ الإرسال : 16 الأربعاء , شوال, 1440 تاريخ التأكيد : 05 الثلاثاء , ذو الحجة, 1440 تاريخ الإصدار : 07 الأربعاء , جمادى الثانية, 1442

الکلمات المفتاحية: هوش هیجانی, نظریه ذهن, مهارت‌های اجتماعی و اختلال‌ یادگیری,

ملخص المقالة :

مقدمه و هدف: هدف از پژوهش حاضر بررسی نقش میانجی‌گری هوش هیجانی در رابطه بین ابعاد نظریه ذهن با مهارت‌های‌اجتماعی در دانش­آموزان با اختلال­های یادگیری بود. جامعه‌ی پژوهش حاضر کلیه‌ی دانش‌آموزان دارای اختلالات یادگیری دوره ابتدایی که در مراکز اختلالات یادگیری شهرستان شیراز و مرودشت مشغول به تحصیل بودند.
مواد و روش: برای نمونه پژوهش، 227 دانش‌آموز به صورت هدفمند انتخاب شدند. اطلاعات مورد نیاز به وسیله آزمون نظریه ذهن استیرنمن(1999)، مقیاس هوش هیجانی بار آن(1980) و مقیاس سنجش مهارت‌های اجتماعی ماتسون (1983) گردآوری شد. تجزیه و تحلیل آماری به وسیله آزمون مدل میانجی‌گری چندگانه با بیش از یک متغیر مستقل با استفاده از برنامه آماری پریچر و هیز (2014) انجام شد.
 یافته‌ها: یافته‌ها نشان داد هوش هیجانی می‌تواند نقش میانجیگری را بین متغیر نظریه ذهن، با مهارت اجتماعی را در کودکان با اختلال یادگیری را ایفا کند. این بیانگر نقش میانجی‌گری کامل (نه جزیی) ابعاد شادمانی، واقع گرایی، روابط بین فردی، خویشتن داری و انعطاف پذیری در رابطه بین نظریه ذهن سطح دوم و مهارت‌های اجتماعی می‌باشد.
بحث و نتیجه گیری: بین نظریه ذهن و هوش هیجانی و مهارت اجتماعی در کودکان با اختلال یادگیری رابطه معنی‌داری وجود دارد.

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