نقش واسطه ای اضطراب زبان در رابطه بین خلاقیت و هوش هیجانی با یادگیری زبان انگلیسی در دانش آموزان دوزبانه
الموضوعات :
علیرضا همایونی
1
(دکتری روان شناسی تربیتی، دانشگاه بین المللی امام رضا (ع)، مشهد، ایران.)
محمدحسین عبداللهی
2
(دانشیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران.)
سهیلا هاشمی
3
(دانشیار گروه روانشناسی، دانشگاه مازندران، بابلسر، ایران)
ولی ا... فرزاد
4
(دانشیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران)
فریبرز درتاج
5
(استاد گروه روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران)
الکلمات المفتاحية: هوش هیجانی, خلاقیت, اضطراب زبان, یادگیری زبان انگلیسی, دوزبانه,
ملخص المقالة :
هدف: یادگیری زبان انگلیسی بمنظور برقراری ارتباط ملت ها با یکدیگر و نیز مبادله های فرهنگی، اقتصادی، سیاسی در قرن حاضر بیش از پیش در کانون توجه قرار گرفته است. بنابراین، این پژوهش نقش واسطه ای اضطراب زبان در رابطه بین خلاقیت و هوش هیجانی با یادگیری زبان انگلیسی در دانش‌آموزان دوزبانه را مورد بررسی قرار داد.
مواد و روش‌ها: روش پژوهش از نوع همبستگی با استفاده از مدل‌سازی معادلات ساختاری بود. جامعه آماری تمامی دانش‌آموزان پسر دوزبانه ترکمن بودند که توجه به تعداد متغیرهای مشاهده شده و تخصیص ضریب 20 برای هر متغیر، 280 دانشآموز بهعنوان نمونه به روش نمونهگیری تصادفی خوشهای انتخاب شدند و به پرسش‌نامه های هوش هیجانی شاته و همکاران (1998)، خلاقیت عابدی (1372)، اضطراب زبان هورویتز و هورویتز (1985) پاسخ دادند. برای سنجش یادگیری زبان انگلیسی از نمره پایان ترم دانش‌آموزان استفاده شد. داده های بدست آمده با آزمون ضریب همبستگی پیرسون و مدل‌یابی معادلات ساختاری و با استفاده از نرم افزار های 24SPSS و23Amos مورد تجزیه و تحلیل قرار گرفت.
یافته ها: نتایج نشان داد که مدل پژوهش از برازندگی خوبی برخوردار هستند. خلاقیت و هوش هیجانی افزون بر اثرات مستقیم مثبت می‌توانند با واسطه گری اضطراب زبان به طور غیرمستقیم بر یادگیری زبان انگلیسی اثر بگذارند.
بحث و نتیجه گیری: با توجه به یافته های پژوهش می‌توان با تدوین برنامه هایی برای افزایش هوش هیجانی و خلاقیت اضطراب زبان را کاهش داده و به این ترتیب یادگیری زبان افزایش یابد.
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