پیش‌بینی شایستگی هیجانی- اجتماعی بر اساس دشواری تنظیم هیجان و سرسختی روان‌شناختی والدین در دانش‌آموزان دوره دوم دبستان: نقش میانجی‌گر انعطاف‌پذیری روان‌شناختی والدین

الموضوعات :

سهیلا دهقانی ¹ (دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، گروه روان شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.)
مریم کدخدایی ² (استادیار گروه روان‌شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.)

تاريخ الإرسال : 21 الثلاثاء , جمادى الأولى, 1445 تاريخ التأكيد : 21 الأربعاء , ذو القعدة, 1445 تاريخ الإصدار : 11 السبت , شوال, 1445

الکلمات المفتاحية: سرسختی روان‌شناختی, شایستگی هیجانی- اجتماعی, دشواری تنظیم هیجان, انعطاف‌پذیری روان‌شناختی,

ملخص المقالة :

زمینه و هدف: هدف این پژوهش پیش­بینی شایستگی هیجانی- اجتماعی در دانش­آموزان دوره دوم دبستان بر اساس دشواری تنظیم هیجان و سرسختی روان‌شناختی والدین با نقش میانجی­گر انعطاف‌پذیری روان‌شناختی والدین بود. روش­: روش پژوهش توصیفی- همبستگی و جامعه آماری شامل کلیه دانش­آموزان مقطع دوم ابتدایی مشغول به تحصیل در سال تحصیلی 1403- 1402 و والدین‌شان در شهرستان باغ بهادران بود. 328 شرکت‌کننده به روش نمونه­گیری تصادفی خوشه­ای انتخاب شدند. ابزار پژوهش پرسش‌نامه شایستگی هیجانی- اجتماعی دانش‌آموزان ژو و ای، مقیاس دشواری در تنظیم هیجان گرتز و روئمر، مقیاس سرسختی روان‌شناختی کوباسا و و همکاران و نسخه دوم پرسش‌نامه پذیرش و عمل بود. داده­ها با روش مدل­یابی معادلات ساختاری تحلیل شد. یافته­ ها: یافته‌های پژوهش نشان داد که مقدار اثر مستقیم و غیرمستقیم سرسختی روان‌شناختی بر شایستگی هیجانی- اجتماعی معنادار است. مقدار اثر مستقیم و غیرمستقیم دشواری تنظیم هیجان بر شایستگی هیجانی- اجتماعی نیز معنادار است. مقدار اثر مستقیم سرسختی روان‌شناختی بر انعطاف‌پذیری روان‌شناختی و مقدار اثر دشواری تنظیم هیجان بر انعطاف‌پذیری روان‌شناختی معنادار می‌باشد. مقدار اثر انعطاف‌پذیری روان‌شناختی بر شایستگی هیجانی- اجتماعی نیز معنادار است. نتیجه­ گیری: یافته­های این پژوهش، نقش دشواری تنظیم هیجان، سرسختی روان‌شناختی و انعطاف‌پذیری روان‌شناختی والدین را در تبیین شایستگی هیجانی- اجتماعی آشکار می‌سازد. هم‌چنین، نقش میانجی متغیر انعطاف­ پذیری روان‌شناختی والدین در رابطه بین سایر متغیرها تأیید شد.

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