مقایسۀ زیرمقیاس‌های درک هیجان و تنظیم هیجان در کودکان پیش‌دبستانی دارا و فاقد همشیر
محورهای موضوعی : تربیتی
سیده ضحی سکاکی
1
,
محمدعلی مظاهری تهرانی
2
,
سعید قنبری
3
,
سوده آقامحمدی
4
1 - دانشجوی دکتری گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران
2 - استاد گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
3 - کاندیدای دکتری گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
4 - استادیار گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.
کلید واژه: کودکان پیش‌دبستانی, همشیر, درک هیجان, تنظیم هیجان,
چکیده مقاله :
هدف این پژوهش مقایسۀ درک هیجان و تنظیم هیجان در کودکان پیش دبستانی دارا و فاقد همشیر بود. طرح پژوهش، توصیفی از نوع علّی- مقایسه ای و جامعۀ آماری کودکان 4 تا 6 سال در مهدکودک های شهر تهران در سال 1396 بود. با روش نمونه گیری خوشه ای چند مرحله ای، 60 کودک انتخاب و بر اساس سن و جنس همتاسازی شدند. ابزار این پژوهش شامل آزمون تطبیق هیجان (Izard, Haskins, Schultz, Trentacosta & King, 2003) تکلیف بیان علت هیجان (Wang, Hutt, Kulkofsky, McDermott & Wei, 2006) و چک لیست تنظیم هیجان (Shields & Cicchetti, 1997) بود. یافته ها با استفاده از آزمون تحلیل واریانس یک‌راهه مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد کودکان دارای همشیر در نمرۀ کل درک هیجان و زیرمقیاس های دانش موقعیت هیجان، دانش بیانی هیجان و دانش دریافتی هیجان به طور معنادار نمرۀ بالاتری گرفته اند (05/0 < p). همچنین در زیرمقیاس بی ثباتی/منفی گرایی از چک لیست تنظیم هیجان به طور معنادار نمرۀ پایین تری گرفته اند (05/0 < p) که دلالت بر واکنش های هیجانی متعادل تر دارد. یافته های این پژوهش نشان می دهد برخوردارد بودن از همشیر در سال های پیش‌دبستانی، موقعیت منحصر به فردی را برای ارتقای شایستگی های هیجانی کودکان فراهم می کند.
The purpose of this research was to compare emotion understanding and emotion regulation between children with and without sibling. Research method was casual-comparative and statistic population consisted of 4-6 years old children who were present in kindergartens of Tehran city in 2017. From among them, 60 children were selected through multi-stage cluster sampling and matched based on age and sex. Data collection instruments included “emotion matching task” (Izard, Haskins, Schultz, Trentacosta & King, 2003), “emotion situation production task” (Wang, Hutt, Kulkofsky, McDermott & Wei, 2006) and “emotion regulation checklist” (Shields & Cicchetti, 1997). Data were analyzed using one-way ANOVA. The result showed that children with sibling, scored significantly higher than only children on emotion understanding and its subscales (emotion situation knowledge, expressive emotion knowledge and receptive emotion knowledge) (p<0.05). They also scored significantly lower than only children on “lability/negativity” subscale of “emotion regulation checklist” (p<0.05) which indicates more balanced emotional reactions. The result of this study suggested that growing up with sibling during preschool years provides unique opportunity for improving children emotional competencies.
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