پیش بینی فراهیجان براساس جو مدرسه، ارزش های وابسته به تحصیل و عملکرد خانواده در دانش آموزان متوسطه
محورهای موضوعی : تکتونواستراتیگرافیایمان پارسایی 1 , اسماعیل سعدی پور 2 , فریبرز درتاج 3 , حسن اسدزاده 4
1 - دانشجوی دکتری دانشگاه علامه طباطبائی، تهران، ایران
2 - دانشیار دانشگاه علامه طباطبایی، تهران، ایران
3 - استاد دانشگاه علامه طباطبایی، تهران، ایران
4 - دانشیار دانشگاه علامه طباطبایی، ، تهران، ایران
کلید واژه: عملکرد خانواده, جو مدرسه, ارزش های وابسته به تحصیل, فراهیجان,
چکیده مقاله :
هدف از پژوهش حاضر پیش بینی فراهیجان براساس جو مدرسه، ارزش های وابسته به تحصیل و عملکرد خانواده در دانش آموزان متوسطه بود. روش پژوهش همبستگی و جامعه آماری شامل کلیه دانش آموزان پایه اول و سوم مقطع متوسطه دوم شهر شیراز در سال تحصیلی 1396-1395 بود. نمونه آماری380 نفر (190 دختر و 190 پسر) از این افراد بودند که به روش نمونه گیری خوشه ای چندمرحله انتخاب و به پرسشنامه و به پرسشنامه های جو مدرسه، سنجش عملکرد خانواده، ارزش های وابسته به تحصیل و فراهیجانپاسخ دادند. نتایج ضریب همبستگی پیرسون نشان داد که رابطه مثبت و معنی‌داری بین جو مدرسه و ارزش های وابسته به تحصیل با فراهیجان وجود دارد اما بین نمره کلی عملکرد خانواده با فراهیجان رابطه معناداری مشاهده نشد. نتایج نشان داد که از بین ابعاد جو مدرسه، بعد ارتباط مثبت معلم و دانش آموز و حمایت عاطفی، از بین ابعاد ارزش های وابسته به تحصیل، بعد ارزش های فردی و ارزش های اجتماعی و از بین ابعاد عملکرد خانواده، بعد حل مشکل و همراهی می تواند به طور مثبت و معناداری فراهیجان را پیش‌بینی کند. بر اساس نتایج می توان نتیجه گیری کرد که جو مدرسه، ارزش های وابسته به تحصیل و عملکرد خانواده قادر به پیش بینی فراهیجان می باشند. بر اساس نتایج می توان نتیجه گیری کرد که جو مدرسه، ارزش های وابسته به تحصیل و عملکرد خانواده قادر به پیش بینی فراهیجان می باشند.
The purpose of this study was to predict meta-emotion based on school climate, values related to study and family function in high school students. The research method was correlational type and the population of study was all Shiraz second high school students in 2016-2017 academic years. The sampling method was cluster sampling, and 380 students (190 boys and 190 girls) were selected. The instruments of this study were school climate, family function, values related to study and met-emotion questionnaires. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the school climate and Values related to study with Meta-Emotion, but there was not any relationship between the general score of family performance with Meta-Emotion. The results of Simultaneous multiple regression analysis showed that in the school climate, the positive relationship between teacher and student and emotional support; in values related to study, Personal and social values and in family function, Problem solving and cooperation positively and significantly could predict met-emotion. Based on the results, could conclude that the school climate, values related to study and family function are able to predict meta-emotion.
Amstadter A. (2008). Emotion regulation and anxiety disorders. Journal of anxiety disorders; 22(2):211-22.
Arabaci, I.B. (2013). School Management by Values According to Teachers’ Opinions. Social and Behavioral Sciences, Volume 103, 26 November 2013, Pages 801-806
Babakhani, N., Amiri, M.S., Abolmaali, K. (2016). Relationship between family performance and sexual satisfaction among mental health hospital in fertile and infertile couples cleric ayatollah rohani babol. European Psychiatry, Volume 26, Supplement 1, 2011, Page 1656
Beer, Nils. (2011). Effects of positive metacognitions and meta-emotions on coping, stress perception and emotions. (PhD), London Metopolitan University.
Ciucci, E., Baroncelli, A., Toselli, M. (2015). Meta-emotion philosophy in early childhood teachers: Psychometric properties of the Crèche Educator Emotional Styles Questionnaire. Early Childhood Research Quarterly, Volume 33, 4th Quarter 2015, Pages 1-11
Cochrane, T. (2015). The difference between emotion and affect: Comment on “The quartet theory of human emotions: An integrative and neurofunctional model” by S. Koelsch et al. Physics of Life Reviews, Volume 13, June 2015, Pages 43-44
Demir ,k ., Kok,A. (2012) .Students Family and Family Values .Social and Behavioral Science ,4,7 .501-506 .
Firozbakht, S. (2012). Investigating the role of mediator of resilience in the relationship between family communication patterns and self-regulation motivation in female and female students. Master's Degree in Psychology, Shiraz University. [In Persian].
Gottman, J. M., Katz, L. F., & Hooven, C. (1997). Meta emotion: How families communicate emotionally. Mahwah, NJ: Erlbaum.
Hardeman, R.R., Julia M. Przedworski, Sara Burke, Diana J. Burgess, Sylvia Perry, Sean Phelan, John F. Dovidio, Michelle van Ryn (2016). Association Between Perceived Medical School Diversity Climate and Change in Depressive Symptoms Among Medical Students: A Report from the Medical Student CHANGE Study. Journal of the National Medical Association, In Press, Corrected Proof, Available online 24 September 2016
Hen, M., & Goroshit, M. (2012). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: A comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47, 116-124.
Jackson, C.K. (2013). Can higher-achieving peers explain the benefits to attending selective schools? Evidence from Trinidad and Tobago. Journal of Public Economics, Volume 108, December 2013, Pages 63-77
Jahangir, P. (2013). Comparison of family performance and marital satisfaction in employed and non-employed married women in Tehran. Quarterly Journal of Educational Management Research, Third Year, No. 4, pp. 178 to 192. [In Persian].
Katz, L. F. (2011). Parental meta-emotion philosophy in families with conduct problem children: Link with peer relations. Journal of Abnormal Child Psychology, 32, 385-399.
Katz, L. F., Maliken, A. C., & Stettler, N. M. (2012). Parental meta-emotion philosophy: A review of research and theoretical framework. Child Development Perspectives, 6, 417-422.
Khoy Nejad, GR. Rajaie, A. & Shirazi, M. (2013). Investigating Relationship Between Family Performance and Identity of Adolescents. Innovations in Educational Management (New Thoughts in Educational Sciences). Volume 8 No. 1 pp: 49-60. [In Persian].
Lamb, A.E., Biesecker, B.B., Umstead, K.L. Michelle Muratori, Leslie G. Biesecker, Lori H. Erby (2016). Family functioning mediates adaptation in caregivers of individuals with Rett syndrome. Patient Education and Counseling, In Press, Corrected Proof, Available online 18 June 2016
Medina, J.A., Beatriz Macías-Gómez-Stern, Virginia Martínez-Lozano (2014). The value positions of school staff and parents in immigrant families and their implications for children's transitions between home and school in multicultural schools in Andalusia. Learning, Culture and Social Interaction, Volume 3, Issue 3, September 2014, Pages 217-223
Mitmansgruber, H., Beck, T.N., Schüßler, G. (2008). “Mindful helpers”: Experiential avoidance, meta-emotions, and emotion regulation in paramedics. Journal of Research in Personality, Volume 42, Issue 5, October 2008, Pages 1358-1363
Mitmansgruber, Horst; Beck, Thomas N.; Höfer, Stefan; Schüßler, Gerhard (2009).When you don’t like what you feel: Experiential avoidance, mindfulness and meta-emotion in emotion regulation. Personality and Individual Differences 46 , 448–453
Niehaus, K., Matthew JI, Rogelberg, S. (2016). School connectedness and valuing as predictors of high school completion and postsecondary attendance among Latino youth. Contemporary Educational Psychology, Volumes 44–45, January–April 2016, Pages 54-67
Parsaei, I (2010) Investigating the Relationship between parental meta-emotion Philosophy with Emotional Intelligence and Self-efficacy of Children in High School Students. Master's Thesis. Faculty of Education and Psychology. Shiraz University. [In Persian].
Parsaei, I. (2012). The Relationship between parental meta-emotion Styles with Emotional Intelligence and Self-Efficacy of High School Students. Journal of Educational Psychology Studies. Seventh year No. 11. Page 26-1. [In Persian].
Parsamnish, F. Krasekian, A. Hakami, M. & Ahadi, H. (2017). The effectiveness of Gross's emotional regulation model on tolerance of emotional disturbance and emotional overeating. Journal of Psychological Models and Methods. Volume 8, Issue 29, Autumn 1396, pp. 23-52. [In Persian].
Safari, H. Nejati, E. & Parsaei, I. (2015). Investigating the relationship between meta-emotion and quality of life. First National Conference on Sustainable Development in Psychology, Educational Sciences and Social Studies. Tehran, Higher Education Institute of Mehr Arvand, Center for Achieving Sustainable Development, November 20. [In Persian].
Samani, S. & Hosseini, M. (1391). The Relationship between Dimensions of Family Functioning and Self-Regulation of Children, Journal of Family Studies, 8, 31. [In Persian].
Schramm, H., Wirth, W. (2010). Exploring the paradox of sad-film enjoyment: The role of multiple appraisals and meta-appraisals. Poetics, Volume 38, Issue 3, June 2010, Pages 319-335
Shakrami, M. Sadeghi, M. & Ghodampour, E. (2017). Developing a model of educational engagement based on the psychosocial climate of the classroom and family affective atmosphere with the role of mediating resiliency. Journal of Psychological Models and Methods. Volume 8, Number 29, pp. 159-182. [In Persian].
Sheikholeslami, R. & Taheri, J. (2017). The explanation of the educational vitality based on the attachment to parents and peers and the cognitive emotional regulation. Journal of Psychological Models and Methods. Volume 8, Issue 29, Page 1-22. [In Persian].
Thieme, C., Diego Prior, Emili Tortosa-Ausina, René Gempp (2016). Value added, educational accountability approaches and their effects on schools’ rankings: Evidence from Chile. European Journal of Operational Research, Volume 253, Issue 2, 1 September 2016, Pages 456-471
Tibbetts, Y., Canning, E.A., Harackiewicz, J.M. (2015). Academic Motivation and Performance: Task Value Interventions. International Encyclopedia of the Social & Behavioral Sciences (Second Edition), 2015, Pages 37-42
Zullig, k.j., Koopman, T.M., Patton, J.M., & Ubess, V.A. (2009). School climate: historical review, instrument develomment, and school assessment. Journal of psychoeducational assessment. 28(2): 139-152.
_||_
