ارائه مدل پیش بینی خودپنداره بر اساس مشکلات رفتاری-هیجانی با میانجی گری مهارت‌های زندگی در دانش آموزان دوره ابتدایی

محورهای موضوعی : تکتونواستراتیگرافی

فاطمه رشیدی ¹ (دانش آموخته کارشناسی ارشد، روان‌شناسی بالینی، دانشگاه آزاد اسلامی، واحد بندرعباس، بندرعباس، ایران.)
موسی جاودان ² (دکتری روان‌شناسی، دانشیار دانشگاه هرمزگان، بندرعباس، ایران.)

تاریخ دریافت : 1401/02/11 تاریخ پذیرش : 1401/08/13 تاریخ انتشار : 1401/05/01

کلید واژه: خودپنداره, دانش آموزان, دوره ابتدایی, مهارت های زندگی, مشکلات رفتاری هیجانی,

چکیده مقاله :

مقدمه: بررسی مشکلات هیجانی و رفتاری دانش آموزان از طریق مهارت‌های زندگی در دوره ابتدایی که مهمترین دوران شکل گیری شخصیت می‌باشد، می‌تواند نقش مهمی در آماده کردن برای زندگی در مراحل بعدی زندگی داشته باشد. بنابراین، هدف پژوهش حاضر ت ارائه مدلی بدر جهت پیش بینی خودپنداره بر اساس مشکلات رفتاری-هیجانی با میانجی گری مهارت‌های زندگی در دانش آموزان دوره ابتدایی می‌باشد.
روش: روش توصیفی-همبستگی و گردآوری داده‌ها به‌صورت میدانی و از لحاظ نتایج، کاربردی بود. جامعه آماری این پژوهش شامل کلیه دانش آموزان مقطع ابتدایی مدارس شهر تهران که با توجه به جدول حجم نمونه جدول مورگان 253 نفر به صورت به صورت تصادفی انتخاب و مورد تجزیه و تحلیل قرار گرفت. برای جمع داده‌ها از مقیاس‌های خودپنداره یی یسن چن (2004)، پرسشنامه مشکلات رفتاری-هیجانی سیاتل (1999)، پرسشنامه مهارت‌های زندگی ساعتچی و همکاران (1389) استفاده شد. اطلاعات به دست آمده با استفاده از آزمون‌های آمار توصیفی، جدول ماتریس همبستگی، رگرسیون و تحلیل مسیر و نرم‌افزار SPSS نسخه 25 و نرم‌افزار Amos تجزیه و تحلیل شد.
یافته‌ها: نتایج نشان داد مدل پیش‌بینی خودپنداره بر اساس مشکلات رفتاری-هیجانی با میانجی گری مهارت‌های زندگی در دانش آموزان دوره ابتدایی از برازش مناسبی برخودار است.
نتیجه گیری: با توجه به نتایج بدست از تحقیق می‌توان گفت که خودپنداره بر اساس مشکلات رفتاری_ هیجانی با میانجی‌گری مهارت-های زندگی اثر مثبت معنی داری دارد که از همان انتدای زندگی می باید توسط والدین و مربیان مورد توجه قرار گیرد.

چکیده انگلیسی:

Introduction: Studying students' emotional and behavioral problems through life skills in the elementary school, which is the most important period of personality formation, can play an important role in preparing for life in later life. Therefore, the purpose of this study is to develop a model of structural equations for self-concept prediction based on behavioral-emotional problems mediated by life skills in elementary school students.
Method: The method was descriptive-correlation and data collection was field and applied in terms of results. The statistical population includes all primary school students in Tehran, which was analyzed according to Morgan sample size table of 253 people. For data collection, Yessen Chen (2004) self-concept scales, Seattle Behavioral-Emotional Problems Questionnaire (1999), Saatchi et al.'s Life Skills Questionnaire (2010) were used. And were analyzed using correlation matrix, regression and path analysis tests. It should be noted that in this study, SPSS software version 25 and Amos software were used.
Results: The results show that the self-concept predictive model based on behavioral-emotional problems of elementary school students, the self-concept predictive model based on life skills of elementary school students, the behavioral-emotional problem model on elementary school life skills and the self-concept predictive model Based on behavioral-emotional problems mediated by life skills in elementary school students have a good fit.
Conclusion: It can be said that self-concept based on behavioral-emotional problems mediated by life skills has a significant positive effect that should be considered by psychologists.

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