بررسی تاثیر پیوند با مدرسه بر قلدری با میانجی گری شیوه های فرزندپروری در دانش آموزان پسر دوره متوسطه دوم

محورهای موضوعی : تربیتی

عزت الله قدم پور ¹ (استاد گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران)
مسعود صادقی ² (دانشیار گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران.)
سمیرا قره ویسی ³ (دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران.)
مجید سلیمانی ⁴ (دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران.)

تاریخ دریافت : 1398/11/22 تاریخ پذیرش : 1399/03/01 تاریخ انتشار : 1401/09/01

کلید واژه: دوره متوسطه دوم, پیوند با مدرسه, دانش‌آموزان پسر, شیوه‌های فرزندپروری, قلدری,

چکیده مقاله :

هدف از این پژوهش بررسی تاثیر پیوند با مدرسه بر قلدری با میانجی گری شیوه های فرزندپروری بود. روش پژوهش توصیفی و از نوع مطالعات همبستگی است. کلیه دانش آموزان پسر دوره متوسطه دوم شهر سنندج به تعداد 7618 نفر که در نیمسال اول تحصیلی 98-1397 مشغول به تحصیل بودند، جامعه آماری پژوهش را تشکیل می دادند. از این بین 366 دانش آموز به صورت تصادفی چندمرحله ای وارد نمونه شدند. ابزار پژوهش شامل پرسشنامه های قلدری (Espelage & Holt, 2001)، پیوند با مدرسه (Springer et al, 2009) و شیوه های فرزندپروری (Bumrind, 1971) بود. روش آماری مورد استفاده تحلیل رگرسیون چندگانه و تحلیل مسیر بود. براساس یافته ها اثر مستقیم پیوند با مدرسه بر قربانی بودن، قلدربودن، شیوه فرزندپروری مقتدر و شیوه فرزندپروری مستبد (01/0P<) معنی دار بود. اثر غیرمستقیم پیوند با مدرسه بر قربانی بودن با واسطه گری شیوه فرزندپروری مستبد (05/0P<) معنی دار بود. اثر غیرمستقیم پیوند با مدرسه بر قلدر بودن با واسطه گری شیوه فرزندپروری مستبد و مقتدر (05/0P<) معنی دار بود. نتایج نشان دهنده اهمیت مدرسه و شیوه های فرزندپروری در کنترل رفتارهای منفعلانه و فعالانه در پدیده قلدری است.

چکیده انگلیسی:

The purpose of this study was to investigate the effect of school cohesion on bullying with the mediation of parenting styles. The research method is descriptive and of correlational type. All secondary high school male students in Sanandaj at the number of 7618, who studied in the first semester of the 2018-2019 academic years formed a statistical population of the study, among which 366 students accidentally entered the sample in several stages. The research tools included Espelage & Holt's bullying scale (2001), school cohesion scale of Springer et al. (2009) and Bumrind’s parenting styles questionnaire (1972). The statistical method used was multiple regression analysis and path analysis. According to the findings, the direct effect of school cohesion on victimization, bullying, powerful parenting style and authoritarian parenting style (P <0.01) was significant. The indirect effect of school cohesion on victimization mediated by authoritarian parenting style was significant (P <0.05). The indirect effect of school cohesion on bullying mediated by powerful and authoritarian parenting styles was significant (P <0.05). The results show the importance of school and parenting styles in controlling passive and active behaviors in bullying. Therefore, bullying can be reduced by teaching parents how to use the right parenting style and teaching teachers how to increase their interest and attract students to school.

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