بررسی شیوع قلدری و ارتباط آن با مهارت‌های اجتماعی- هیجانی، مهارت حل مسئله و افسردگی در دانش‌آموزان متوسطه اول

اسمری برده زرد, یوسف اسمری برده زرد; دولتشاهی, بهروز; طاهری, احسان

doi:10.30495/jinev.2020.672759

کد مقاله : 672759 بازدید : 241 صفحه: 13 - 32

10.30495/jinev.2020.672759

نوع مقاله: پژوهشی

بررسی شیوع قلدری و ارتباط آن با مهارت‌های اجتماعی- هیجانی، مهارت حل مسئله و افسردگی در دانش‌آموزان متوسطه اول

محورهای موضوعی : روانشناسی تربیتی

یوسف اسمری برده زرد اسمری برده زرد ¹ ( دانشجوی دکترای روانشناسی بالینی دانشگاه علوم بهزیستی و توانبخشی تهران، ایران )
بهروز دولتشاهی ² ( دانشیار روانشناسی بالینی، دپارتمان روانشناسی دانشگاه علوم بهزیستی و توانبخشی تهران، ایران )
احسان طاهری ³ ( دانشجوی کارشناسی ارشد روانشناسی بالینی، دانشگاه علوم بهزیستی و توانبخشی تهران، ایران )

تاریخ دریافت : 1398/06/24 تاریخ پذیرش : 1399/02/16 تاریخ انتشار : 1398/12/01

کلید واژه: افسردگی, قلدری, مهارت حل مسئله, مهارت هیجانی اجتماعی,

چکیده مقاله :

هدف از این پژوهش بررسی شیوع میزان قربانی بودن قلدری؛ قلدری و ارتباط آن با مهارت های اجتماعی- هیجانی، مهارت حل مسئله و افسردگی در دانش‌آموزان پسر متوسطه اول بود. پژوهش حاضر از نوع همبستگی و توصیفی است. جامعه شامل کلیه ی دانش‌آموزان مقطع تحصیلی متوسطه اول شهرستان بوکان می باشد و نمونه به روش نمونه‌گیری خوشه‌ای 525 نفر انتخاب گردید و داده ها با استفاده از پرسشنامه‌های قلدری ایلی نویز، مهارت حل مسئله هپنر، افسردگی کودک و نوجوان (CADS)، مهارت‌های اجتماعی هیجانی (SEL)، جمع آوری شد. برای تحلیل داده‌ها از آمار توصیفی میانگین و انحراف استاندارد و ضریب همبستگی پیرسون و رگرسیون چندگانه استفاده و به کمک spss17 انجام شد. نتایج نشان داد که رفتارهای قلدری با نمره کلی حل مسئله (29/0-r =، 001/0p=) و اعتماد به خود (21/0-r=، 000/0p=)، کنترل شخصی (25/0-r=، 002/0p=) گرایش به حل مسئله، (27/0- r=، 000/0p=) و نمره کلی مهارت‌های اجتماعی - هیجانی (13/0- r=، 02/0p=) و مؤلفه‌های سازمان‌دهی (14/0-r=، 009/0p=)، خودتنظیمی (12/0-r=، 003/0p=)، روابط با همسالان (10/0-r=، 03/0p=) رابطه منفی دارد اما با مؤلفه های افسردگی (16/0r=، 006/0p=) و اجتناب از حل مسئله (20/0r=، 005/0p=)، رابطه مثبت دارد؛ و نتایج تحلیل رگرسیون نیز نشان داد که حل مسئله (19/.=β) و مهارت های اجتماعی هیجانی (71/.=β) و افسردگی (10/.=β) پیش‌بینی کننده های معتبری در مدل رگرسیونی بودند. یافته ها نشان دادند که قلدری را می توان بر اساس متغیرهای افسردگی (همبستگی مثبت)، مهارت های اجتماعی هیجانی (همبستگی منفی) و مهارت حل مسئله (همبستگی منفی) پیش‌بینی کرد. این نتایج را می توان در مداخله‌های بالینی برای دانش‌آموزان در نظر و به‌عنوان متغیرهای پیشگیری بکار گرفت.

چکیده انگلیسی:

The purpose of this study was to investigate the prevalence of bullying victimization bullying and its correlation with social-emotional skills, problem-solving skills, and depression in middle school students. This is a correlational and descriptive study. The study population consists of all students of the first-grade middle school of city of Bukan. The sample has been chosen by cluster sampling method of 525 people. The data were collected by using illinois bullying questionnaire, Heppner problem-solving skills, child and young depression (CADS), and social-emotional skills (SEL). The data were analyzed using descriptive statistics, standard deviation, Pearson correlation coefficient and multiple regression by spss24. The results showed that bullying behaviors with total score of problem solving (p=0.001, r =-0.25) and self-confidence (p=0.000, r=-0.21), self-control (p=0.002 r=-0.25) tendency to problem solving (p=0.000, r=-0.27) and total score social-emotional skills (p=0.02, r=-0.13) and the components of self-organizing (p=0.009, r=-0.14) self-regulation (p=0.003, r=-0.12) and relationships with peer (p=0.03, r=-0.10) have negative correlation. But there is a positive correlation with depression (p=0.006, r=0.16) and avoidance of problem solving (p=0.005, r=0.20). The results of regression analysis also showed that solving problem (β=0.19) and emotional social skills(β=0.71) and depression (β=0.10) were reliable predictors in the regression model. Findings indicate that bullying can be predicted based on variables of depression (positive correlation), social-emotional skills (negative correlation), and problem-solving skills (negative correlation). These results can be considered in clinical interventions for students and used as preventive variables.

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