مقایسه سبک‌های هویت دانش‌آموزان با رفتارهای قلدری، قربانی و دانش‌آموزان عادی
محورهای موضوعی : روانشناسی تربیتی
نرگس پورطالب
1
(دانشجوی دکتری روانشناسی تربیتی، دانشگاه تبریز، ایران)
میرمحمود میرنسب
2
(دانشیار گروه علوم تربیتی، دانشگاه تبریز، ایران)
کلید واژه: سبک‌های هویت(اطلاعاتی, هنجاری, اجتنابی/سردرگم), قلدر, قربانی و دانش‌آموزان,
چکیده مقاله :
هدف پژوهش حاضر مقایسه سبک‌های هویت دانش‌آموزان قلدر، قربانی و عادی بود. طرح پژوهش حاضر از نوع طرح‌های علی – مقایسه‌ای می‌باشد. جامعه آماری پژوهش شامل دانش‌آموزان پسر دوره متوسطه بود که در سال تحصیلی 94- 93 در شهر تبریز مشغول به تحصیل بودند. نمونه آماری پژوهش را، 372 نفر از دانش‌آموزان مدارس پسرانه با میانگین سنی 16 سال تشکیل می‌دادند که به روش نمونه‌گیری تصادفی چند مرحله‌ای و از طریق سرند کردن برگزیده شدند. برای انجام این پژوهش نمونه مد نظر از طریق انتخاب معلمان و تکمیل پرسشنامه قلدر- قربانی الویوس انتخاب و به وسیله پرسشنامه سبک‌های هویت برزونسکی مورد آزمون قرار گرفتند. برای تحلیل داده‌های جمع‌آوری شده از روش تحلیل واریانس چند متغیره استفاده شد. یافته‌های این پژوهش نشان داد که بین سبک‌های هویت دانش‌آموزان قلدر، قربانی و عادی تفاوت معنا دار وجود دارد، به طوری که دانش‌آموزان قلدر، دارای سبک هویت اجتنابی/ سردرگم و دانش‌آموزان قربانی دارای سبک‌های هویت هنجاری و اطلاعاتی و دانش‌آموزان عادی دارای سبک‌های هویت هنجاری هستند؛ از نظر تعهد هویت بین سه گروه تفاوت معنا‌داری مشاهده نشد. یافته‌های پژوهش حاضر تأثیر ویژگی‌های قلدری و قربانی را در سبک‌های هویت برجسته نمود؛ لذا این یافته‌ها می‌تواند، راهگشای تحقیقات بیشتر، در خصوص متغیرهای پژوهش، در آینده باشند
The aim of this study is to compare the identity styles of students with bully, victim and normal behavior. The statistical population of the present study included all male students studying at secondary studies in Tabriz during the academic year 1993-1994. The statistical sample of the study included 372 male students with an average age of 16 years who were selected through a multistage cluster sampling and screening methods. To carry out the study, the samples were identified and tested through teachers’ nomination and completing the Victim-Bully questionnaire of Olweus and the Identity Styles questionnaire of Berzonsky. To analyze the data, a multivariate variance analysis was used. The findings showed that there is a significant difference between the identity styles of students with bully, victim and normal behaviors, and that the bully students have an avoidant and confused identity, the victim students have normative/ informative identity styles, and finally, the ordinary students have normative identity styles. There was not significant difference between the identity commitments of the three groups. The results of this study highlighted the affection of the bullying and victim characteristics in the identity style. Therefore, it can open the ways for further research on the cause and effect relationship between the bully behavior and identity styles
یونسی، سیدجلال، (1387) درمان اختلالات روانی در کودکان، نوجوانان و خانواده ها، تهران: انتشارات دانشگاه علوم بهزیستی و توانبخشی/انتشارات رسانه تخصصی.
Benish-Weisman, M. (2015). Brief report: Ethnic identity and aggression in adolescence: A longitudinal perspective. Journal ofAdolescen, 30, 1-4.
Berzonsky, M.D., Cieciuch, J., Duriez, B., & Soenens, B. (2011). The how and wath of identity formation: Association between identity styles and value orientations. Journal of Personality and Individual Differrencees, 50, 295- 299.
Berzonsky, M. D., & Kuk, L. S. (2000). Identity status, identity processing style and transition to university. Journal of Adolescent Research, 15(1), 81-98.
Berzonsky, M. D., & Kuk, L. S. (2005). Identity style, psychosocial maturity, and academic performance. Personality and Individual differences, 39, 235-247.
Crocetti, E., Rubini, M., Berzansky, M., & Meeus, W. (2009). Brief report: The Identity styles inventory validation in Italian adolescents and college. Journal of Adolescence, 32, 425 – 433.
Cheng, Y. Y., Chen. L. M., Chi Ho., & Ling Chevg. Ch. (2011). Definition of school bullying in Taiwan. Journal of School Psychology Intervention, 32(3),227-243.
Duriez, B., & Soenens, B. (2006). Personality, identity styles, and religiosity : An integrative study among late and middle adolescents. Journal of Adolescence, 29, 119 – 135.
Farmer, T. W., Petrin, R., Brooks, D. S., Hamm, J. V., Lambert, K., & Gravell, M. (2012). Bullying involvement and the school adjustment of rural students with and without disabilities. Journal of Emotional and Behavioral Disorders, 20(1), 19-37.
Flanagan, T., Iarocci, G., DʼArrisso, A., Mandour, T., Tootoosis, C., Robinson, S., & Burack, J. (2011). Reduced rating of physical and relational aggression for youths with a strong cultural identity: evidence from the Naskapi people. Journal of Adolescent Health, (49), 155-199.
Hay, C., & Meldrum, R. (2010). Bullying victimization and adolescent self - harm: Testin hypotheses from general strain theory.Journal of Youth and Adolescence, 39(5), 446-459.
Hejazi, E., Borjalilu, S., & Nagsh, Z. (2010). Identity styles, identity commitment and academic sels- efficasy: Has identity commitment a mediating role? Journal of Psychology, 13, 377- 390.
Jenaabadi, H., & Dehbashi, A. (2014). Investigating the role of identity styles in predicting responsibility and academic self-regulation of third grade male high school students in Zahedan.International Journal of Social Science & Education, 4(4), 969- 977.
Kerpelman, J. L., Pittman, J. F., & Adler–Baeder, F. (2008). Identity as a moderator of intervention- related change: Identity style and adolescent ,sresponses to relationship education. Journal of Theory and Research, 8, 151 – 171.
Olthof, T., Goossens, F. A., Vermand, M. M., Aleva, E. A., & Meulem, M. (2011). Bullying Asstrategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, (49), 339-359.
Schumann, L., Craig, W., & Rosu, A. (2014). Power differentials in bullying: Individuals Violence,29(3), 227-243.
Schwartz, S. J., Mullis, R. L., Waterman, A. S., & Dunhum, R. M. (2009). Ego identity status, Identity styles, and personal expressiveness: An empirical investigation of three convergentconstructs. Journal of Adolescent Research, 15 (4), 504- 521.
Smits, I., Doumen, S., Liyckx, K., Duriez, B., &Gooseens, L., (2011). Identity styles and Interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4),665- 684.
Soltani, A., Hosseini, S., Mahmoodi, M. (2013). Predicting identity style based on family communication pattern in young males. Social and Behavioral Sciences, (84), 1386-1390.
Soenens, B., Berzonsky, M. D., Vansteenkistte, M., Beyers, W., & Goossennse, L. (2005).Identity styles and causality orientations: In search of the motivational underpinnnningsof the identity exploration process. European Journal of Personality, 19, 427 – 442.
Swearer, S. M., Wang, C., Maag, J. W., Siebecker, A. B., & Freerichs, L. J. (2012). Understanding the bullying dynamic among students in special and general education. Journal of School Psychology, (50), 503-520.
Vaziri, SH., Lotfi Kashani, F., Jamshidfar, Z., & Vaziri, Y. (2014). Brief report: the Identity style inventory- validation in Iranian college students. Social and Behavioral Sciences, (128), 316-320.
Younesi, S. J. (2008). Mental Disorders Therapyin children, adolescentsandfamilies. Tehran: University of Welfare and Rehabilitation Sciences. [In Persian]
_||_Benish-Weisman, M. (2015). Brief report: Ethnic identity and aggression in adolescence: A longitudinal perspective. Journal ofAdolescen, 30, 1-4.
Berzonsky, M.D., Cieciuch, J., Duriez, B., & Soenens, B. (2011). The how and wath of identity formation: Association between identity styles and value orientations. Journal of Personality and Individual Differrencees, 50, 295- 299.
Berzonsky, M. D., & Kuk, L. S. (2000). Identity status, identity processing style and transition to university. Journal of Adolescent Research, 15(1), 81-98.
Berzonsky, M. D., & Kuk, L. S. (2005). Identity style, psychosocial maturity, and academic performance. Personality and Individual differences, 39, 235-247.
Crocetti, E., Rubini, M., Berzansky, M., & Meeus, W. (2009). Brief report: The Identity styles inventory validation in Italian adolescents and college. Journal of Adolescence, 32, 425 – 433.
Cheng, Y. Y., Chen. L. M., Chi Ho., & Ling Chevg. Ch. (2011). Definition of school bullying in Taiwan. Journal of School Psychology Intervention, 32(3),227-243.
Duriez, B., & Soenens, B. (2006). Personality, identity styles, and religiosity : An integrative study among late and middle adolescents. Journal of Adolescence, 29, 119 – 135.
Farmer, T. W., Petrin, R., Brooks, D. S., Hamm, J. V., Lambert, K., & Gravell, M. (2012). Bullying involvement and the school adjustment of rural students with and without disabilities. Journal of Emotional and Behavioral Disorders, 20(1), 19-37.
Flanagan, T., Iarocci, G., DʼArrisso, A., Mandour, T., Tootoosis, C., Robinson, S., & Burack, J. (2011). Reduced rating of physical and relational aggression for youths with a strong cultural identity: evidence from the Naskapi people. Journal of Adolescent Health, (49), 155-199.
Hay, C., & Meldrum, R. (2010). Bullying victimization and adolescent self - harm: Testin hypotheses from general strain theory.Journal of Youth and Adolescence, 39(5), 446-459.
Hejazi, E., Borjalilu, S., & Nagsh, Z. (2010). Identity styles, identity commitment and academic sels- efficasy: Has identity commitment a mediating role? Journal of Psychology, 13, 377- 390.
Jenaabadi, H., & Dehbashi, A. (2014). Investigating the role of identity styles in predicting responsibility and academic self-regulation of third grade male high school students in Zahedan.International Journal of Social Science & Education, 4(4), 969- 977.
Kerpelman, J. L., Pittman, J. F., & Adler–Baeder, F. (2008). Identity as a moderator of intervention- related change: Identity style and adolescent ,sresponses to relationship education. Journal of Theory and Research, 8, 151 – 171.
Olthof, T., Goossens, F. A., Vermand, M. M., Aleva, E. A., & Meulem, M. (2011). Bullying Asstrategic behavior: Relations with desired and acquired dominance in the peer group. Journal of School Psychology, (49), 339-359.
Schumann, L., Craig, W., & Rosu, A. (2014). Power differentials in bullying: Individuals Violence,29(3), 227-243.
Schwartz, S. J., Mullis, R. L., Waterman, A. S., & Dunhum, R. M. (2009). Ego identity status, Identity styles, and personal expressiveness: An empirical investigation of three convergentconstructs. Journal of Adolescent Research, 15 (4), 504- 521.
Smits, I., Doumen, S., Liyckx, K., Duriez, B., &Gooseens, L., (2011). Identity styles and Interpersonal behavior in emerging adulthood: The intervening role of empathy. Social Development, 20(4),665- 684.
Soltani, A., Hosseini, S., Mahmoodi, M. (2013). Predicting identity style based on family communication pattern in young males. Social and Behavioral Sciences, (84), 1386-1390.
Soenens, B., Berzonsky, M. D., Vansteenkistte, M., Beyers, W., & Goossennse, L. (2005).Identity styles and causality orientations: In search of the motivational underpinnnningsof the identity exploration process. European Journal of Personality, 19, 427 – 442.
Swearer, S. M., Wang, C., Maag, J. W., Siebecker, A. B., & Freerichs, L. J. (2012). Understanding the bullying dynamic among students in special and general education. Journal of School Psychology, (50), 503-520.
Vaziri, SH., Lotfi Kashani, F., Jamshidfar, Z., & Vaziri, Y. (2014). Brief report: the Identity style inventory- validation in Iranian college students. Social and Behavioral Sciences, (128), 316-320.
Younesi, S. J. (2008). Mental Disorders Therapyin children, adolescentsandfamilies. Tehran: University of Welfare and Rehabilitation Sciences. [In Persian]
