رابطه تعارض والدـ نوجوان و سازگاری تحصیلی در نوجوانان: نقش واسطه ای راهبردهای حل تعارض
محورهای موضوعی : روان شناسی تحولیسید محمد ساداتیان 1 , امید شکری 2 , حسین پورشهریار 3
1 - کارشناس ارشد روانشناسی تربیتی
دانشگاه شهید بهشتی
2 - استادیار گروه روانشناسی کاربردی
دانشگاه شهید بهشتی
3 - استادیار گروه مشاوره
دانشگاه شهید بهشتی
کلید واژه: راهبردهای حل تعارض, سازگاری تحصیلی, تعارض والدـ نوجوان,
چکیده مقاله :
این پژوهش با هدف تعیین نقش واسطه‌ایراهبردهای حل تعارض بین‌فردیدر رابطه تعارض والدـ نوجوان و سازگاری تحصیلی دانش‌آموزان پسر انجام شد.در یک طرح همبستگی،248 دانش‌آموز پسر بهفرم نوجوان پرسشنامه سنجش تعارض والدـ نوجوانان (اسدی یونسی،مظاهری، شهیدی، طهماسیان و فیاض‌بخش، 1390)،سیاهه سبک حل تعارض (کاردک، 1994) وسیاهه سازگاری دانش‌آموزان (سینها و سینگ، 1993) پاسخ دادند. به‌منظور آزمون روابط ساختاری در مدل پیشنهادی از روش آماری مدل‌یابی معادلات ساختاری استفاده شد. نتایج نشان داد که مدل واسطه‌ای نسبی راهبردهای انطباقی و غیرانطباقی حل تعارض بین‌فردی در رابطه بین تعارض والدـ نوجوان و سازگاری تحصیلی در دانش‌آموزان پسر با داده‌ها برازش مطلوبی دارد. افزون بر آن، نتایج نشان داد که در مدل مفروض، تمامی وزن‌های رگرسیونی از لحاظ آماری معنادار بودند و متغیرهای پیش‌بینِ تعارض والدـ نوجوان و راهبردهای حل تعارض، 65 درصد از واریانس نمرات متغیر سازگاری تحصیلی را تبیین کردند. نتایج با تأکید بر نقش کیفیت تعامل‌های درون‌فردی در بافت خانواده نشان داد که بخشی از پراکندگی بین قلمروهای مفهومی تعارض والدـ نوجوان و سازگاری تحصیلی از طریق تغییر نمرات راهبردهای حل تعارض‌های بین‌فردی قابل تبیین است.
The present study examined the mediating role of conflict resolution strategies in the relationship between parent-adolescent conflict and educational adjustment among male school students. In this correlational study, 398 school students responded to the Parent-Adolescent Conflict Questionnaire (Asadi Younesi, Mazaheri, Shahidi, Tahmasian& Fayazbakhsh, 1390), the Conflict Resolution Styles Inventory (Kurdek, 1994) and the Adjustment Inventory for School Students (Sinha& Singh, 1993). In order to examine the structural relations of the hypothesized model, structural equation modeling was used. Results indicated that the partially mediated model of conflict resolution strategies in the relationship between parent-adolescent conflict and educational adjustment among school students fitted well with the data. Also, all of the regression weights in the proposed model were statistically significant and predictors of the model accounted for 65% of the variance of the educational adjustment. Results by emphasizing the critical role of the quality of interpersonal interactions in the family context showed that a part of common variance of parent-adolescent conflict and educational adjustment is explainable via the changes of adaptive and non-adaptive conflict resolution strategies scores.
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