نقش میانجیگری هوش هیجانی در رابطه با ابعاد نظریه ذهن با مهارتهای اجتماعی در دانش‌آموزان با اختلال‌های یادگیری

محورهای موضوعی : تکتونواستراتیگرافی

محمد صادق ارجمندی علیا ¹ , آذرمیدخت رضایی ² , سلطانعلی کاظمی ³ , نادره سهرابی ⁴

1 - آموزگار اموزش پرورش
2 - نویسنده مسئول: استاد یارگروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
3 - آزاد اسلامی واحد مرودشت
4 - استاد یار دانشگاه آزاد مرودشت

تاریخ دریافت : 1398/03/29 تاریخ پذیرش : 1398/05/15 تاریخ انتشار : 1399/11/01

کلید واژه: هوش هیجانی, نظریه ذهن, مهارت‌های اجتماعی و اختلال‌ یادگیری,

چکیده مقاله :

مقدمه و هدف: هدف از پژوهش حاضر بررسی نقش میانجی‌گری هوش هیجانی در رابطه بین ابعاد نظریه ذهن با مهارت‌های‌اجتماعی در دانش­آموزان با اختلال­های یادگیری بود. جامعه‌ی پژوهش حاضر کلیه‌ی دانش‌آموزان دارای اختلالات یادگیری دوره ابتدایی که در مراکز اختلالات یادگیری شهرستان شیراز و مرودشت مشغول به تحصیل بودند.
مواد و روش: برای نمونه پژوهش، 227 دانش‌آموز به صورت هدفمند انتخاب شدند. اطلاعات مورد نیاز به وسیله آزمون نظریه ذهن استیرنمن(1999)، مقیاس هوش هیجانی بار آن(1980) و مقیاس سنجش مهارت‌های اجتماعی ماتسون (1983) گردآوری شد. تجزیه و تحلیل آماری به وسیله آزمون مدل میانجی‌گری چندگانه با بیش از یک متغیر مستقل با استفاده از برنامه آماری پریچر و هیز (2014) انجام شد.
 یافته‌ها: یافته‌ها نشان داد هوش هیجانی می‌تواند نقش میانجیگری را بین متغیر نظریه ذهن، با مهارت اجتماعی را در کودکان با اختلال یادگیری را ایفا کند. این بیانگر نقش میانجی‌گری کامل (نه جزیی) ابعاد شادمانی، واقع گرایی، روابط بین فردی، خویشتن داری و انعطاف پذیری در رابطه بین نظریه ذهن سطح دوم و مهارت‌های اجتماعی می‌باشد.
بحث و نتیجه گیری: بین نظریه ذهن و هوش هیجانی و مهارت اجتماعی در کودکان با اختلال یادگیری رابطه معنی‌داری وجود دارد.

چکیده انگلیسی:

Introduction: The purpose of this study was to investigate the mediating role of emotional intelligence between in the relation to the dimensions of the theory of mind with social skills in students with learning disabilities.
Materials and Methods:The research population of this study was all students with learning disabilities in elementary school who were studying in educational centers in Shiraz and Marvdasht. For example, 227 students were purposefully selected. The required information was collected by Stairnamn's (1999) theory of mind test, emotional intelligence scale, (1980) and Matson's social skills scale (1983). Statistical analysis was performed by testing the multiple mediation model with more than one independent variable using the Pricher and Hayes (2014) statistical program.
Findings:The findings indicated that emotional intelligence can play a mediating role between the theory of mind and social skills in children with learning disabilities. This represents a full mediating role (not partial) of dimensions of happiness, realism, interpersonal relations, self-control and flexibility in the relationship between the second-level theory of mind and social skills.
Conclusion:There is a significant relationship between the theory of mind and emotional intelligence and social skills in children with learning disabilities.

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