پیش‌بینی شایستگی هیجانی- اجتماعی بر اساس دشواری تنظیم هیجان و سرسختی روان‌شناختی والدین در دانش‌آموزان دوره دوم دبستان: نقش میانجی‌گر انعطاف‌پذیری روان‌شناختی والدین

محورهای موضوعی : تکتونواستراتیگرافی

سهیلا دهقانی ¹ , مریم کدخدایی ²

1 - دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، گروه روان شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.
2 - استادیار گروه روان‌شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.

تاریخ دریافت : 1402/09/14 تاریخ پذیرش : 1403/03/09 تاریخ انتشار : 1403/02/01

کلید واژه: سرسختی روان‌شناختی, شایستگی هیجانی- اجتماعی, دشواری تنظیم هیجان, انعطاف‌پذیری روان‌شناختی,

چکیده مقاله :

زمینه و هدف: هدف این پژوهش پیش­بینی شایستگی هیجانی- اجتماعی در دانش­آموزان دوره دوم دبستان بر اساس دشواری تنظیم هیجان و سرسختی روان‌شناختی والدین با نقش میانجی­گر انعطاف‌پذیری روان‌شناختی والدین بود. روش­: روش پژوهش توصیفی- همبستگی و جامعه آماری شامل کلیه دانش­آموزان مقطع دوم ابتدایی مشغول به تحصیل در سال تحصیلی 1403- 1402 و والدین‌شان در شهرستان باغ بهادران بود. 328 شرکت‌کننده به روش نمونه­گیری تصادفی خوشه­ای انتخاب شدند. ابزار پژوهش پرسش‌نامه شایستگی هیجانی- اجتماعی دانش‌آموزان ژو و ای، مقیاس دشواری در تنظیم هیجان گرتز و روئمر، مقیاس سرسختی روان‌شناختی کوباسا و و همکاران و نسخه دوم پرسش‌نامه پذیرش و عمل بود. داده­ها با روش مدل­یابی معادلات ساختاری تحلیل شد. یافته­ ها: یافته‌های پژوهش نشان داد که مقدار اثر مستقیم و غیرمستقیم سرسختی روان‌شناختی بر شایستگی هیجانی- اجتماعی معنادار است. مقدار اثر مستقیم و غیرمستقیم دشواری تنظیم هیجان بر شایستگی هیجانی- اجتماعی نیز معنادار است. مقدار اثر مستقیم سرسختی روان‌شناختی بر انعطاف‌پذیری روان‌شناختی و مقدار اثر دشواری تنظیم هیجان بر انعطاف‌پذیری روان‌شناختی معنادار می‌باشد. مقدار اثر انعطاف‌پذیری روان‌شناختی بر شایستگی هیجانی- اجتماعی نیز معنادار است. نتیجه­ گیری: یافته­های این پژوهش، نقش دشواری تنظیم هیجان، سرسختی روان‌شناختی و انعطاف‌پذیری روان‌شناختی والدین را در تبیین شایستگی هیجانی- اجتماعی آشکار می‌سازد. هم‌چنین، نقش میانجی متغیر انعطاف­ پذیری روان‌شناختی والدین در رابطه بین سایر متغیرها تأیید شد.

چکیده انگلیسی:

Background and purpose: The purpose of this research was to predict social-emotional competence in the second-year primary school students based on the difficulty of emotional regulation and psychological hardiness of parents with the mediator role of parents' psychological flexibility. Methods: The research method-correlation and the statistical population included all the students of the second level of elementary school studying in the academic year 2023-2024 and their parents in Bagh Bahadran city. 328 participants were selected by cluster random sampling method. The research tools are the Zhou and Ee’s Students' Social-Emotional Competence Questionnaire (SECQ), the Gertz and Roemer's Difficulties in Emotional Regulation Scale (DERS), the Kubasa's Psychological Hardiness Scale (HS) and Acceptance and Action Questionnaire (AAQ-II). The data was analyzed by structural equation modeling. Findings: The research findings showed that direct and indirect effects of psychological hardiness on social-emotional competence are significant. The direct and indirect effects of difficulty emotion regulation on social-emotional competence are also significant. The direct effect of psychological hardiness on psychological flexibility and the effect of difficulty in emotion regulation on psychological flexibility are significant. The effect of psychological flexibility on social-emotional competence is also significant. Conclusion: The findings of this research reveal the role of emotional regulation difficulty, psychological hardiness and psychological flexibility of parents in explaining social-emotional competence. Also, the mediating role of parents' psychological flexibility variable in the relationship between other variables was confirmed.

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