پیش‌بینی سازگاری اجتماعی و مقبولیت اجتماعی براساس سبک‌های دلبستگی در دانش‌آموزان دختر 12ـ10 سالۀ دورۀ ابتدایی شهر تهران
محورهای موضوعی : تربیتیالهام قربانیان 1 , هادی محمدلو 2 , مهدی خانبانی 3 , مجتبی یوسفی کیا 4
1 - کارشناسی ارشد مشاوره، دانشگاه شهید بهشتی، تهران، ایران
2 - کارشناسی ارشد مشاوره، دانشگاه شهید بهشتی، تهران، ایران
3 - عضو هیأت علمی گروه روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران
4 - کارشناسی ارشد مشاوره، دانشگاه شهید بهشتی، تهران، ایران
کلید واژه: مقبولیت اجتماعی, دانش‌آموزان دختر, سازگاری اجتماعی, دلبستگی, دورۀ ابتدایی,
چکیده مقاله :
هدف از این پژوهش پیش‌بینی سازگاری اجتماعی و مقبولیت اجتماعی دانش‌آموزان دختر از طریق سبک‌های دلبستگی است. طرح پژوهش از نوع همبستگی است. جامعۀ آماری همۀ دانش‌آموزان دختر 10 تا 12 سالۀ دورۀ ابتدایی شهر تهران در سال تحصیلی 94ـ1393 بودند. نمونه‌ای شامل 205 دانش‌آموز دختر با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزارهای اندازه‌گیری شامل پرسشنامۀ مقیاس دلبستگی در کودکی میانه (رونقی و همکاران،1392)، مهارت‌های اجتماعی ماتسون (1983) و مقبولیت اجتماعی فورد و رابین (1970) کودکان بودند. داده‌ها از طریق تحلیل رگرسیون همزمان تحلیل شدند. نتایج تحلیل رگرسیون همزمان نشان داد سبک‌های دلبستگی به‌طور معناداری قادر به پیش‌بینی متغیرهای سازگاری اجتماعی و مقبولیت اجتماعی در دانش‌آموزان هستند (05/0>P ) و (001/0>P ).
This study aimed at predicting social adjustment and social desirability based on attachment styles among 10-12 year-old elementary students. The research design was correlational. The population included all 10-12 year-old elementary school female students in Tehran in 1393. In so doing, 205 students were selected through multi-stage random cluster sampling. The instruments were Attachment Scale in Middle Childhood Questionnaire (Ronaghi & et al, 1392), Matson Evaluation of Social Skills (1983) and Social Acceptance Test (Ford & Robin, 1970) in children. Data were analyzed by simultaneous regression analysis. The results showed that attachment styles could predict social adjustment and social desirability of students significantly (P˂0.05), (P˂0.001).
Akgun, E., & Mellier, D. (2015). The Evaluation of Social Competence and Internalizing & Externalizing Problem Behaviors of French and Turkish Children by their Attachment Representations. Anthropologist, 20(1, 2), 13-21.
Allen, D., Timmer, S. G., & Urquzia. (2014). Parent- Child interaction therapy as an attachment- based intervention: Theoretical rationale and pilot date with adopted children. Children and Youth services review, 47, 334-341.
Bandura, A. (1999). Self-efficacy: Toward a unifying thyoy of behavioral change. psychological Review, 84, 191-215.
Bergin, C., & Bergin, D. (2009). Attachment in the Classroom. Educational Psychology Review, 21, 141-170.
Bowlby, J. (1983). Attachment and loss. New York: basic books.
Cartledge, G., & Milburn, G. F. (1985). Teaching social skills to children. Mashhad: Astan Ghods Razavi.
Cassidy, J. (2008). The nature of the child’s ties. New York: Guilford Press.
Cassidy, J., & Shaver, P.R. (2008). Handbook of Attachment: Theory, Research, and Clinical Applications. New York: Guilford Press.
Cassidy, J., Jones, J., & Shaver, P.R. (2013). Contributions of attachment theory and research: A framework for future research, translation and policy. Development and Psychopathology, 25, 1415-1434.
Ekeh, P. U. (2012). Children's Attachment styles, Academic achievement and social competence at early childhood. An International Multidisciplinary Journal Ethiopia, 6(4), 335-348.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts Psychotherapy, 37, 97–105.
Kobak, R. R., & Sceery, A. (1988). Attachment in late adolescence: Working models, affect regulation, and representations of self and others. Child Development, 59, 135-146.
Larose, S., & Boivin, M. (1998). Attachment to parents, social support expectations, and socioemotional adjustment during the high schoolcollege transition. Journal of Research on Adolescence, 8, 1–27.
Leary, M. L., & Hoyle, R. H. (2009). Handbook of individual differences in social behavior. Available from http://books.google.com.
Magnus, J., Viswesvaran, C.H., & Joseph, J. (2006). Social desirability: the role of over-claiming, self-esteem, and emotional intelligence. Psychology Science, 48(3), 336-356.
Matson, J.L., Esveldt-Dawson, K., & Kazdin, A.E. (1983). Validation of methods for assessing social skills in children. Journal of Clinical Child Psychology, 12(2): 174-180.
Mikulincer, M. (1997). Adult attachment style and informati processing: Individual differences in curiosity and cognitive closure. Journal of personality and Social psychology, 72, 1217- 1230.
Mikulincer, M., Shaver, P. R., & Pereg, D. (2003). Attachment theory and affect regulation: The dynamics, development, and cognitive consequences of attachment- related strategies. Motivation and Emotion, 27, 77-102.
Ragozzino, R. L. (2009). A study of social desirability and self-steam. 37th Annual wester pennsylvania undergraduated psychology conference.
Rice, K. G., & Mirzadeh, S. A. (2000). Perfectionism, attachment, and adjustment. Journal counseling psychology, 47(2), 238-250.
Rosenstain, D.S., & Horowitz, H. A. (1996). Adolescent attachment and psychopathology. Journal of Consulting and Clinical Psychology, 64, 244-253.
Shroeder, C. S., & Gordon, B. N. (2005). Assessment and treatment of childhood problems: A clinician’s guide. Tehran: Danjeh.
Vanwagner, K. (2008). Attachment theory. Available online at: http://www.psychologyAbout. Com.
Vivona, J. (2000). Parental attachment styles of late adolescents: Qualities of attachment relationships and consequences for adjustment. Journal of Counseling Psychology, 47, 316–329.