پژوهش های نوین در مطالعات علوم انسانی اسلامی

پژوهش های نوین در مطالعات علوم انسانی اسلامی

نقش میانجی خودتنظیمی هیجانی در رابطه بین جومدرسه و شایستگی هیجانی- اجتماعی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران
2 استاد گروه روانشناسی، دانشگاه لرستان، خرم‌آباد، ایران
10.22034/api.2025.2050765.1140
چکیده
هدف: هدف پژوهش حاضر تعیین نقش میانجی خودتنظیمی هیجانی در رابطه میان جو مدرسه و شایستگی هیجانی اجتماعی در دانش‌آموزان بود. همچنین این پژوهش تلاش کرد سازوکار تأثیر جو مدرسه بر رشد هیجانی اجتماعی دانش‌آموزان را تبیین کند.
روش پژوهش: این مطالعه با روش توصیفی همبستگی و با استفاده از مدل‌یابی معادلات ساختاری انجام شد. جامعه آماری شامل کلیه دانش‌آموزان دوره دوم ابتدایی شهر خرم‌آباد در سال ۱۴۰۲۱۴۰۳ بود. نمونه شامل ۳۴۰ دانش‌آموز (۱۴۳ دختر و ۱۹۷ پسر) بود که با روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزارهای گردآوری داده شامل مقیاس خودتنظیمی هیجانی (ERQ)، مقیاس جو مدرسه (SCQ) و مقیاس شایستگی هیجانی اجتماعی (SECQ) بود.
یافته‌ها: نتایج نشان داد مدل پیشنهادی برازش مطلوبی دارد. اثر مستقیم جو مدرسه بر شایستگی هیجانی اجتماعی، جو مدرسه بر خودتنظیمی هیجانی، و خودتنظیمی هیجانی بر شایستگی هیجانی اجتماعی معنادار بود (p<0.05). همچنین مشخص شد خودتنظیمی هیجانی در رابطه بین جو مدرسه و شایستگی هیجانی اجتماعی نقش میانجی معنادار دارد.
نتیجه‌گیری: براساس نتایج می‌توان گفت جو مدرسه از طریق نقش میانجی خودتنظیمی هیجانی تأثیر غیرمستقیم و معناداری بر شایستگی هیجانی اجتماعی دانش‌آموزان دارد. این امر اهمیت بهبود جو مدرسه و تقویت مهارت‌های تنظیم هیجانی را در ارتقای توانمندی‌های هیجانی اجتماعی دانش‌آموزان نشان می‌دهد. همچنین توجه به این عوامل می‌تواند در طراحی برنامه‌های آموزشی و مداخلات مدرسه‌محور مؤثر باشد.

چکیده تصویری

نقش میانجی خودتنظیمی هیجانی در رابطه بین جومدرسه و شایستگی هیجانی- اجتماعی در دانش‌آموزان
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Mediating Role of Emotional Self-Regulation in the Relationship between School Climate and Emotional-Social Competence in Students

نویسندگان English

Hafez Padervand 1
Ezat alah GHorbanpour 2
Fazlollah Mir 2
چکیده English

Objective: The present study aimed to determine the mediating role of emotional self-regulation in the relationship between school climate and students’ social emotional competence. In addition, the study sought to elucidate the mechanisms through which school climate influences students’ social emotional development.
Method: This research employed a descriptive correlational design using structural equation modeling (SEM). The statistical population consisted of all second-cycle elementary school students in Khorramabad during the 2023–2024 academic year. A sample of 340 students (143 girls and 197 boys) was selected through stratified random sampling. Data were collected using the Emotional Regulation Questionnaire (ERQ), the School Climate Questionnaire (SCQ), and the Social Emotional Competence Questionnaire (SECQ).
Results: The results indicated that the proposed model demonstrated a good fit to the data. The direct effects of school climate on social emotional competence, school climate on emotional self-regulation, and emotional self-regulation on social emotional competence were significant (p < 0.05). Furthermore, emotional self-regulation was found to play a significant mediating role in the relationship between school climate and social emotional competence.
Conclusions: Based on the findings, school climate exerts a significant indirect influence on students’ social emotional competence through the mediating role of emotional self-regulation. These results highlight the importance of improving school climate and strengthening emotional regulation skills in enhancing students’ social emotional capabilities. Moreover, attention to these factors can contribute effectively to the design of educational programs and school-based interventions.

کلیدواژه‌ها English

Emotional-Social Competence
School Climate
Emotional Self-Regulation
Students
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