پژوهش های نوین در مطالعات علوم انسانی اسلامی

پژوهش های نوین در مطالعات علوم انسانی اسلامی

رابطه دشواری در تنظیم هیجان و استرس ادراک شده با مشکلات رفتاری در دانش آموزان پسر مقطع متوسطه دوم: نقش تعدیل کننده هوش معنوی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران
2 کارشناسی ارشد روانشناسی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران
10.22034/api.2026.2079787.1582
چکیده
هدف: پژوهش حاضر با هدف تعیین نقش تعدیل‌کننده هوش معنوی در پیش‌بینی مشکلات رفتاری بر اساس متغیرهای دشواری در تنظیم هیجان و استرس ادراک‌شده در بین دانش‌آموزان انجام شد؛ زیرا ناسازگاری‌های هیجانی، ریشه اصلی بروز بسیاری از مشکلات رفتاری در این گروه سنی محسوب می‌شوند.
روش پژوهش: این مطالعه به‌صورت توصیفی-همبستگی انجام گرفت. جامعه آماری شامل تمامی دانش‌آموزان پسر مقطع متوسطه دوم شهر کرج در سال ۱۴۰۴ بود که از میان آن‌ها ۳۸۱ نفر به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از مقیاس هوش معنوی کینگ، مقیاس دشواری در تنظیم هیجان گراتز و روئمر، پرسشنامه استرس ادراک‌شده کوهن و پرسشنامه مشکلات رفتاری آخنباخ استفاده شد و تحلیل داده‌ها با نرم‌افزار SPSS-25 و از طریق آزمون‌های همبستگی پیرسون و تحلیل رگرسیون صورت پذیرفت.
یافته‌ها: نتایج نشان داد که بین نمره کلی هوش معنوی، دشواری در تنظیم هیجان و استرس ادراک‌شده با مشکلات رفتاری رابطه معناداری وجود دارد (P<0/001). همچنین، نتایج تحلیل رگرسیون سلسله‌مراتب، فرضیه پژوهش مبنی بر نقش تعدیل‌گری هوش معنوی در پیش‌بینی مشکلات رفتاری از روی نمرات دشواری در تنظیم هیجان و استرس ادراک‌شده را تأیید کرد و این روابط در سطح P<0/001 معنادار گزارش شد.
نتیجه‌گیری: یافته‌ها مؤید آن است که متغیرهای پیش‌بین (دشواری در تنظیم هیجان و استرس ادراک‌شده) توانایی تبیین مشکلات رفتاری را دارند و در این میان، هوش معنوی به‌عنوان یک عامل محافظت‌کننده، نقش تعدیل‌گر ایفا می‌کند. بر این اساس، پیشنهاد می‌شود نظام آموزشی با تقویت مؤلفه‌های هوش معنوی در برنامه‌های پرورشی، به دانش‌آموزان کمک کند تا در مواجهه با فشارهای روانی و هیجانی، واکنش‌های سازگارانه‌تری نشان دهند. همچنین نتایج این پژوهش لزوم گنجاندن مداخلات مبتنی بر هوش معنوی را در مراکز مشاوره مدارس، جهت کاهش آسیب‌های رفتاری و ارتقای سلامت روان دانش‌آموزان بیش از پیش نمایان می‌سازد.

چکیده تصویری

رابطه دشواری در تنظیم هیجان و استرس ادراک شده با مشکلات رفتاری در دانش آموزان پسر مقطع متوسطه دوم: نقش تعدیل کننده هوش معنوی
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The relationship between Emotional Regulation Difficulty and perceived stress with behavioral problems in male students in the second grade of secondary school: The moderating role of spiritual intelligence

نویسندگان English

Peyman Hatamian 1
Khadijeh fuladvand 1
Roohllah Jafari 2
1 Assistant Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2 M.A. in Psychology, Ilam branch, Islamic Azad University , Ilam, Iran
چکیده English

Objective: The present study was conducted to determine the moderating role of spiritual intelligence in predicting behavioral problems based on difficulties in emotion regulation and perceived stress among students, given that emotional maladjustment is considered a primary root cause of many behavioral issues in this age group.
Method: This was a descriptive-correlational study. The statistical population consisted of all male high school students in Karaj during the 2025 academic year, from which 381 students were selected using multi-stage cluster sampling. The research instruments included the King Spiritual Intelligence Scale, the Gratz and Roemer Difficulties in Emotion Regulation Scale, the Cohen Perceived Stress Scale, and the Achenbach Behavioral Problems Questionnaire. Data were analyzed using SPSS-25 software through Pearson correlation tests and hierarchical regression analysis.
Results: The results showed a significant relationship between the total score of spiritual intelligence, difficulty in emotion regulation, and perceived stress with behavioral problems (P<0.001). Furthermore, the results of the hierarchical regression analysis confirmed the research hypothesis regarding the moderating role of spiritual intelligence in predicting behavioral problems based on scores of difficulty in emotion regulation and perceived stress; these relationships were significant at the P<0.001 level.
Conclusions: The findings confirm that the predictor variables (difficulty in emotion regulation and perceived stress) have the capacity to explain behavioral problems, and in this regard, spiritual intelligence acts as a protective factor and a moderator. Accordingly, it is suggested that the educational system, by strengthening the components of spiritual intelligence within extracurricular and developmental programs, help students demonstrate more adaptive responses when facing psychological and emotional pressures. Moreover, the results of this study highlight the necessity of incorporating spiritual intelligence-based interventions into school counseling centers to reduce behavioral harms and promote students' mental health.

کلیدواژه‌ها English

Behavioral problems
emotional regulation difficulty
perceived stress
spiritual intelligence
student
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