نشریه انجمن علمی روانشناسی ایران

نویسندگان

دانشگاه شهید چمران اهواز

چکیده

چکیده: بی‌انضباطی یک پدیده چندوجهی است که اثرات نامطلوبی بر کلاس درس دارد. هدف از پژوهش حاضر، بررسی رابطه علی شیوه‌های فرزندپروری و سبک‌های دلبستگی با بی‌انضباطی در مدرسه با میانجی‌گری خودتنظیمی هیجانی، مهارت‌های اجتماعی و نظریه ذهن در دانش آموزان دختر سال سوم دبیرستان‌های شهر اهواز بود. از این جامعه، 440 دانش آموز دختر از طریق نمونه گیری تصادفی چند مرحله ای انتخاب شدند. ابزارهای مورداستفاده در این پژوهش شامل، پرسشنامه فرزند پروری بامریند (BPSQ)، پرسشنامه دلبستگی بزرگسال (AAI)، پرسشنامه محقق ساخته بی‌انضباطی، پرسشنامه هوش هیجانی شرینگ (SEIQ)، پرسشنامه مهارت‌های اجتماعی توجوانان (TISS) و آزمون ذهن‌خوانی از طریق تصویر چشم (RMET) بودند. نتایج مدل اصلاح‌شده نشان داد که شیوه‌های فرزندپروری (فرزندپروری مقتدرانه، مستبدانه و سهل‌گیرانه) و سبک‌های دلبستگی (ایمن، ناایمن اجتنابی و دوسوگرا) علاوه بر اثر مستقیم بر بی‌انضباطی، از طریق متغیرهای میانجی خودتنظیمی هیجانی و مهارت‌های اجتماعی نیز بر بی‌انضباطی مؤثر هستند. متغیر نظریه ذهن در مدل پیشنهادی به‌عنوان متغیر میانجی در مدل اصلاح شده شناخته نشد و فقط دارای اثر مستقیم بر بی‌انضباطی بود. بر این اساس، آگاهی والدین از نحوه سبک فرزندپروری مناسب فرزندان و پرورش مهارت‌های هیجانی، اجتماعی و هدایت آنان در تجربه‌های موفقیت‌آمیز، می‌تواند منجر به تجهیز آنان به توانمندی‌های هیجانی و مدیریت هیجان و روابط اجتماعی گسترده‌تر شده و از این طریق بی‌انضباطی را کاهش دهد.

کلیدواژه‌ها

عنوان مقاله [English]

The causal relationship between parenting styles‚ attachment styles and indiscipline mediated by the emotional self-regulating mediation, social skills and Theory of Mind

نویسندگان [English]

  • Fatemeh Farzadi
  • Naser Behroozi
  • Manijeh Shehni Yailagh

چکیده [English]

Abstract: Indiscipline is a multidimensional phenomenon that has undesirable effects on classroom. The purpose of this study was to investigate the causal relationship between parenting styles and attachment styles in school with mediation of emotional self-regulation, social skills and the Mind Theory in female third grade high school students of Ahwaz. Of this population‚ 440 female students were selected through multistage random sampling method. Instruments used in this study included the Baumrind's Parenting Style Questionnaire (BPSQ), the Adult Attachment Inventory (AAI), a researcher-made indiscipline inventory, the Schering Emotional Intelligence Questionnaire (SEIQ), The Teenage Inventory of Social Skills (TISS) and Reading the Mind in the Eyes Test (RMET). The results of the modified model showed that the parenting styles (authoritative, authoritarian and permissive) and the attachment styles (secure, avoidant insecure and ambivalent), not only directly affect indiscipline, but also indirectly exert an effect through mediation variables of emotional self-regulation and social skills. Mind reading in the proposed model was not recognized as a mediator variable in the corrected model and could only directly effect the indiscipline. It can be concluded that the parents' knowledge of appropriate parenting style, developing emotional, social skills and guiding them in successful experiences could lead to equipping them with emotional abilities, managing emotions, and wider social relationships, and thereby, reducing their indiscipline.

کلیدواژه‌ها [English]

  • Keywords: parenting styles
  • attachment styles
  • Emotional self-regulation
  • Social Skills
  • Theory of Mind
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