رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی در دانش آموزان متوسطه اول
الموضوعات :
نرگس برزآبادی فراهانی
1
,
سوزان امامی پور
2
,
مژگان سپاه منصور
3
1 - مشاور/آموزش و پرورش ،تهران ،ایران
2 - دانشیار گروه روان شناسی ، واحد تهران مرکزی ، دانشگاه آزاد اسلامی ، تهران ،ایران .
3 - دانشیار گروه روان شناسی ، واحد تهران مرکزی ، دانشگاه آزاد اسلامی ، تهران ،ایران .
تاريخ الإرسال : 27 الثلاثاء , ذو القعدة, 1440
تاريخ التأكيد : 29 الأحد , شوال, 1441
تاريخ الإصدار : 29 الأحد , شوال, 1441
الکلمات المفتاحية:
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مدیریت هیجان ",
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",
مهارت های ارتباطی ",
,
",
اهمال کاری ",
,
",
تحصیلی ",
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دانش آموزان ",
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ملخص المقالة :
هدف پژوهش تعیین رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی است .جامعه آماری دانش آموزان دختر پایه هشتم منطقه 14 آموزش و پرورش تهران در سال تحصیلی 98 – 1397 به تعداد 2690 نفر بود . 155 نفر به روش نمونه گیری خوشه ای چند مرحله ای انتخاب گردیدند. روش پژوهش ، همبستگی و ابزارهای پژوهش پرسشنامه های اهمال کاری سولمون و راثبلوم ( 1984) ، مهارتهای ارتباطی کویین دام ( 2004 ) و تنظیم شناختی هیجان گارنفسکی و کرایج ( 2006 ) بود . نتایج داده ها با استفاده از روش همبستگی و رگرسیون نشان داد بین مدیریت هیجان و اهمال کاری تحصیلی رابطه معنی داری وجود دارد. اهمال کاری تحصیلی با خود سرزنشگری ، فاجعه نمایی ، دیگر سرزنشگری رابطه مثبت و معنادار و با پذیرش ، تمرکز مجدد بر برنامه ریزی ، ارزیابی مجدد مثبت ، کم اهمیت شماری رابطه منفی و معنادار دارد . بین اهمال کاری تحصیلی و مهارت های ارتباطی نیز رابطه منفی و معنادار وجود دارد . خرده مقیاس های مدیریت هیجان و مهارت های ارتباطی قادر به پیش بینی اهمال کاری تحصیلی می باشند. بنابراین می توان با اجرای مداخله های آموزشی مدیریت هیجان و مهارت های ارتباطی ، اهمال کاری تحصیلی دانش آموزان را کاهش داد .
المصادر:
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