پیشبینی شایستگی اجتماعی دانشآموزان بر اساس رابطه معلم-دانشآموز و احساس تعلق به مدرسه: نقش واسطهای تنظیم رفتاری هیجان
محورهای موضوعی : Psychology
فاطمه دادوند
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فرهاد خرمایی
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1 - گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران.
2 - گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران.
کلید واژه: احساس تعلق به مدرسه, تنظیم رفتاری هیجان, دانشآموزان, رابطه معلم–دانشآموز, شایستگی اجتماعی.,
چکیده مقاله :
هدف پژوهش حاضر، پیشبینی شایستگی اجتماعی دانشآموزان بر اساس رابطه معلم–دانشآموز و احساس تعلق به مدرسه با میانجیگری تنظیم رفتاری هیجان بود. جامعه آماری شامل کلیه دانشآموزان دوره متوسطه دوم شهر شیراز در سال تحصیلی ۱۴۰۴–۱۴۰3 بود که از میان آنها، ۳۰۰ نفر به روش نمونهگیری خوشهای چندمرحلهای انتخاب شدند. ابزارهای مورد استفاده شامل پرسشنامه رابطه معلم–دانشآموز (مورای و زوویچ، ۲۰۱۱)، مقیاس احساس تعلق به مدرسه (بتی و بری، ۲۰۰۵)، پرسشنامه تنظیم رفتاری هیجان (گارنفسکی و کرایج، ۲۰۱۹) و مقیاس شایستگی اجتماعی (فلنر و همکاران، ۱۹۹۵) بود. دادهها با استفاده از مدلیابی معادلات ساختاری و آزمون بوتاسترپ و با بهرهگیری از نرمافزارهای SPSS-27 و AMOS-27 تحلیل شدند. نتایج نشان داد که اثر مستقیم رابطه معلم–دانشآموز و احساس تعلق به مدرسه بر شایستگی اجتماعی، و همچنین اثر آنها بر تنظیم رفتاری هیجان معنیدار است. افزون بر این، مسیرهای غیرمستقیم این دو متغیر بر شایستگی اجتماعی از طریق تنظیم رفتاری هیجان نیز از نظر آماری معنیدار بودند. یافتههای این پژوهش بر اهمیت نقش همزمان عوامل محیطی و فردی در ارتقای شایستگی اجتماعی دانشآموزان تأکید دارد. بر این اساس، تقویت روابط حمایتی در مدرسه و آموزش راهبردهای تنظیم هیجان میتواند از طریق بهبود مهارتهای اجتماعی، زمینهساز رشد روانی و اجتماعی نوجوانان باشد.
The present study aimed to predict students’ social competence based on teacher–student relationship and sense of school belonging with the mediating role of behavioral emotional regulation. The statistical population included all students of the upper secondary school in Shiraz during the academic year 2024–2025, from which 300 participants were selected through multistage cluster sampling. The instruments used were the Teacher–Student Relationship Questionnaire (Murray & Zvoch, 2011), the School Belonging Scale (Beaty & Brew, 2005), the behavioral emotional regulation Questionnaire (Kraaij & Garnfesky, 2019), and the Social Competence Scale (Felner et al., 1995). Data were analyzed using structural equation modeling and bootstrap test via SPSS-27 and AMOS-27. The results indicated that the direct effects of teacher–student relationship and sense of school belonging on social competence, as well as their effects on behavioral emotional regulation, were statistically significant. Moreover, the indirect paths of these two variables on social competence through behavioral emotional regulation were also significant. The findings emphasize the simultaneous role of environmental and individual factors in promoting students’ social competence. Accordingly, strengthening supportive relationships at school and teaching emotional regulation strategies may improve social skills and contribute to the psychological and social development of adolescents.
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