رابطه مهارت‌های اجتماعی، سبک‌های ابراز هیجان و بدریخت‌انگاری با عملکرد تحصیلی در دانش‌آموزان متوسطه اول شهرستان رودبار

نوع مقاله: اصیل پژوهشی

نویسندگان

1 کارشناسی ارشد، گروه روان‌شناسی، دانشکده علوم انسانی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران

2 استادیار، گروه روان‌شناسی، دانشکده علوم انسانی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران

چکیده

مقدمه:میزان پیشرفت و افت تحصیلی، یکی از ملاک‌های کارایی نظام آموزشی می‌باشد. کشف و بررسی متغیرهای تأثیرگذار بر عملکرد تحصیلی، به شناخت بهتر و پیش‌بینی متغیرهای مؤثر در مدرسه می‌انجامد. هدف از انجام پژوهش حاضر، تعیین رابطه بین مهارت‌های اجتماعی، سبک‌های ابراز هیجان و بدریخت‌انگاری با عملکرد تحصیلی در بین دانش‌آموزان بود.
شیوه مطالعه: این پژوهش از نوع همبستگی و جامعه آماری آن شامل کلیه دانش‌آموزان دختر مقطع متوسطه اول شهرستان رودبار در سال تحصیلی 95-1394 بود. تعداد این دانش‌آموزان 400 نفر در دو مدرسه بود که با استفاده از جدول Krejcie و Morgan، 120 نفر به عنوان نمونه انتخاب شدند. داده‌ها با استفاده از پرسش‌نامه ابرازگری هیجانی King و Emmons(EEQ یا Emotional Expressiveness Questionnaire) ، پرسش‌نامه مهارت‌های اجتماعی نوجوانان  Inderbitzen و Foster ((TISS یا Teenage Inventory of Social Skills و پرسش‌نامه ترس از تصویر بدن Littleton و همکاران (Body Image Concern Inventory یا BICI) جمع‌آوری گردید. جهت ارزشیابی عملکرد دانش‌آموزان، از میانگین معدل دو ترم پیاپی آنان استفاده شد و معدل نمرات دو انحراف معیار پایین‌تر از ترم قبل به عنوان معیار افت تحصیلی قلمداد گردید. در نهایت، داده‌ها با استفاده از رگرسیون چند متغیره و همبستگی Pearson مورد تجزیه و تحلیل قرار گرفت.
یافته‌ها:یافته‌های آزمون تحلیل رگرسیون چند متغیره نشان داد که شاخص مهارت‌های اجتماعی توانست عملکرد تحصیلی را پیش‌بینی کند (0.010 > P). بر اساس نتایج همبستگی Pearson، ارتباط معنی‌داری بین مهارت اجتماعی و سبک‌های ابراز هیجان با عملکرد تحصیلی (0.010 > P) وجود داشت. همچنین، رابطه معنی‌داری بین بدریخت انگاری و عملکرد تحصیلی مشاهده شد (0.010 > P).
نتیجه‌گیری: با توجه به وجود رابطه معنی‌دار بین متغیرهای مهارت اجتماعی، سبک‌های ابراز هیجان و بدریخت انگاری با عملکرد تحصیلی، می‌توان جهت ارتقای عملکرد تحصیلی در دانش‌آموزان از متغیرهای روان‌شناختی نیز در کنار سایر تکنیک‌های آموزشی در مدارس و مراکز آموزشی بهره جست.

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship between Social Skills, Emotional Expression Styles, and Body Dysmorphia with Academic Performance among School Students in Rudbar City, Iran

نویسندگان [English]

  • Shiva Omidi 1
  • Leila Moghtader 2
1 Department of Psychology, School of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran
2 Assistant Professor, Department of Psychology, School of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran
چکیده [English]

Background: The degree of progression and academic failure is one of the criteria of the efficiency of the educational system. The main purpose of this study was to determine the relationship between social skills, emotional expression styles, and body dysmorphia with academic performance among students.
Methods: This was a correlational research and its statistical population consisted of all girl high school students in Rudbar City, Iran, in the academic year of 2015-2016. From 400 students in two schools in Rudbar, using Krejcy and Morgan table, 120 were selected. The research tools were King and Emmons Emotional Expressiveness Questionnaire (EEQ), Inderbitzen and Foster Teenage Inventory of Social Skills (TISS) Questionnaire, and Littleton Thoughts Body Image Concern Inventory (BICI) questionnaire. To evaluate the performance of students, the mean of their two consecutive semesters was used, and the average of the scores of two standard deviations below the previous semester was considered as the criterion of academic failure. The data were analyzed using multivariate regression and Pearson correlation coefficient methods.
Results: The multivariate regression model showed that social skills index were able to predict academic performance (P < 0.010). Pearson correlation coefficient showed that there was a significant relationship between social skills and emotional expression styles with academic performance (P < 0.010). However, there was significant relationship between body dysmorphia and academic performance (P < 0.010).
Conclusion: Regarding the existence of a significant relationship between social skills, emotional expression styles, and body dysmorphia with academic performance, it is possible to use psychological variables in addition to other educational techniques in schools and educational centers to improve academic performance among students.

کلیدواژه‌ها [English]

  • social skills
  • Expressed emotion
  • Body dysmorphic disorders
  • Academic performance
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