نقش انگیزش پیشرفت تحصیلی، طرد همسالان و همدلی عاطفی در پیش‌بینی پرخاشگری مدرسه‌ای دانش‌آموزان با اختلال یادگیری خاص

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 کارشناس ارشد روانشناسی عمومی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

10.22098/jld.2022.7664.1822

چکیده

پژوهش حاضر با هدف تعیین نقش انگیزش پیشرفت تحصیلی، طرد همسالان و همدلی عاطفی در پیش‌بینی پرخاشگری مدرسه‌ای دانش‌آموزان با اختلال یادگیری خاص انجام گرفت. روش این پژوهش توصیفی از نوع همبستگی بود. جامعه آماری شامل کلیه دانش‌آموزان ثبت‌نام شده در مرکز ناتوانی‌های یادگیری اداره آموزش‌وپرورش شهر اردبیل در سال تحصیلی 99-98 بود. تعداد 360 نفر از این جامعه به روش نمونه‌گیری در دسترس انتخاب و به پرسشنامه‌های انگیزه پیشرفت، طرد اجتماعی همسالان، همدلی عاطفی و پرسشنامه چندبعدی خشم مربوط به مدرسه پاسخ دادند. داده‌های جمع‌آوری‌شده با استفاده از ابزارهای آمار توصیفی چون میانگین و انحراف معیار و از آزمون‌های‌ همبستگی پیرسون و رگرسیون چندگانه با استفاده از نرم‌افزار SPSS25 تحلیل شد. نتایج ضریب همبستگی نشان داد پرخاشگری مدرسه‌ای با نمره کل انگیزه پیشرفت تحصیلی و مؤلفه‌ انگیزه عاطفی و همدلی عاطفی ارتباط منفی و معنادار دارد و با نمره کل طرد همسالان و مؤلفه‌ توهین، نادیده گرفتن و تهمت ارتباط مثبت و معنادار دارد (001/0< p). نتایج تحلیل رگرسیون نشان داد که متغیرهای پیش‌بین حدود 19 درصد واریانس خشم مربوط به مدرسه را پیش‌بینی می‌کنند. با توجه به نقش انگیزش پیشرفت، طرد همسالان همسال و همدلی عاطفی در پیش‌بینی پرخاشگری مدرسه‌ای به متخصصان این حوزه انجام اقداماتی چون شناسایی کودکان طرد شده و یا در معرض طرد شدن، طراحی برنامه‌های مهارت‌های ارتباطی و عاطفی و ایجاد محیط آموزشی مناسب جهت بالا بردن انگیزش و همدلی عاطفی این دانش‌آموزان توصیه می‌گردد.

کلیدواژه‌ها


عنوان مقاله [English]

The role of Academic Achievement Motivation, Peer Rejection and Emotional Eempathy in predicting School Aggression of students with Special Learning Disabilities

نویسندگان [English]

  • s=Sajjad Basharpoor 1
  • mehran farivar 2
1 Professor in Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
2 M.Sc. General Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
چکیده [English]

The aim of this study was to investigate the role of academic achievement motivation, peer rejection and emotional empathy in predicting school aggression in students with special learning disabilities. The method of this research was descriptive-correlation. The statistical population of this study includes all students registered in the Center for Learning Disabilities of Education in Ardabil in the academic year of 2019-2020. 360 people from this community were selected by available sampling method and answered the questionnaires of achievement motivation, social exclusion of peers, emotional empathy and multidimensional school-related anger questionnaire. The data collected in this study were analyzed using descriptive statistical tools such as mean and standard deviation and Pearson correlation and multiple regression tests using SPSS25 software. The results of correlation coefficient showed that school aggression has a negative and significant relationship with the total score of academic achievement motivation and the component of emotional motivation and emotional empathy and has a positive and significant relationship with the total score of rejection peers and the component of insult, neglect and slander. (001/0 <p).The results of regression analysis showed that predictor variables predict about 19 percent of the variance of school-related anger. Considering the role of achievement motivation, peer rejection and emotional empathy in predicting school aggression to specialists in this field, take actions such as identifying rejected or exposed children, designing communication skills programs and Emotional and creating a suitable educational environment to increase the motivation and emotional empathy of these students is recommended.

کلیدواژه‌ها [English]

  • Academic achievement motivation
  • peer rejection
  • emotional empathy
  • school aggression
  • special learning disorder
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