رابطه هوش اخلاقی و اجتماعی با قلدری در دانشآموزان دبیرستانی
مجله اخلاق زیستی- علمی پژوهشی,
دوره 8 شماره 28 (1397),
16 آذر 2018
,
صفحه 7-16
https://doi.org/10.22037/bioeth.v8i28.22939
چکیده
زمینه و هدف: قلدری یک معضل گسترده در طول سالهای مدرسه است که تقریباً یکسوم دانشآموزان با آن مواجه میشوند. پژوهش حاضر با هدف تعیین نقش مؤلفههای هوش اخلاقی و اجتماعی در قلدری دانشآموزان انجام شد.
مواد و روشها: پژوهش حاضر از نوع توصیفی ـ همبستگی بود. جامعه آماری شامل تمامی دانشآموزان مشغول به تحصیل مدارس دولتی و غیر دولتی شهر اهر در سال تحصیلی 1397-1396 بودند که بر اساس جدول کرجسی و مورگان 359 نفر از آنها به روش نمونهگیری خوشهای انتخاب شدند. برای جمعآوری دادهها از پرسشنامه هوش اخلاقی Lennick and Kiel (2011 م.)، مقیاس هوش اجتماعی Tromso (2001 م.) و مقیاس قلدری Illinois (2001 م.) استفاده گردید. دادهها با استفاده از نرمافزار SPSS 22 و آزمونهای آماری همبستگی پیرسون و تحلیل رگرسیون چندگانه (گام به گام) تجزیه و تحلیل شد.
یافتهها: میانگین هوش اخلاقی و هوش اجتماعی دانشآموزان مورد مطالعه در حد بالا و میزان قلدری آنان در سطح پایینی قرار داشت. ضریب همبستگی پیرسون نشان داد که تمامی مؤلفههای هوش اخلاقی و اجتماعی با مؤلفههای قلدری ارتباط منفی معنیدار داشتند (P<0/01). همچنین نتایج رگرسیون چندگانه نشان داد که مؤلفههای هوش اخلاقی و اجتماعی توانستند به طور معنیداری مؤلفههای قلدری دانشآموزان را پیشبینی کنند.
نتیجهگیری: یافتهها نشان داد که هوش اخلاقی و اجتماعی نقش مهمی در کاهش قلدری دانشآموزان دارند. بنابراین توصیه میگردد در سیاستگذاری و برنامهریزی برای کاهش قلدری دانشآموزان و ترک تحصیل آنان، ارتقای هوش اخلاقی و اجتماعی مورد توجه ویژه قرار گیرد.
- هوش اخلاقی؛ هوش اجتماعی؛ قلدری؛ دانشآموزان دبیرستانی
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