تبیین رفتار شاهدان قلدری در مدارس بر اساس عدم درگیری اخلاقی و حساسیت اخلاقی با نقش واسطهای هویت اخلاقی
مجله اخلاق پزشکی - علمی پژوهشی,
دوره 15 شماره 46 (1400),
7 خرداد 2021
,
صفحه 1-17
https://doi.org/10.22037/mej.v15i46.34075
چکیده
زمینه و هدف: قلدری پدیده رفتاری است که در سالهای اخیر توجه بسیاری از معلمین (مربیان) و سیاستگذاران در نقاط مختلف جهان را به خود جلب کرده است. هدف پژوهش حاضر تبیین رفتار شاهدان قلدری در مدارس بر اساس عدم درگیری اخلاقی و حساسیت اخلاقی با نقش واسطهای هویت اخلاقی است.
مواد و روشها: این پژوهش مقطعی از نوع توصیفی ـ همبستگی است. جامعه مورد نظر دانشآموزان پسر و دختر متوسطه دوم استان لرستان در سال تحصیلی 98-1397 بود. نمونه پژوهش حاضر شامل 617 دانشآموز که به روش نمونهگیری خوشهای انتخاب شدند. شرکتکنندگان به مقیاسهای مکانیسمهای عدم درگیری اخلاقی (Bandura و همکاران)، حساسیت اخلاقی (Narvaez & Endicott)، نقش شرکتکنندگان (رفتار شاهدان) (Salmivalli و همکاران) و اهمیت برای خویشتن هویت اخلاقی (Aquino & Reed) پاسخ دادند. تجزیه و تحلیل دادهها با استفاده از مدل معادلات ساختاری و همچنین تحلیل مسیر به وسیله نرمافزار AMOS 24انجام گرفت.
یافتهها: نتایج نشان داد که مدل مفهومی پژوهش با دادههای پژوهش برازش مطلوب و قابل قبولی دارد. یافتههای حاصل از مدل معادلات ساختاری نشان میدهد که عدم درگیری اخلاقی و حساسیت اخلاقی با رفتار شاهدان در قلدری رابطه دارد. به عبارتی دیگر کسانی که عدم درگیری اخلاقی بالا و حساسیت اخلاقی پایین دارند، به صورت زیانآورتری رفتار میکنند. همچنین نتایج تحلیل نشان میدهد که هویت اخلاقی در ارتباط بین رفتارهای شاهدان قلدری در مدارس و عدم درگیری اخلاقی و حساسیت اخلاقی نقش واسطهای دارند.
ملاحظات اخلاقی: در این مطالعه اصول مرتبط با ملاحظات اخلاقی از جمله محرمانهماندن هویت پرسششوندگان، رضایت آگاهانه شركتكنندگان در پژوهش و اختیار خروج از روند تحقیق رعایت گردید.
نتیجهگیری: نتایج پژوهش حاضر نشان میدهد که عدم درگیری اخلاقی و حساسیت اخلاقی با نوع واکنش دانشآموزان به عنوان شاهد در هنگام قلدری رابطه دارد و این واکنش با توجه به ویژگیهایی مانند هویت اخلاقی میتواند متفاوت باشد.
- رفتار شاهدان؛ عدم درگیری اخلاقی؛ حساسیت اخلاقی؛ هویت اخلاقی؛ قلدری؛ معادلات ساختاری
ارجاع به مقاله
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