نوع مقاله : پژوهشی
نویسندگان
1 دانشجوی دکتری، روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران.
2 استادیار گروه روان شناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه الزهرا، تهران، ایران
چکیده
هدف پژوهش حاضر بررسی نقش میانجی کارکردهای اجرایی در رابطه میان شیوه‌های فرزندپروری مثبت و توسعه شایستگی هیجانی و اجتماعی در دانش‌آموزان بود. در همین راستا، جامعه پژوهش شامل تمامی دانش‌آموزان پایه سوم ابتدایی مدارس منطقه 1 شهر تهران (سال تحصیلی 1401-1402) بود که با روش نمونه‌گیری به صورت در دسترس و داوطلبانه 383 نفر وارد پژوهش شدند و پرسش‌نامه‌های فرزندپروری مثبت آلاباما (فریک، ۱۹۹۱)، کارکردهای اجرایی بریف (جیویا و همکاران، 2000) و شایستگی هیجانی- اجتماعی (ژو و ای، 2012) را تکمیل کردند. برای تحلیل داده‌ها از روش‌های آماری ضریب همبستگی و تحلیل مسیر استفاده شد. یافته‌ها نشان داد میان شایستگی‌های هیجانی و اجتماعی و مؤلفه‌های کارکردهای اجرایی رابطه معنادار و مثبتی وجود دارد. همچنین، رابطه فرزندپروری با ابعاد کارکردهای اجرایی نیز مثبت است. لذا از آن جایی که رابطه میان فرزندپروری با شایستگی‌ها به صورت مستقیم و نیز با میانجی‌گری ابعاد کارکرد اجرایی به شکلی غیرمستقیم معنادار است، در نتیجه نقش میانجی به شکل ناقص (ناکامل) است. مطالعه حاضر شواهدی را ارائه می‌دهد که فرزندپروری مثبت ممکن است به عنوان یک مسیر مطلوب جهت مداخله عمل کند. به این ترتیب، تمرکز بر کارکرد اجرایی کودک و فرزندپروری به صورت جداگانه ممکن است در زمینه شایستگی رفتاری کودک کمتر مؤثر باشد. در واقع، برنامه‌های آموزشی والدین، که آنها را در یادگیری محتوای مرتبط با رشد فرزندشان درگیر می‌کند، استفاده از شیوه‌های مؤثر و فرصت‌های یادگیری را افزایش می‌دهد.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
The Relationship between Positive Parenting Methods and Emotional and Social Competence in Students: The Mediating Role of Executive Functions
نویسندگان [English]
- nafiseh sadat nekouee 1
- zahra Hashemi 2
1 PhD Student, Department of Educational Psychology, Faculty of Educational and Psychology, Alzahra University, Tehran, Iran
2 Assistant Professor, Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran
چکیده [English]
The current study aimed to investigate the mediating role of executive functions in the relationship between positive parenting methods and the development of emotional and social competence in students. The research population was all third-grade students from elementary schools in District 1 of Tehran (academic year 2022-2023).), a total of 383 students participated through available and voluntary sampling, completed the Alabama Positive Parenting (Frik, 1991), Brief Executive Functions (Gioia et al., 2000) and Social-Emotional Competence (Zhou et al., 2012) questionnaires. Correlation coefficient and path analysis used for data analysis. Findings showed that there is a significant and positive relationship between emotional and social competencies and components of executive functions. Additionally, the relationship of parenting with dimensions of executive functions was also positive. Thus, since the the relationship between parenting and competencies is significant directly and indirectly through the mediation of executive function dimensions, the mediating role is incomplete. The present study provides evidence that positive parenting may act as a desirable pathway for intervention. In this way, focusing separately on the child's executive function and parenting may be less effective in the child's behavioral competence. In fact, parent education programs, which involve parents in learning content relevant to their child's development, increase the use of effective practices and learning opportunities.
کلیدواژه‌ها [English]
- Positive Parenting
- Emotional and Social Competence
- Executive Functions
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