رابطه بین تعامل معلم- دانش‌آموز و اضطراب در دانش‌آموزان: نقش واسطه‌ای تنظیم هیجان

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان شناسی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس، ایران.

2 استادیار، گروه روان‌شناسی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس، ایران.

چکیده

هدف پژوهش حاضر بررسی نقش واسطه‌ای تنظیم هیجان در رابطه بین تعامل معلم- دانش‌آموز و اضطراب دانش‌آموزان بود. روش پژوهش توصیفی- همبستگی و از نوع مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل کلیۀ دانش‌آموزان مقطع ابتدایی شهر بانه در سال تحصیلی 1402-1401 بود که از بین آن‌ها 336 نفر به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای به‌عنوان نمونه انتخاب شدند. به‌منظور جمع‌آوری داده‌ها از پرسش‌نامه‌های استاندارد اضطراب اسپنس (SCAS) نسخه کودکان، تنظیم هیجان کودکان و نوجوانان ((ERQ-CA و تعامل معلم- دانش‌آموز وبلز و همکاران (QTI) استفاده شد. نتایج نشان داد مدل پیشنهادی از برازش مطلوبی برخوردار بود. همچنین اثر مستقیم تعامل معلم- دانش‌آموز بر اضطراب دانش‌آموزان و تنظیم هیجان معنادار بود (001/0P<) و اثر مستقیم تنظیم هیجان بر اضطراب نیز معنادار بود (001/0P<). همچنین نتایج دیگر نشان داد که تنظیم هیجان بین تعامل معلم- دانش‌آموز و اضطراب نقش میانجی داشت (001/0P<). در مجموع می‌توان نتیجه گرفت که تعامل معلم- دانش‌آموز به طور مستقیم و غیرمستقیم با نقش واسطه‌ای تنظیم هیجان بر میزان اضطراب دانش‌آموزان اثر دارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship Between Teacher-Student Interaction and Anxiety in Students: Mediating Role of Emotion Regulation

نویسندگان [English]

  • Salar Mohammadi Bolbanabad 1
  • Nooshin taghinejad 2
  • Azita Amir Fakhraei 2
1 Ph.D. Student of Psychology, Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
2 Assistant Professor Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.
چکیده [English]

This study aimed to investigate the mediating role of emotion regulation in the relationship between teacher-student interaction and anxiety in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all elementary school students in Baneh City in the academic year 2022-2023, from which 336 students were selected as the sample using a multistage cluster sampling method. For data collection, the standardized questionnaires including Spence Children's Anxiety Scale (SCAS), the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), and the Wubbels (QTI) Questionnaire on teacher-student interaction were used. The results showed that the proposed model had a good fit. The direct effect of teacher-student interaction on student anxiety and emotion regulation was significant (p < 0.001). The direct effect of emotion regulation on anxiety was also significant (p < 0.001). Furthermore, the findings revealed that emotion regulation mediated the relationship between teacher-student interaction and anxiety (P < 0.001). In summary, it can be concluded that teacher-student interaction directly and indirectly, through the mediating role of emotion regulation, affects the level of student anxiety.

کلیدواژه‌ها [English]

  • Children's Anxiety
  • Teacher-Student Interaction
  • Emotion Regulation
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