نقش میانجیگری هوش هیجانی در رابطه با ابعاد نظریه ذهن با مهارتهای اجتماعی در دانش‌آموزان با اختلال‌های یادگیری

فصلنامه علمی روش ها و مدل های روانشناختی

دوره 11، شماره 42، بهمن 1399، صفحه 32-47   

نوع مقاله: مقاله پژوهشی

نویسندگان

محمد صادق ارجمندی علیا^{* 1}؛ آذرمیدخت رضایی²؛ سلطانعلی کاظمی³؛ نادره سهرابی⁴

¹آموزگار اموزش پرورش

²نویسنده مسئول: استاد یارگروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

³آزاد اسلامی واحد مرودشت

⁴استاد یار دانشگاه آزاد مرودشت

تاریخ دریافت: 29 خرداد 1398،  تاریخ بازنگری: 01 تیر 1399،  تاریخ پذیرش: 15 مرداد 1398 

چکیده

مقدمه و هدف: هدف از پژوهش حاضر بررسی نقش میانجی‌گری هوش هیجانی در رابطه بین ابعاد نظریه ذهن با مهارت‌های‌اجتماعی در دانش­آموزان با اختلال­های یادگیری بود. جامعه‌ی پژوهش حاضر کلیه‌ی دانش‌آموزان دارای اختلالات یادگیری دوره ابتدایی که در مراکز اختلالات یادگیری شهرستان شیراز و مرودشت مشغول به تحصیل بودند.
مواد و روش: برای نمونه پژوهش، 227 دانش‌آموز به صورت هدفمند انتخاب شدند. اطلاعات مورد نیاز به وسیله آزمون نظریه ذهن استیرنمن(1999)، مقیاس هوش هیجانی بار آن(1980) و مقیاس سنجش مهارت‌های اجتماعی ماتسون (1983) گردآوری شد. تجزیه و تحلیل آماری به وسیله آزمون مدل میانجی‌گری چندگانه با بیش از یک متغیر مستقل با استفاده از برنامه آماری پریچر و هیز (2014) انجام شد.
 یافته‌ها: یافته‌ها نشان داد هوش هیجانی می‌تواند نقش میانجیگری را بین متغیر نظریه ذهن، با مهارت اجتماعی را در کودکان با اختلال یادگیری را ایفا کند. این بیانگر نقش میانجی‌گری کامل (نه جزیی) ابعاد شادمانی، واقع گرایی، روابط بین فردی، خویشتن داری و انعطاف پذیری در رابطه بین نظریه ذهن سطح دوم و مهارت‌های اجتماعی می‌باشد.
بحث و نتیجه گیری: بین نظریه ذهن و هوش هیجانی و مهارت اجتماعی در کودکان با اختلال یادگیری رابطه معنی‌داری وجود دارد.

کلیدواژه‌ها

هوش هیجانی؛ نظریه ذهن؛ مهارت‌های اجتماعی و اختلال‌ یادگیری

عنوان مقاله [English]

The Mediation Role of Emotional Intelligence in the Relationship Between the Dimensions of Mind Theory and Social Skills in Students With Learnin Disabilities

نویسندگان [English]

Mohamad sadegh Arjmandi oliya¹؛ azarmidokht rezaei²؛ Soltanali Kazemei³؛ Nadere Shorabi⁴

¹Teacher

²Coresponding auther Assistant Professor, Department Of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

³UniveUniversity marvdasht

⁴University marvdasht

چکیده [English]

Introduction: The purpose of this study was to investigate the mediating role of emotional intelligence between in the relation to the dimensions of the theory of mind with social skills in students with learning disabilities.
Materials and Methods:The research population of this study was all students with learning disabilities in elementary school who were studying in educational centers in Shiraz and Marvdasht. For example, 227 students were purposefully selected. The required information was collected by Stairnamn's (1999) theory of mind test, emotional intelligence scale, (1980) and Matson's social skills scale (1983). Statistical analysis was performed by testing the multiple mediation model with more than one independent variable using the Pricher and Hayes (2014) statistical program.
Findings:The findings indicated that emotional intelligence can play a mediating role between the theory of mind and social skills in children with learning disabilities. This represents a full mediating role (not partial) of dimensions of happiness, realism, interpersonal relations, self-control and flexibility in the relationship between the second-level theory of mind and social skills.
Conclusion:There is a significant relationship between the theory of mind and emotional intelligence and social skills in children with learning disabilities.

کلیدواژه‌ها [English]

Emotional intelligence, Theory of mind, Social skills, Learning disabilities

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