رابطه تنظیم هیجان با کمرویی با میانجیگری هوش هیجانی در دانشآموزان دوره متوسطه اول
کلمات کلیدی:
تنظیم هیجان, کمرویی, هوش هیجانی, دانشآموزان دوره متوسطه اولچکیده
هدف این پژوهش بررسی رابطه بین تنظیم هیجان و کمرویی با نقش میانجیگر هوش هیجانی در دانشآموزان دوره متوسطه اول شهرستان منوجان بود. این پژوهش از نظر هدف کاربردی و از نظر روش توصیفی–همبستگی بود. جامعه آماری شامل کلیه دانشآموزان دختر پایه هشتم دوره متوسطه اول شهرستان منوجان در استان کرمان بود که از میان آنان ۲۱۰ نفر به روش نمونهگیری تصادفی ساده انتخاب شدند. ابزار گردآوری دادهها شامل پرسشنامه تنظیم هیجان گارنفسکی و همکاران (۲۰۰۱)، پرسشنامه هوش هیجانی شون و همکاران (۱۹۹۸) و پرسشنامه کمرویی چیک–بریگز (۱۹۹۰) بود. روایی ابزارها از طریق روایی محتوایی و پایایی با آلفای کرونباخ تأیید شد. تحلیل دادهها با استفاده از همبستگی پیرسون، رگرسیون چندگانه و آزمون سوبل در نرمافزار SPSS نسخه 26 انجام گرفت. نتایج نشان داد تنظیم هیجان با کمرویی رابطه منفی و معنادار دارد (r = −0.493, p < 0.01)، تنظیم هیجان با هوش هیجانی رابطه مثبت و معنادار دارد (r = 0.604, p < 0.01)، و هوش هیجانی با کمرویی رابطه منفی و معنادار دارد (r = −0.576, p < 0.01). آزمون سوبل نقش میانجی هوش هیجانی را در رابطه بین تنظیم هیجان و کمرویی تأیید کرد (z = −3.72, p < 0.01) و شاخص VAF نشان داد 24.4 درصد از این رابطه از طریق هوش هیجانی تبیین میشود. یافتهها بیانگر آن است که تقویت مهارتهای تنظیم هیجان از طریق ارتقای هوش هیجانی میتواند نقش مؤثری در کاهش کمرویی دانشآموزان ایفا کند و مداخلات آموزشی مدرسهمحور در این زمینه از اهمیت بالایی برخوردار است.
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حق نشر 2025 عصمت حسن پور (نویسنده); خدیجه علی پور مقدم (نویسنده مسئول); فاطمه زین الدینی میمند, مریم حسین زاده بافرانی (نویسنده)

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