رابطه هوش هیجانی، کمال گرایی و اهمال کاری تحصیلی در دانش آموزان پایه ششم ابتدایی

نویسندگان

1 کارشناسی ارشد روانشناسی عمومی، آموزگار آموزش و پرورش ناحیه یک رشت، گیلان، ایران

2 استادیار گروه روانشناسی، دانشگاه آزاد اسلامی واحد رشت، گیلان، ایران

چکیده

هدف: هدف پژوهش حاضر بررسی رابطه هوش هیجانی، کمال­گرایی دانش‌آموزان و اهمال­کاری تحصیلی بود.
روش شناسی: پژوهش حاضر از نوع توصیفی- همبستگی بود. جامعه آماری آن را تمامی دانش آموزان پسر سال ششم دوره ابتدایی ناحیه یک رشت (2218 نفر) در سال تحصیلی 1396-1397تشکیل دادند. از بین جامعه آماری، بر اساس جدول کرجسی و مورگان 240 نفر با استفاده از نمونه­گیری خوشه­ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه کمال­گرایی چند بعدی هویت و فلت (1991)، پرسشنامه هوش هیجانی شرینگ (1996)و پرسشنامه سولومون و راث بلوم (1984) بود. داده‎ها با استفاده از همبستگی پیرسون و رگرسیون چند متغیره با استفاده از نرم افزارspss21 تجزیه و تحلیل شد.
یافته ها: نتایج نشان داد که بین مولفه‎های کمال­گرایی (خویشتن­مدار و کمال­گرایی کل) با اهمال­کاری رابطه وجود داشت (0/01>p < /span>). همچنین بین هوش هیجانی با اهمال­کاری رابطه وجود نداشت (0/01
).
نتیجه گیری: با افزایش کمال­گرایی در دانش‌آموزان، اهمال­کاری آن­ها افزایش می‌یابد. از این­رو لازم است که هوش هیجانی به عنوان یک مهارت در واحدهای درسی آنان گنجانده شود.

کلیدواژه‌ها


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