جامعه شناسی آموزش و پرورش

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نقش واسطه ای پردازش هیجانی در رابطه بین نظریه ذهن با عملکرد تحصیلی در دانش‌آموزان دوزبانه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 .دانشجوی دکتری گروه روانشناسی ، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران

2 استادیار گروه روانشناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران

3 استادیار گروه آموزش زبان انگلیسی، واحد آیت اله آملی، دانشگاه آزاداسلامی، آمل، ایران

4 استادیار گروه آمار، واحد بابل، دانشگاه آزاد اسلامی، بابل ، ایران

چکیده

هدف: پژوهش حاضر با هدف تعیین نقش واسطه‌ای پردازش هیجانی در رابطه بین نظریه ذهن با عملکرد تحصیلی در دانش‌آموزان دوزبانه انجام شد.
روش ‌شناسی: این مطالعه مقطعی از نوع همبستگی بود. جامعه پژوهش دانش‌آموزان دختر دوزبانه پایه نهم شهرستان ترکمن در سال تحصیلی 99-1398 بودند. نمونه پژوهش 280 نفر بود که با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. داده‌ها با استفاده از مقیاس نظریه ذهن (Steerneman, 1994)، پرسشنامه عملکرد تحصیلی (Pham & Taylor, 1999) و مقیاس پردازش هیجانی (Baker & et al, 2010) گردآوری و با روش‌های ضرایب همبستگی پیرسون و مدل‌سازی معادلات ساختاری در نرم‌افزارهای SPSS-18 و AMOS-23 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که مدل نقش واسطه‌ای پردازش هیجانی در رابطه بین نظریه ذهن با عملکرد تحصیلی در دانش‌آموزان دوزبانه برازش مناسبی داشت. همچنین، نظریه ذهن بر پردازش هیجانی و عملکرد تحصیلی دانش‌آموزان دوزبانه و پردازش هیجانی بر عملکرد تحصیلی آنان اثر مستقیم و معنادار داشت (05/0>P). علاوه بر آن، نظریه ذهن با نقش واسطه‌ای پردازش هیجانی بر عملکرد تحصیلی دانش‌آموزان دوزبانه اثر غیرمستقیم و معنادار داشت (05/0>P).
بحث و نتیجه‌گیری: با توجه به روابط مستقیم و غیرمستقیم پژوهش حاضر، برنامه‌ریزی برای بهبود عملکرد تحصیلی دانش‌آموزان دوزبانه از طریق ارتقای نظریه ذهن و پردازش هیجانی ضروری است.

کلیدواژه‌ها

عنوان مقاله [English]

The Modeling Role of Emotional Processing in the Relationship between Theories of Mind with Academic Performance in Bilingual Students

نویسندگان [English]

  • Fereshteh Koosali 1
  • Jamal Sadeghi 2
  • Hamed Barjasteh 3
  • Azadeh Kiapour 4

1 PhD Student, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

2 Assistant Professor, Department of Psychology, Babol Branch, Islamic Azad University, Babol, Iran

3 Assistant Professor, Department of English Language Teaching, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

4 Assistant Professor, Department of Statistics, Babol Branch, Islamic Azad University, Babol, Iran

چکیده [English]

Purpose: The aim of this study was to determine the mediating role of emotional processing in the relationship between mind theory and academic performance in bilingual students.
Methodology: This was a cross-sectional correlational study. The study population was the bilingual female students in the ninth grade of Bandar Torkaman County in the academic years of 2019-20 with number of 1200 people. The research sample was 280 people who were selected by multi-stage cluster sampling method. Data were collected with using the theory of mind scale (Steerneman, 1994), academic performance questionnaire (Pham & Taylor, 1999) and emotional processing scale (Baker & et al, 2010) and were analyzed by Pearson correlation coefficient and structural equation modeling methods in SPSS-18 and AMOS-23 software.
Findings: The findings showed that the mode of mediating role of emotional processing in the relationship between theories of mind with academic performance in bilingual students had a good fit. Also, theory of mind on emotional processing and academic performance of bilingual students and emotional processing on their academic performance had a direct and significant effect (P<0.05). In addition, theory of mind with the mediating role of emotional processing had an indirect and significant effect on the academic performance of bilingual students (P<0.05).
Conclusion: According to the direct and indirect relationships of the present study, planning to improve the academic performance of bilingual students is essential by promoting theory of mind and emotional processing

کلیدواژه‌ها [English]

  • Emotional processing
  • Mind theory
  • Academic performance
  • Bilingual students
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جامعه شناسی آموزش و پرورش
دوره 7، شماره 2 - شماره پیاپی 14
اسفند 1400
صفحه 266-276
فایل ها
سابقه مقاله
  • تاریخ دریافت: 19 خرداد 1400
  • تاریخ بازنگری: 05 تیر 1400
  • تاریخ پذیرش: 16 مرداد 1400
  • تاریخ اولین انتشار: 16 مرداد 1400
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