مقایسۀ زیرمقیاس‌های درک هیجان و تنظیم هیجان در کودکان پیش‌دبستانی دارا و فاقد همشیر

دانش و پژوهش در روان شناسی کاربردی

مقاله 10، دوره 22، شماره 2 - شماره پیاپی 84، تیر 1400، صفحه 115-124   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2019.1865173.1762

نویسندگان

سیده ضحی سکاکی¹؛ محمدعلی مظاهری تهرانی^{* 2}؛ سعید قنبری³؛ سوده آقامحمدی⁴

¹دانشجوی دکتری گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران

²استاد گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.

³کاندیدای دکتری گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.

⁴استادیار گروه روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

هدف این پژوهش مقایسۀ درک هیجان و تنظیم هیجان در کودکان پیش­دبستانی دارا و فاقد همشیر بود. طرح پژوهش، توصیفی از نوع علّی-­ مقایسه­ای و جامعۀ آماری کودکان 4 تا 6 سال در مهدکودک­های شهر تهران در سال 1396 بود. با روش نمونه­گیری خوشه­ای چند­مرحله­ای، 60 کودک انتخاب و بر اساس سن و جنس همتاسازی شدند. ابزار این پژوهش شامل «آزمون تطبیق هیجان» (Izard, Haskins, Schultz, Trentacosta & King, 2003) «تکلیف بیان علت هیجان» (Wang, Hutt, Kulkofsky, McDermott & Wei, 2006) و چک لیست تنظیم هیجان (Shields & Cicchetti, 1997) بود. یافته­ها با استفاده از آزمون تحلیل واریانس یک‌راهه مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد کودکان دارای همشیر در نمرۀ کل درک هیجان و زیرمقیاس­های دانش موقعیت هیجان، دانش بیانی هیجان و دانش دریافتی هیجان به طور معنادار نمرۀ بالاتری گرفته­اند (05/0 < p). همچنین در زیرمقیاس بی­ثباتی/منفی­گرایی از چک­لیست تنظیم هیجان به طور معنادار نمرۀ پایین­تری گرفته­اند (05/0 < p) که دلالت بر واکنش­های هیجانی متعادل­تر دارد. یافته­های این پژوهش نشان می­دهد برخوردارد بودن از همشیر در سال­های پیش‌دبستانی، موقعیت منحصر ­به ­فردی را برای ارتقای شایستگی­های هیجانی کودکان فراهم می­کند.

کلیدواژه‌ها

کودکان پیش‌دبستانی؛ تنظیم هیجان؛ درک هیجان؛ همشیر

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