نقش میانجیگر کفایت اجتماعی در رابطة بین تفکر خلاق و هوش هیجانی با جهت‌گیری مذهبی | ||
| فصلنامه روان‌شناسی کاربردی | ||
| دوره 15، شماره 4 - شماره پیاپی 60، 1400، صفحه 79-51 اصل مقاله (1.21 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.52547/apsy.2021.213844.0 | ||
| نویسندگان | ||
| راضیه نجی اللهی ملکشاه1؛ سیمین دخت رضاخانی* 2 | ||
| 1کارشناس ارشد مشاوره، گروه مشاوره، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران. | ||
| 2استادیار، گروه مشاوره، واحد رودهن، دانشگاه آزاد اسلامی، رودهن، ایران. | ||
| چکیده | ||
| هدف: هدف پژوهش، تعیین نقش میانجیگر کفایت اجتماعی در رابطه بین تفکر خلاق و هوش هیجانی با جهت گیری مذهبی بود. روش: روش پژوهش همبستگی و جامعه آماری دختران دانش‌آموز پیش‌دانشگاهی منطقه 4 تهران در سال تحصیلی 95-1394 به تعداد 1187 نفر بود. طبق نظر کلاین (2016) و با توجه به احتمال افت، 240 نفر به روش نمونه گیری تصادفی چند مرحله ای انتخاب شدند. بنابراین از بین 10 دبیرستان دولتی منطقه 4 تهران، دبیرستان های آبسال، صدیقه رودباری، امام محمدباقر و بنت الهدی صدر و سپس از هر دبیرستان 2 کلاس از 2 رشته علوم تجربی و ریاضی به صورت تصادفی انتخاب شدند. ابزار پژوهش، پرسشنامه های کفایت اجتماعی پرندین (1385)، تفکر خلاق عابدی (1363)، هوش هیجانی بار- ان (1980) و جهت گیری مذهبی آلپورت و راس (1967) بود. پس از حذف 20 پرسشنامه ناقص، داده های 220 نفر با استفاده از تحلیل مسیر تحلیل شد. یافته ها: نتایج نشان داد تفکر خلاق، هوش هیجانی و کفایت اجتماعی می توانند جهت گیری مذهبی درونی و بیرونی را به ترتیب به صورت منفی و مثبت (001/0=P) پیش بینی کنند. ضریب مسیر غیرمستقیم تفکر خلاق و هوش هیجانی با جهت‌گیری مذهبی درونی به صورت منفی (104/0- =β،001/0=P) و (226/0- =β،001/0=P) و با جهت گیری مذهبی بیرونی به صورت مثبت (054/0=β،006/0=P) و (117/0=β،006/0=P) از طریق میانجیگری کفایت اجتماعی معنادار است. نتیجه گیری: با پرورش و تقویت متغیرهای مستقل پژوهش، می توان دانش آموزان را به سوی جهت گیری مذهبی درونی سوق داد. | ||
| کلیدواژه‌ها | ||
| تفکر خلاق؛ جهت‌گیری مذهبی؛ کفایت اجتماعی؛ هوش هیجانی | ||
| عنوان مقاله [English] | ||
| The Mediating Role of Social Adequacy in Relationship Between Creative Thinking and Emotional Intelligence with Religious Orientation | ||
| نویسندگان [English] | ||
| raziyeh najiollahi malakshah1؛ Simin Dokht Rezakhani2 | ||
| 1Master of Counseling, Department of Counseling, Roudehen Branch, Islamic Azad University, Roudehen, Iran. | ||
| 2Assistant Professor, Department of Counseling, Roudehen Branch, Islamic Azad University, Roudehen, Iran. | ||
| چکیده [English] | ||
| Aim: Determining the mediating role of social adequacy in relationship between creative thinking and emotional intelligence with religious orientation. Method: The research method was correlation and the statistical population of 1187 female vocational students in the 4th district of Tehran (2015-16). According to Klein (2016) and considering the probability of decline, 240 people were selected by multi-stage random sampling. Out of 10 public high schools, Absal, Sedigheh Roudbari, Imam MohammadBaqer and Bint Al-Huda Sadr, and then 2 classes from each high school in 2 fields of experimental sciences and mathematics were randomly selected. The research instrument were Parandin Social adequacy Questionnaire (2006), Abedi Creative Thinking (1984), Bar-on Emotional Intelligence (1980) and Allport and Ross Religious Orientation (1967). After removing 20 incomplete questionnaires, the data of 220 people were analyzed using path analysis. Results: The results showed that creative thinking, emotional intelligence and social adequacy can predict internal and external religious orientation negatively and positively (P = 0.001), respectively. Indirect path coefficient of creative thinking and emotional intelligence with internal religious orientation in the negative (β = -0.104, P = 0.001) and (β = -0.226, P = 0.001) and with external religious orientation is significant positively (β = 0.054, P= 0.006) and (β = 0.117, P = 0.006) through social adequacy mediation. Conclusion: By cultivating and strengthening the independent variables of research, students can lead to an internal religious orientation. | ||
| کلیدواژه‌ها [English] | ||
| Creative Thinking, Emotional Intelligence, Religious Orientation, Social Competence | ||
| مراجع | ||
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