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برزآبادی فراهانی, نرگس, امامی پور, سوزان, سپاه منصور, مژگان. (1399). رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی در دانش آموزان متوسطه اول. دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 11(42), 89-108.
نرگس برزآبادی فراهانی; سوزان امامی پور; مژگان سپاه منصور. "رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی در دانش آموزان متوسطه اول". دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 11, 42, 1399, 89-108.
برزآبادی فراهانی, نرگس, امامی پور, سوزان, سپاه منصور, مژگان. (1399). 'رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی در دانش آموزان متوسطه اول', دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 11(42), pp. 89-108.
برزآبادی فراهانی, نرگس, امامی پور, سوزان, سپاه منصور, مژگان. رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی در دانش آموزان متوسطه اول. دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی, 1399; 11(42): 89-108.

رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی در دانش آموزان متوسطه اول

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی
مقاله 4، دوره 11، شماره 42، خرداد و تیر 1399، صفحه 89-108    اصل مقاله (699.53 K)
نوع مقاله: مقاله پژوهشی
نویسندگان
نرگس برزآبادی فراهانی* 1؛ سوزان امامی پور2؛ مژگان سپاه منصور2
1مشاور/آموزش و پرورش ،تهران ،ایران
2دانشیار گروه روان شناسی ، واحد تهران مرکزی ، دانشگاه آزاد اسلامی ، تهران ،ایران .
تاریخ دریافت: 08 مرداد 1398،  تاریخ بازنگری: 07 آذر 1398،  تاریخ پذیرش: 01 تیر 1399 
چکیده
هدف پژوهش تعیین رابطه مدیریت هیجان و مهارت های ارتباطی با اهمال کاری تحصیلی است .جامعه آماری دانش آموزان دختر پایه هشتم منطقه 14 آموزش و پرورش تهران در سال تحصیلی 98 – 1397 به تعداد 2690 نفر بود . 155 نفر به روش نمونه گیری خوشه ای چند مرحله ای انتخاب گردیدند. روش پژوهش ، همبستگی و ابزارهای پژوهش پرسشنامه های اهمال کاری سولمون و راثبلوم ( 1984) ، مهارتهای ارتباطی کویین دام ( 2004 ) و تنظیم شناختی هیجان گارنفسکی و کرایج ( 2006 ) بود . نتایج داده ها با استفاده از روش همبستگی و رگرسیون نشان داد بین مدیریت هیجان و اهمال کاری تحصیلی رابطه معنی داری وجود دارد. اهمال کاری تحصیلی با خود سرزنشگری ، فاجعه نمایی ، دیگر سرزنشگری رابطه مثبت و معنادار و با پذیرش ، تمرکز مجدد بر برنامه ریزی ، ارزیابی مجدد مثبت ، کم اهمیت شماری رابطه منفی و معنادار دارد . بین اهمال کاری تحصیلی  و مهارت های ارتباطی نیز رابطه منفی و معنادار وجود دارد . خرده مقیاس های مدیریت هیجان و مهارت های ارتباطی قادر به پیش بینی اهمال کاری تحصیلی می باشند. بنابراین می توان با اجرای مداخله های آموزشی مدیریت هیجان و مهارت های ارتباطی ، اهمال کاری تحصیلی دانش آموزان را کاهش داد . 
کلیدواژه‌ها
" مدیریت هیجان "؛ " مهارت های ارتباطی "؛ " اهمال کاری "؛ " تحصیلی "؛ " دانش آموزان "
عنوان مقاله [English]
The Relationship between Emotional Management and Communication Skills with Academic Procrastination among High school students
نویسندگان [English]
Narges Borzabadi Farahani1؛ Susan Emamipur2؛ Mozhgan Sepahmansour2
1counsellor/Education,Tehran,Iran
2Associate Professor, Department of psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]
Abstract
The purpose of this study was to determine the relationship between emotional management and communication skills with academic Procrastination. The statistical population consisted of all female students of the 8th grade from 14th educational district of Tehran in the academic year of 2018-2019 that included 2690 students. From the population 155 students were selected by multi-stage cluster sampling as the research sample. The research method was correlation and Solomon and Rothblum's Procrastination Questionnaire (1984), Queendom Communication Skills (2004), Cognitive Emotion Regulation, Garnefski & Kraaij (2006) were employed as the research tools. The results of the research data using correlation and regression indicated that there is a significant relationship between the variables of emotional management and educational Procrastination. there was a positive and significant relationship between academic Procrastination on the one hand and self-blame , making disaster, blaming others; while, there was a negative and significant relationship between academic Procrastination on the one hand and admission , re-focus on planning , and Positive Reappraisal . There is a negative and significant relationship between academic Procrastination and communication skills. Subscales Emotional Management and Communication Skills are capable of predicting academic Procrastination. Therefore , It is possible to reduced student academic Procrastination by implementing emotional management training and communication skills.
کلیدواژه‌ها [English]
" emotional management ", " communication skills ", " Procrastination ", " academic ", "students "
مراجع

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