نقش تشخيصي قلدري و هوش اخلاقي در احتمال خودكشي دانش آموزان مقطع متوسطه دوم شهر سنندج در سال تحصيلي 97-1396: يك مطالعه توصيفي

Discriminative Role of Bullying and Moral Intelligence in Suicide Probability among High School Students of Sanandaj City in the 2017-2018 Academic Year: A Descriptive Study

زمينه و هدف: قلدري و هوش اخلاقي از عوامل مهم تأثيرگذار بر احتمال خودكشي دانش­آموزان به شمار مي­روند. بنابراين، پژوهش حاضر با هدف تعيين نقش قلدري و هوش اخلاقي به عنوان پيش­بين­ هاي احتمال خودكشي دانش­آموزان انجام شد. مواد و روش‌ها: روش پژوهش حاضر توصيفي بود. جامعه آماري پژوهش حاضر كليه دانش‌آموزان دختر و پسر مقطع متوسطه دوم شهر سنندج در سال تحصيلي 97-1396 بود كه 641 نفر از آن‌ها با روش نمونه‌گيري تصادفي خوشه‌اي انتخاب شدند. براي جمع‌آوري داده‌ها از پرسش‌نامه‌هاي احتمال خودكشيCull وGill (2002)، قلدري Illinois (2001) و هوش اخلاقي Lennick و Kiel(2011) استفاده گرديد. داده‌ها با استفاده از آزمون‌ تحليل تشخيصي مورد تجزيه ‌و تحليل قرار گرفتند. يافته‌ها: يافته‌هاي تحليل تشخيصي، منجر به يك تابع تشخيص معنادار شد (0/05

Background and Objectives: Bullying and moral intelligence are considered as important factors affecting the probability of suicide among students. Therefore, The aim of this study was to determine the role of bullying and moral intelligence as a predictor of suicide probability among students. Materials and Methods: This study was a descriptive study. The statistical population included second high school female and male students of Sanandaj city who were studying in the academic year 2017-2018. A sample of 641 students was selected by the cluster random sampling method. Suicide probability scale (SPS) (Gill and Cull, 2002), Illinois bullying scale (IBS) (2001) and Lennick and Kiel’s moral intelligence questionnaire (2011) were used to collect data. Data were analyzed using discriminant analysis test. Results: The results of the discriminant analysis led to a significant recognition function (p<0.05) that according to this function, the component of honesty (r= -0.835) was in the highest discrimination power between the two groups of students. Subsequent discriminative components of the groups were sympathy (r -0.674), forgiveness (r -0.674), victim (r= 0.274), fight (r= 0.287) and bullying (r= 0.224) . Also, the results of the discriminant analysis showed that all students with low suicide probability were correctly discriminated from other students with the highest percentage of detection (100%). Conclusion: The results of this study indicated the importance of the components of bullying and moral intelligence in the possibility of distinguishing between students with high and low suicide probability; therefore, it is recommended that in any planning for the reduction of the probability of suicide among students, attention be drawn to decreasing bullying and promoting moral intelligence.