چكيده فارسي :
زمينه و هدف: مطابق ديدگاه‌هاي شناختي‌اجتماعي، مشكلات رفتاري شديداً متأثر از عوامل محيطي هستند و تقريباً در اغلب نظريه‌ها و مدل‌هايي كه براي تبيين رفتارها ارائه شده است، خانه و مدرسه به‌عنوان دو محيط مؤثر بر رفتارهاي فرد محسوب مي‌شوند. هدف از پژوهش حاضر، بررسي تأثير جو رواني‌اجتماعي مدرسه بر مشكلات رفتاري دروني‌شده و بيروني‌شدۀ دانش‌آموزان مقطع متوسطۀ دوم شهر اصفهان بود.
روش‌بررسي: روش پژوهش از نوع هم‌بستگي در قالب مدل‌يابي معادلات ساختاري بود. بدين منظور تعداد 506 نفر از دانش‌آموزان (240 دختر و 266 پسر) مقطع دوم متوسطه به‌شيوۀ نمونه‌گيري خوشه‌اي تصادفي انتخاب شدند و پرسش‌نامه‌هاي مشكلات رفتاري (آخنباخ و رسكورلا، 2001) و جو رواني‌اجتماعي مدرسه (فريزر و همكاران، 1995) را پر كردند. داده‌ها با استفاده از نرم‌افزار Amos-23 تحليل شد. شاخص‌هاي كلي مدل نشان‌دهندۀ برازش مناسب مدل با داده‌هاي به‌دست‌آمده بود.
يافته‌ها: نتايج به‌دست‌آمده از آزمون مدل، نشان داد جو رواني‌اجتماعي مدرسه بر مشكلات رفتاري دروني‌شده و بيروني‌شده تأثير معنادار دارد (0٫001> ، 0٫50- =β).
نتيجه‌گيري: بر اساس نتايج به‌دست‌آمده از اين پژوهش، هرچه جو كلاس مبتني‌بر انسجام و انضباط بيشتر و اصطكاك كمتري باشد، مشكلات رفتاري بيروني‌شده و دروني‌شده كمتر خواهد بود. بر اين اساس، بهبود جو رواني‌اجتماعي مدرسه براي كاهش مشكلات رفتاري دانش‌آموزان مقطع متوسطۀ دوم توصيه مي‌شود.
چكيده لاتين :
Background & Objective: Behavioral problems are divided into two major categories (internalized and externalized). Internalized behavioral
problems are such as depression and anxiety, which are related to the individual's inner world and are associated with mental and emotional
conflicts. External Behavioral problems include issues that are related to individual problems with others. In a more detailed division by
Achenbach (2001), behavioral problems are classified into ten classes: anxiety, depression, physical complaints, social problems, problems of
thinking, attention problems, breaking rule, aggressive behaviors, internalizing, and externalized. Most students who have behavioral problems,
have negative feelings, and have no suitable interactions with others. In most cases, teachers and classmates reject them, and as a result, their
educational opportunities are reduced. Research has shown in schools where students report school climate as desirable, and that they feel
protected and respected at school, less victimization and aggression would occur. The school climate also affects psychological well–being over
time and is inversely associated with behavioral problems, physical complaints, and the development of risky behaviors over time. The purpose
of this study was to investigate the effect of psychosocial school climate on internalized and externalized behavioral problems in senior high
school students in Isfahan, Iran.
Methods: The research method was correlational with structural equation modeling analysis. Participants were 506 students (240 boys and 266
girls) selected through random cluster sampling. They completed questionnaires of Achenback and Rescurla checklist behavior problems (2001)
and psychosocial class climate (Fraser, Giddings and McRobbie, 1995). The data analyzed through Amos–23.
Results: The results indicated the suitable fitness model to the data. According to results, psychosocial class climate had a significant effect on
both internalized and externalized behavior problems (β=-0.50, p<0.001). It means having a cohesive and disciplined class besides less
competition leads to less internalized and externalized problems.
Conclusions: Based on the results of this research improvement in psychosocial school climate is recommended for decreasing internalized and
externalized behavioral problems in high school students.
