رابطه بين ويژگي هاي شخصيتي و سبك هاي هويتي با سازگاري اجتماعي در دانش آموزان مقطع متوسطه دوم شهر تهران

The Relationship of Personality Traits and Identity Styles with Social Adjustment among High School Boy Students in Tehran City

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ وﯾﮋﮔﯽ ﻫﺎي ﺷﺨﺼﯿﺘﯽ و ﺳﺒﮏ ﻫﺎي ﻫﻮﯾﺘﯽ ﺑﺎ ﺳﺎزﮔﺎري اﺟﺘﻤﺎﻋﯽ در داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد. روش ﭘﮋوﻫﺶ از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻧﻈﺮ روش ﮔﺮداوري داده ﻫﺎ ﺗﻮﺻﯿﻔﯽ-ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري داﻧﺶ آﻣﻮزان ﭘﺴﺮ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد ﮐﻪ از اﯾﻦ ﻣﯿﺎن ﺑﺎ اﺳﺘﻔﺎده از ﺟﺪول ﻣﻮرﮔﺎن و روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﻣﺮﺣﻠﻪاي (ﺑﻪ اﯾﻦ ﺻﻮرت ﮐﻪ اﺑﺘﺪا ﭼﻨﺪ ﻣﻨﻄﻖ و در ﻫﺮ ﻣﻨﻄﻘﻪ ﭼﻨﺪ ﻣﺪرﺳﻪ و ﺳﭙﺲ در ﻫﺮ ﻣﺪرﺳﻪ ﭼﻨﺪ ﮐﻼس ﻣﺸﺨﺺ ﺷﺪﻧﺪ) 319 ﻧﻔﺮ داﻧﺶ آﻣﻮز ﭘﺴﺮ ﺑﻪ ﻋﻨﻮان ﺣﺠﻢ ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪ. داﻧﺶ آﻣﻮزان ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺗﯿﭗ ﻫﺎي ﺷﺨﺼﯿﺘﯽ ﻧﺌﻮ (1985)، ﺳﺒﮏ ﻫﺎي ﻫﻮﯾﺘﯽ ﺑﺮزوﻧـﺴﮑﯽ (1989) و ﺳﺎزﮔﺎري اﺟﺘﻤﺎﻋﯽ ﮐﺎﻟﯿﻔﺮﻧﯿﺎ (1939) ﭘﺎﺳﺦ دادﻧﺪ، ﭘﺎﯾﺎﯾﯽ در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮاي ﺗﻤﺎﻣﯽ ﻣﺆﻟﻔﻪ ﻫﺎي ﭘﮋوﻫﺶ ﺑﺎﻻﺗﺮ از 0/70 ﺑﺪﺳﺖ آﻣﺪ و ﺑﻪ ﻣﻨﻈﻮر ﺳﻨﺠﺶ رواﯾﯽ ﻧﯿﺰ از رواﯾﯽ ﻣﺤﺘﻮا اﺳﺘﻔﺎده ﺷﺪ. ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭼﻨﺪﮔﺎﻧﻪ ﺑﯿﻦ ﻣﺠﻤﻮع ﻣﺘﻐﯿﺮﻫﺎي ﭘﯿﺶ ﺑﯿﻦ و ﻣﺘﻐﯿﺮ ﻣﻼك ﺑﺮاﺑﺮ ﺑﺎ 0/48 ﻣﯽﺑﺎﺷﺪ. ﻫﻤﭽﻨﯿﻦ ﻣﻘﺪار ﺿﺮﯾﺐ ﺗﻌﯿﯿﻦ (ﻣﺠﺬور R) ﺑﺮاﺑﺮ ﺑﺎ 0/23 ﻣﯽ ﺑﺎﺷﺪ ﮐﻪ ﻧﺸﺎن دﻫﻨﺪه ﻣﯿﺰان ﺗﺒﯿﯿﻦ وارﯾﺎﻧﺲ و ﺗﻐﯿﯿﺮات ﻣﺘﻐﯿﺮ ﺳﺎزﮔﺎري اﺟﺘﻤﺎﻋﯽ ﺗﻮﺳﻂ ﺳﺒﮏ ﻫﺎي ﻫﻮﯾﺘﯽ و وﯾﮋﮔﯽ ﻫﺎي ﺷﺨﺼﯿﺘﯽ و ﻣﺆﻟﻔﻪ ﻫﺎي آن ﻣﯽ ﺑﺎﺷﺪ. ﺑﻪﻧﻈﺮ ﻣﯽرﺳﺪ وﯾﮋﮔﯽﻫﺎي ﺷﺨﺼﯿﺘﯽ و ﺳﺒﮏﻫﺎي ﻫﻮﯾﺘﯽ ﺑﺮ ﺳﺎزﮔﺎري اﺟﺘﻤﺎﻋﯽ داﻧﺶآﻣﻮزان ﺗﺄﺛﯿﺮ ﮔﺬار ﻣﯽﺑﺎﺷﻨﺪ و ﺗﺪارك ﺑﺮﻧﺎﻣﻪ ﻫﺎﯾﯽ ﺑﺮاي رﺷﺪ ﺳﺎزﮔﺎري اﺟﺘﻤﺎﻋﯽ در داﻧﺶآﻣﻮزان ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ در ﻧﻈﺮ ﮔﺮﻓﺘﻦ وﯾﮋﮔﯽﻫﺎي ﺷﺨﺼﯿﺘﯽ و ﺳﺒﮏ ﻫﺎي ﻫﻮﯾﺘﯽ اﺳﺎﺳﯽ ﻣﯽ ﺑﺎﺷﺪ.

This study aims to investigate the relationship of personality traits and identity styles with social adjustment among high school students in the city of Tehran. This is an applied research in terms of the purpose and a descriptive-correlational research in terms of the data collection method. The study population consists of high school boy students in the city of Tehran, among whom 319 students were selected as the sample size using Morgan table and the random cluster sampling method (in such a way that several districts were initially selected, and then several schools were selected from those districts, and then several classes were selected from those schools). The students responded to the Neo Personality Types Inventory (1985), Berzonsky's (1985) Identity Styles Questionnaire and California Social Adjustment Scale (1939). The reliability of all of the research components was obtained as 0.70, and content validity was used for validity assessment. The multiple correlation coefficient between all of the predictor variables and the criterion variable is 0.48. In addition, the coefficient of determination (R square) is 0.23, which shows the extent to which the variance is accounted for and the social adjustment variable is affected by identity styles and personality traits and its components. It seems that personality traits and identity styles affect the students' social adjustment and there should be programs for the growth of social adjustment in students, taking into account their personality traits and basic identity styles.