پديد آورندگان :
بهداروندي شيخي، كبري دانشگاه آزاد اسلامي واحد تهران مركزي، تهران - دانشكده روان شناسي و علوم تربيتي - گروه روان شناسي تربيتي , شريعت باقري، محمدمهدي دانشگاه آزاد اسلامي واحد تهران مركزي، تهران - دانشكده روان شناسي و علوم تربيتي - گروه روان شناسي باليني- تربيتي
كليدواژه :
خود تنظيمي هيجاني , مسئوليت پذيري , روابط اجتماعي , دانش آموزان , تعهد
چكيده لاتين :
Relationship with others is one of the basic needs of human beings. In order to achieve the goals of social life, people as the social members must consolidate and strengthen the foundations and pillars of society in order to form a cohesive and united society, given the importance of social development and the acquisition of related skills, exploring the contexts and factors that are valuable to it. This has been the concern of various researchers, parents, teachers, and psychologists. Various factors including family, school, group of friends, television, gender and socioeconomic status, one’s dominance over different communication skills, cognition, and emotion regulation in different situations influence the development of social relationships and their type and status. They may accelerate or slow down social growth. Those who wantto enhance their social skills, they must be able to regulate and manage their emotions .Accountability refers to any skill learned and acquired. Non-use of emotional self-regulation strategies in childhood has a direct relationship with peer rejection and indirect relationship with adolescent antisocial behaviors. The ability to control emotions is an important feature that a person must possess. Self-application of abilities can be referred to as self-efficacy. Every child becomes more focused on the inner goals, processes, and functions of diabetes as a psychic force. Responsibility is a form of internal control over the individual that is important for building relationships based on empathy, respect for the rights of others, and more generally order in social relationships. People who are more responsible have more positive relationships with others. The present study seeks to identify the relationship between the two variables of emotional self-regulation and social responsibility in students. In other words, the researcher seeks to answer the question whether emotional self-regulation and responsibility are related to students’ social relationships.
This study was conducted to investigate the relationship between emotional self-regulation and responsibility of the sixth grade elementary students in district 19 of Tehran. To achieve this goal, the sample of the academic year of 1396-1397 was selected from among 352 students based on Morgan’s table and cluster sampling method and then HQ (2013) with 0.88 reliability coefficient, The Hoffman & Kasten’ (2010) emotional self-regulation questionnaire with a reliability of 0.81, and the Wellbeing Responsibility Questionnaire (2001) with a reliability coefficient of 0.92 in the sample group were administered. Finally, data were collected and analyzed using multivariate regression analysis and correlation coefficients. In explaining this hypothesis, it can be stated that emotional self-regulation is a function of a broad structure of affect regulation. Emotional self-regulation has several important characteristics. First, people are likely to rate their emotions as they decrease or increase. Second, the basic elements of emotional self-regulation are consciousness. It is difficult to properly evaluate emotional self-regulation processes. Situations that invoke emotion do not necessarily lead to emotional responses. Trying to adjust the position to change emotional impact is a potential form of emotional self-regulation. Investigation of the relationship between emotional self-regulation with subscales of secrecy, adaptation, and tolerance with social relationships showed that there was a correlation between the component of “tolerance” with “social relations”. In other words, it can be concluded with 99% confidence that there is a significant relationship between emotional self-regulation and social relations and among the components, the component of “tolerance” was found to be the most effective one . Emotional self-regulation that is activated before an event contributes to the interpretation of events, thereby it reduces the negative emotional response in the individual. Understanding your emotions and controlling yourself in a variety of emotional situations is one of the skills that people learn from birth at the heart of the family and then at school and in the society. Therefore, acquiring and mastering this skill can affect other aspects of people’s lives, one of which is the issue of social relationships. People who can easily control and regulate their emotions in different situations will behave more appropriately and adapt faster to different situations, and this ability to build and maintain positive social relationships. Another hypothesis was that there was a relationship between student responsibility and their social relationships. The results of testing this hypothesis also showed that the null hypothesis can be rejected at the 0.01 level and with 99% confidence indicating that there is a relationship between “responsibility” and “social relations” of students. In explaining this hypothesis, the scholar also pointed out that accountability refers to a sense of duty, responsibility, and commitment. Man as a social being in his collective life is responsible for others and must respect the rights of others. People who have a high sense of responsibility, satisfy their needs reasonably, generally accept the consequences of their behaviors, and are trustworthy and reliable. They feel committed to the larger social structure and, although not necessarily the leader, they are righteous and keep their promises. People who are more accountable have better social relationships because of the sense of respect they have for themselves and for the society.
