نقش الگوی ارتباطی خانواده بر مسئولیت‌پذیری نوجوانان با نقش میانجی خودکارآمدی و نظم‌بخشی هیجانی د‎انش آموزان

زمینه و هدف: خانواده‏ها با نوع ارتباط خود می توانند بر رشد شناختی و هیجانی افراد، تاثیر بگذارند. لذا هدف از انجام این پژوهش، عیین نقش میانجی‏گری خودکارآمدی و نظم بخشی هیجانی در تاثیر الگوی ارتباطی خانواده بر مسئولیت‏پذیری بود. روش کار: برای انجام پژوهش حاضر که با روش معادلات ساختاری انجام شد از بین دانش‏آموزان دوره دوم متوسطه‏ شهر شیراز 352 دانش‏آموز  (163 پسر و 189 دختر) با استفاده از روش نمونه گیری خوشه ای چند مرحله ای به عنوان نمونه انتخاب شده و به پرسشنامه‎های الگوهای ارتباطی خانواده کوئرنر و فیتز پاتریک (2002)، خودکارآمدی شرر و همکاران (1982)، پرسشنامه‏ تنطیم هیجان گروسو جان (2003) و مسئولیت‏پذیری سروش (1390)، پاسخ دادند.یافته ها: نتایج نشان داد که خودکارآمدی در رابطه‏ی بین جهت‏گیری گفت‏وشنود با مسئولیت‏پذیری نقش میانجی‏گری دارد و همچنین، مشخص شد که ارزیابی مجدد شناختی نیز بین جهت‏گیری گفت‏وشنود و جهت‏گیری همنوایی با مسئولیت‎پذیری نقش میانجی معنادار دارد. همچنین، نتایج از عدم نقش میانجی‏گری سرکوبی بین الگوهای ارتباطی خانواده و مسئولیت‎پذیری خبر داد. نتیجه گیری: بر اساس این یافته‏ها، زمانی که فرزندان نسبت به توانایی‎های خود آگاه شوند و راهبردهای صحیح تنظیم هیجان را در جهت‏گیری گفت‏‎وشنود و همنوایی در خانواده آموزش ببینند، می‏توانند مسئولیت‏پذیری بیشتری را تجربه کنند.

the role of family communication model on adolescents' responsibility with the mediating role of self-efficacy and emotional regulationof secondary students

background & aims: the family, as the founder of the personality, identity, values ​​and intellectual standards of children and the place of learning the culture, norms, values ​​and gender roles that exist in societies (2). in fact, given the importance of early moral development, children learn responsibility from their parents and learn to take responsibility for the consequences of their actions (3). research has shown that families affect cognitive and emotional development through their relationship (6). also, among human skills, none may be as important and effective as beliefs about self-efficacy defined as individuals' beliefs about their ability to control life-changing events (12). the tasks that human beings face throughout their lives are very wide and varied; as a result, the self-efficacy feature can be used and examined in specific spectrums. when a person has self-efficacy in situations in his life, he can experience more responsibility as a result (14). other research in this field has shown that self-esteem affects interpersonal communication and responsible behaviors, social communication, and constructive thinking skills. emotional development can follow a family communication pattern (15). in other words, emotion regulation can also affect human behaviors, such as responsibility. in this context, it has been shown that training emotion regulation skills can be considered as part of programs that create and increase responsibility (19). in addition, it has been found that a person who can control emotions and feelings experiences more responsibility (20). based on the above, the researcher seeks to answer the question that what role does the family communication model play in adolescents 'responsibility with mediating the role of students' self-efficacy and emotional regulation?methods: this research was a correlation in the form of structural equation model. to conduct this research, 352 students (163 boys and 189 girls) were selected from the second year high school students in shiraz in the academic year 2010-2011 using a multi-stage cluster random sampling method. were selected as a sample. the method of conducting the research was that the researcher first referred to the education and training of shiraz city and after explaining the purpose of the research and the satisfaction of the officials and with a referral letter in hand, referred to the schools and questionnaires of communication patterns of koerner family and fitz patrick (2002) distributed and collected the self-efficacy of scherer et al. (1982), the grosso john (2003) emotion regulation questionnaire, and soroush (2011). finally, descriptive statistics (mean and standard deviation), kalmogorov-smirnov test and structural equations using spss-23 and amos-22 software were used to analyze the data.