رابطه خودتنظیمی هیجانی و مسئولیت‌پذیری با روابط اجتماعی دانش‌آموزان

مقدمه: این پژوهش با هدف شناسایی رابطه بین خودتنظیمی هیجانی و مسئولیت‌پذیری با روابط اجتماعی دانش‌آموزان ششم ابتدایی منطقه 19 شهر تهران انجام شد.روش: جهت رسیدن به این پژوهش از دانش‌آموزان ابتدایی پایه ششم که در سال تحصیلی 97-1396 بالغ‌بر 2250 نفر بودند، نمونه‌ای به تعداد 327 نفر بر اساس جدول مورگان و به شیوه نمونه‌گیری خوشه‌ای مرحله‌ای انتخاب شد. پرسشنامه روابط اجتماعی حقیقیان (1392)، پرسشنامه خودتنظیمی هیجانی هافمن و کاشدن (2010) و پرسشنامه مسئولیت‌پذیری نعمتی (1380) در گروه نمونه اجرا شد. سپس داده‌ها جمع‌آوری و با روش‌های آماری ضریب همبستگی و تحلیل رگرسیون چندمتغیره بررسی و تحلیل شدند.یافته‌ها: بین خودتنظیمی هیجانی و روابط اجتماعی در دانش‌آموزان رابطه معنی‌داری وجود دارد. از بین مولفه‌های خودتنظیمی هیجانی در پیش‌بینی روابط اجتماعی دانش‌آموزان بیشترین سهم را مولفه »تحمل « داشته است. از طرفی نتایج نشان داد بین مسئولیت‌پذیری و روابط اجتماعی نیز رابطه مثبت و معنی‌داری وجود داشته است. مسئولیت‌پذیری به‌خوبی قادر است این روابط را تبیین کند. درزمینه بررسی رابطه خودتنظیمی هیجانی با روابط اجتماعی نیز بین تمامی مولفه‌های خودتنظیمی هیجانی با روابط اجتماعی هیچ رابطه معنی‌داری یافت نشد.بحث: خودتنظیمی هیجانی و مهارت مسئولیت‌پذیری ازجمله مهارت‌های مهم و اساسی است که از سنین کودکی باید به فرزندان آموخت.

Relationship between Emotional Self-regulation and Responsibility with Social Relations of Students

Extended AbstractRelationship 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 rsquo;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. Nonuse of emotional selfregulation 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. Selfapplication of abilities can be referred to as selfefficacy. 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 selfregulation and social responsibility in students. In other words, the researcher seeks to answer the question whether emotional selfregulation and responsibility are related to students rsquo; social relationships.This study was conducted to investigate the relationship between emotional selfregulation and responsibility of the sixth grade elementary students in district 19 of Tehran. To achieve this goal, the sample of the academic year of 13961397 was selected from among 352 students based on Morgan rsquo;s table and cluster sampling method and then HQ (2013) with 0.88 reliability coefficient, The Hoffman Kasten rsquo; (2010) emotional selfregulation 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 selfregulation is a function of a broad structure of affect regulation. Emotional selfregulation has several important characteristics. First, people are likely to rate their emotions as they decrease or increase. Second, the basic elements of emotional selfregulation are consciousness. It is difficult to properly evaluate emotional selfregulation 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 selfregulation. Investigation of the relationship between emotional selfregulation with subscales of secrecy, adaptation, and tolerance with social relationships showed that there was a correlation between the component of ldquo;tolerance rdquo; with ldquo;social relations rdquo;. In other words, it can be concluded with 99% confidence that there is a significant relationship between emotional selfregulation and social relations and among the components, the component of ldquo;tolerance rdquo; was found to be the most effective one . Emotional selfregulation 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 rsquo;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 ldquo;responsibility rdquo; and ldquo;social relations rdquo; 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.Ethical considerationsContribution of authorsBoth authors have contributed to this articleFunding for article preparationAs of the publication of this article, no direct funding has been received from any entityConflict of interestThis article does not overlap with other published works by the authors.Following the ethics of researchIn this article all rights related to research ethics are respected.