رابطه اجتماعات با رفاه ذهنی کودکان 10 تا 12 سال منطقه شش شهرتهران

مقدمه: هدف اصلی پژوهش پیش رو، بررسی رابطه اجتماعات با رفاهذهنی کودکان 10 تا 12 ساله منطقه شش شهر تهران است. این پژوهشمبتنی بر تقسیم بندی دینر از رفاه ذهنی به دو دسته شناختی و عاطفی است.نظریه نظام های بوم شناختی، برونفن برنر نیز، اجتماعات و لایه های حضور و فعالیت کودک را مشخص میک‌ند. همچنین نظریات ریس، برادشو، بن اریه ودیگر محققان مورداستفاده قرار گرفته است.روش: در بررسی پیشینه و ابعاد نظری پژوهش از روش مطالعه اسنادی وبه لحاظ تجربی از پیمایش و ابزار پرسشنامه استفاده شده است. نمونه آماری453 نفر از کودکان 10 تا 12 ساله مدارس منطقه شش تهران بوده است.پرسشنامه، محق قساخته و مبتنی بر پرسشنامه های موجود یونیسف بود که برای طراحی آن با 46 نفر از متخصصان، والدین و کودکان و معلمان مصاحبه عمیق صورت گرفته است. فرآیند تحلیل داده ها با استفاده از نرم افزار spss.ver21 و رو شهای آمار توصیفی (فراوانی و درصد فراوانی) و استنباطی (آزمون همبستگی پیرسون، آزمو نهای تفاوت، رگرسیون و تحلیل مسیر) انجام شد.یافته ها: بیشترین تاثیر اجتماعات بر رفاه ذهنی کودکان به ترتیب ناشی ازگروه دوستان، محیط زندگی، خانواده، فضای مدرسه و درنهایت افراد مدرسهبود. افراد مدرسه (معلم و کادر مدرسه) تاثیر مستقیمی بر رفاه ذهنی ندارند.محیط زندگی با ضریب مستقیم و غیرمستقیم بیشترین تاثیر را بر رفاه ذهنیکودکان نشان داد. همچنین فضای مدرسه به طور مستقیم و غیرمستقیم ازخانواده اهمیت بیشتری داشت.بحث: کودکان در مقایسه با بزرگ سالان نظرات ارزشمند و کاربردی تریارائه می دهند. با دقت در عوامل تعیینک‌ننده رضایت کودکان و با اصلاحاتجزئی در سیاستها و برنامه های اجرایی، می توانیم اجتماعات مدرسه، خانه وجامعه را مطلوب ساخته و به مراتب خدمت بزرگی به حال و آینده شهروندان کوچک و کشورها داشته باشیم.

The Relationship between Communities and Subjective Well-Being of Children Aged 10 to 12 Years in the Sixth District of Tehran

Extended AbstractIntroduction: Children are usually ignored in the society while they are not able to express their ideas or try to know their own rights and show that they are not dependent on their families, adults, society, local, national or even international policies. Although areas such as education and hygiene have obvious and direct effects on children but it has been shown that child rsquo;s living environment, school, people, and those who are around him/her influence the life and welfare of the child.One the most important theories in intellectual welfare belongs to Diner (Edward Diener, Lucas, Oishi, 2002). Diner (Edward Diener et al., 2002) divides intellectual welfare into two aspects: emotional (positive feelings, negative feelings, and happiness) and cognitive (life satisfaction, district satisfaction, and quality of life) in order to know the concept. In this division, positive feelings include moods such as pleasure and satisfaction, reflection of people rsquo;s desirability regarding one rsquo;s life and negative feelings can be interpreted as dissatisfaction such as people rsquo;s negative reflection towards life, health, events, and their interpretation (Ali tane, 2012). Along with studying the effects of child communities on intellectual welfare, more emphasis on child satisfaction towards life and considering communities rsquo; conditions is his/her viewpoint (selfreporting) which again will be evaluated regarding communities, such as families, schools, people in the schools, environments and friends and the probable impacts that they might have on children rsquo;s satisfaction towards life.Bronfen brenner ndash; in his ecological system theory, he states that child growth is influenced by some layers in the environment. Accordingly, changes or contradictions in every layer can be transferred to other layers (Aghdasi, 2010). Families, peer groups, schools, workplaces, and bigger social systems are considered effective environment layers affecting different aspects of child growth in which family is the most effective, longlasting as well as the nearest layer in environment (Bronfen brenner, 1979). This pattern divides social environment into four systems.Microsystem includes family which consists of parents and children, all these members have cross impact on one another. The family function connects with variables related to its members and factors like age, personality, financial and job related conditions, levels of education, and parents rsquo; health conditions can be regarded as the effective ones.Mesosystem: a small family system is influenced by mesosystem which surrounds it. It includes environments, such as extended family, neighbors, colleagues and friends.Exosysteme: a mesosystem is influenced by exosysteme. This includes social environments, like social media, educational system, welfare, social, health, and support services.Macro system: a macro system or the last layer refers to the views, beliefs, and hidden values in social organs in a society which are likely to have considerable impacts on family functions. Following theoretical studies, effective communities, i.e. environment and the place of living, schools and teachers, houses and families, and friends are determined as places children spend most of their time; therefore they are regarded as the basis of research.Method: In this research from among 12606 students in seond grade of public and private elementary schools of district 6 453 of them were selected based on probability sampling as statistical sample which include 239 boys (%52.8) and 214 girls (%47.2). As regards children distribution we should state that there are 143 children at the age of 10 (31.6%), 149 children at the age of 11(32.9%) and 161 children at the age of 12 (35.5%). 362 students (79.9%) and 92 students (20.1%) study in public and private schools respectively also 381 students (84.1%) are from Tehran and 70 students (15.5%) are from other cities in Iran.Finding: Findings show there are no significant difference between intellectual welfare of boys with the mean of 86.54 and girls with mean of 86.75. This is proved by T test with 2 independent samples. This test rejects any kind of difference in intellectual welfare with 0.195 and significant level of 0.84.The average scores of intellectual welfare of girls and boys show a small decrease from 10 years old (87.94) to 11 years old (87.31), then a significant decrease from 11 years old to 12 years old (84.87). This average for boys and girls has been the same during these years (except for 10 years old with 0.80 difference)In the analysis of multivariate regression, the biggest effect resulted from friends groups, families, schools, and the place of living. School people (teachers and personnel) do not have direct impacts on intellectual welfare. The total impact in the place of living on intellectual welfare of children shows that it has a strong impact with direct and indirect coefficient of 48%. Schools with direct and indirect coefficient of 33% have more significant impact than families. So the place of living has the biggest impact on children rsquo;s welfare after friends, schools and families that were found to have more effects. High coefficient of families and friends show how important they are in developing the children rsquo;s relationship with other groups. This means providing satisfactory relationships between childdren and different groups also affect intellectual aspects among children, at times it can also make up other defects. The indirect impact of environment on intellectual welfare is an interesting point which shows the significance of security and facilities discussion.Discussion: In fact, children in this age enter a new stage in their lives in which they need a variety of facilities, such as sports, education and recreation. On the other hand, providing the environment and the possibility of using it, and participating in the programs are likely to be the main aspects.This research proves that children can present valuable ideas and at times perfect and functional ones about adults rsquo; way of thinking. Paying deep attention to important factors of satisfaction and progress in children helps us make some changes in policies and executive programs to serve future citizens and the development of our country. These kinds of research studies, especially among children in Iran have not been conducted sufficiently. The necessity of a country development is considering financial capacities and intellectual welfare of the citizens in such a way that it can be felt in educational and executive organizations.Ethical Considerations Funding In the present study, did not have any sponsorsAuthors rsquo; contributions All authors contributed in designing, running, and writing all parts of the research.Conflicts of interest This article does not conflict with other articles of my.AcknowledgmentsThis article follows the principles of ethics and research and is endorsed by the BuAli Sina University in this regard