Razi Journal of Medical Sciences

fa رابطه هیجانات اخلاقی شرم و گناه در نوجوانان با سبک‌های فرا هیجانی والدین Investigating the Relationship between Moral Emotions (Shame & Guilt) in Adolescents and Parents Meta Emotional Styles روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: یکی از عوامل موثر بر سلامت روان در انسان میزان پایبندی فرد به رفتار اخلاقی میباشد. هدف از انجام تحقیق حاضر تعیین رابطه هیجانات اخلاقی شرم و گناه در نوجوانان با سبکهای فرا هیجانی والدین بود. روش کار: برای انجام تحقیق توصیفی و کاربردی حاضر از بین دانشآموزان دختر و پسر کلاسهای دهم و یازدهم، 422 دانش آموز (240 پسر و 182 دختر کلاس) شهر شیراز به روش نمونهگیری تصادفی خوشهای از مدارس دخترانه و پسرانه چهار ناحیه شیراز به عنوان نمونه انتخاب شدند. سپس پرسشنامههای 30 سوالی دیدگاه فراهیجانی والدین ایولینی کو (2000 )، هیجان خودآگاه 16 سوالی سناریو محور نانجی و همکاران (1992) بین افراد نمونه توزیع و جمعآوری شد. نهایتا از آماری توصیفی، آلفای کرونباخ، کالموگروف اسمیرنوف و ضریب همبستگی پیرسون جهت تجزیه و تحلیل دادهها استفاده شد. یافته‌ها: نتایج نشان داد در سبک فراهیجانی والدین بین بعد هدایتگری با احساس شرم و گناه نوجوانان رابطه معنیداری وجود دارد. اما بین بعد آگاهی هیجانی والدین با احساس شرم و گناه نوجوانان رابطه معنیدار ندارد. همچنین میانگین نمره دختران به طور معنیداری در هیجان احساس گناه بیشتر از میانگین نمره پسران است. نتیجهگیری: با توجه به نتایج تحقیق پیشنهاد میشود والدین به سبکهای فراهیجانی توجه بیشتری داشته باشند.</div> <div style="text-align: justify;"> Background & Aims: In general Emotions are often analyzed on the basis of basic characteristics such as stimulus events, facial expressions, physical change, phenomenological experience, and functional motivations or inclinations (7). Most studies related to guilt have shown that this feeling has a positive correlation of stability with positive social and interpersonal adjustment of love (9). However, due to the teachability of emotions and the ways of expressing them, parents have a great role in this important matter. The educational measures that parents take in the field of emotional education of their children have been studied with the help of various concepts and models. One of the most important of these concepts is the philosophical philosophy of parents. There are two dimensions of emotional awareness and guidance. Emotional awareness indicates parents' awareness of their own and their children's emotions and their ability to discuss the dimensions of emotions in the family, and guidance refers to a level of parental intervention using tools such as Direct instructions and talking to children are about their emotions, as well as worrying about those emotions, respecting them, and accepting their children's emotional experiences (10). Given that adolescent psychologists consider adolescence as a time of increased emotional instability and peak emotions. Observation-based studies indicate an increase in the expression of negative emotions along with a decrease in the expression of positive emotions during puberty. Also, by studying and understanding the emotions of adolescents, their behavior can be understood; Because emotions are the cause of many human behaviors. Moral emotions that have been considered by psychologists in the last two decades have been considered as a factor for human behavior, and therefore the identification of factors affecting moral emotions can be in adolescence. Be of considerable importance. Methods: To conduct the present descriptive and applied research, which was done by correlation method and in the field, among 10th and 11th grade male and female high school students in Shiraz in the 97-96 academic year using the Cochran's 422 sample volume formula. Secondary school students (240 boys and 182 girls) were selected by cluster random sampling. Of these 422, 206 were tenth grade students and 216 were eleventh grade students. The sampling method was as follows: first, from among the 4 education districts of Shiraz, two schools (one for girls and one for boys) were selected from each district and two classes (one tenth grade and one eleventh grade) were randomly selected from each school. Then, 30-item questionnaires of Farahijani's perspective on the parents of Evelyn Koo (2000) (10), self-conscious questionnaire, and 16 question-based scenario-based questions of Nanji et al. (1992) were distributed and collected among the sample. It should be noted that the distorted questionnaires were discarded and the rest were analyzed (8). Finally, descriptive statistics, Kalmogorov-Smirnov test and Pearson correlation coefficient were used to analyze the data using SPSS software. Results: The results showed that there is no correlation between research variables (Table 1). According to Table 2, a significant difference was observed between adolescent girls and boys in the guilt variable. Thus, girls's guilt score is significantly higher than boys's guilt score. The results showed that the dimension of emotional guidance is a positive and significant predictor of guilt. But he could not directly predict the feeling of shame. Also, the dimension of emotional awareness was not a direct predictor of adolescents' moral emotions (Table 3). Conclusion: The results showed that the component of mother's emotional awareness, which indicates the mother's awareness of her and their children's emotions and their ability to discuss the dimensions of emotions in the family, has nothing to do with children's shame and guilt. To justify this finding, it can be said that in Iranian families, discussion about emotions is less common than guidance, and parents spend more time setting boundaries and frameworks for their children. For this reason, this dimension has not been able to predict the emotions of shame and sin. The emotional awareness dimension was not a direct predictor of adolescents' moral emotions. Unfortunately, little attention has been paid to how parents are taught to improve their children's moral qualities. Factors such as marital discord, parental trauma, and poor socioeconomic conditions prevent parents from understanding and using these skills. Some behaviors of parents with their spouse or children not only do not promote moral development, but also create serious obstacles to it. Therefore, in some families, attention to the promotion of moral transformation begins with a change in destructive behavior in the family (13). It may also be argued that in Iranian families, the discussion of emotions is less common than that of guidance, and that parents spend more time setting boundaries and frameworks for their children. For this reason, this dimension has not been able to predict the moral emotions of adolescents (13). In the present study, according to the means, it is observed that the average score of guilt of girls is significantly higher than the score of guilt of boys. This finding is in line with the findings of Baker et al. (2011) entitled "Study of the relationship between spirituality and feelings of shame and guilt in students" (7), the findings of the study of Etemad et al. (2013) entitled 9) and the findings of the research of Abbasi et al. To explain this hypothesis, it can be said that because girls are less likely than boys to commit wrongdoing and have traditionally been trained to practically be barred from doing many things, as soon as they do anything that is the slightest contradiction. With the principles and values of family and society, the feeling of guilt increases in them and they feel remorse. </div> شرم,گناه, سبک‌های فراهیجانی والدین,هیجانات اخلاقی,نوجوانان Shame, Guilt, Parents Meta Emotional Styles, Moral Emotions, Adolescents 74 82 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6663-1&slc_lang=fa&sid=1 Behdad Asaadi بهداد اسعدی 3900319475328460076084 3900319475328460076084 No PhD Student, DepartmentofEducational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran دانشجوی دکتری، گروه روان شناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Mohammad Khayyer محمد خیر m_khayyer@yahoo.com 3900319475328460076085 3900319475328460076085 Yes Professor, Department of Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استاد، گروه روان شناسی تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Amir Hoshang Mehryar امیرهوشنگ مهریار 3900319475328460076086 3900319475328460076086 No Professor, Department of Psychology, General Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استاد، گروه روان شناسی، عمومی واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Hojatollah Javidi حجت اله جاویدی 3900319475328460076087 3900319475328460076087 No Assistant Professor, Department of Psychology, General Marvdasht Branch, Islamic Azad University, Marvdasht, Iran استادیار، گروه روان شناسی، عمومی واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران