Razi Journal of Medical Sciences

fa تاثیر یادگیری زبان دوم (انگلیسی) بر مهارت حل مساله، هوش هیجانی و ابراز وجود دانش آموزان 7 تا 12 ساله شهرستان سیرجان The Effect of Learning a Second Language (English) on Problem Solving Skills, Emotional Intelligence and Self-Expression of 7-12 Year Old Students in Sirjan City روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: زبان پیچیده ترین و در عین حال ساده ترین وسیله ارتباطی بشر است. در زندگی انسانی هیچ رفتار ارتباطی به اندازه ارتباط کلامی وسعت و تاثیر ندارد. زبان، بخش بسیار مهم هر نوع فرهنگ انسانی را تشکیل میدهد و ابزار اجتماعی قدرتمندی است که ما از کودکی آن را فرا میگیریم. از این رو، پژوهش حاضر با هدف بررسی تاثیر یادگیری زبان دوم بر مهارت حل مسئله، هوش هیجانی و ابراز وجود دانش آموزان 7 تا 12 سال انجام شد. روش کار: پژوهش حاضر به صورت علی-مقایسه ای و به روش پرسشنامه ای بر روی 240 نفر از دانش آموزان 7 تا 12 سال شهرستان سیرجان انجام شد. نمونه گیری به روش تصادفی در دسترس انجام شد و آزمودنی ها به صورت تصادفی در دو گروه آزمایش (یادگیری زبان دوم) و کنترل (تک زبانه) تقسیم شدند. یافته‌ها: پیش از شروع 6 ماه دوره آموزش زبان برای گروه آزمایش، هر دو گروه پرسشنامه را پاسخ دادند و پس از 6 ماه مداخله صورت گرفته روی گروه آزمایش، مجددا پرسشنامه توسط هر دو گروه پاسخ داده شد. نتیجه‌گیری: نتایج نشان داد؛ یادگیری زبان دوم، می تواند بر مهارت حل مسئله، هوش هیجانی و ابراز وجود دانش آموزان 7 تا 12 سال شهرستان سیرجان تاثیر معناداری داشته باشد.</div> <div style="text-align: justify;">Background & Aims: Language is the most complex and at the same time the simplest means of human communication. In human life, no communication behavior is as extensive and effective as verbal communication. One of the characteristics that separate human societies from animal societies is the use of language. Language is a very important part of any human culture and is a powerful social tool that we learn from childhood. Therefore, the present research was conducted with the aim of investigating the impact of learning a second language on the problem-solving skills, emotional intelligence, and self-expression of 7-12-year-old students. Methods: The current research was conducted in a causal-comparative manner and by questionnaire method on 240 students from 7 to 12 years of age in Sirjan city. Sampling was done by the available random method and the subjects were randomly divided into two experimental (second language learning) and control (monolingual) groups. The purpose of this research is practical and developmental, and its method is semi-experimental with pre-test and post-test. The statistical population of this research will consist of students from 7 to 12 years of age in Sirjan city in two control groups and experimental groups. Since the number of 100 subjects is sufficient in such research, due to possible attrition, 120 monolingual (Persian) students aged 7 to 12 years old in Sirjan city were used to sample the two experimental groups, and the sampling was voluntary and Available. Results: Before the start of the 6-month language training course for the experimental group, both groups answered the questionnaire, and after 6 months of intervention in the experimental group, the questionnaire was answered again by both groups. According to Table 2, it is reported that there is a significant difference at the 5% level in the scores related to the self-expression variable between the two groups of monolingual and bilingual students. Therefore, learning a second language for 7-12-year-old students of Sirjan city has had a positive and meaningful effect on their self-expression. In Table 3, you can see the results of the Wilcoxon test to compare the experimental group (second language learning) in the pre-test with the post-test in the three variables of self-expression, emotional intelligence, and problem-solving skills. Conclusion: The results showed that learning a second language can have a significant effect on the problem-solving skills, emotional intelligence, and self-expression of 7-12-year-old students in Sirjan city (P<0.05). In short, the purpose of this research was to determine the effect of second language education on problem-solving skills, emotional intelligence, and self-expression in 7-12-year-old students of Sirjan City. For this purpose, the current research was conducted in a causal-comparison format with pre-test and post-test. Subjects in the experimental group were taught a second language (English) for 6 months. Predetermined questionnaires were given to the subjects to measure the research variables. After collecting the questionnaires and extracting the necessary data, teaching the second language (English) to the experimental group began for 6 months. In this study, the control group did not receive any intervention. After 6 months, the questionnaire was again delivered to both experimental and control groups. Then the questionnaires were collected and the information was recorded. The analysis of the findings obtained in the pre-test and post-test phases showed that learning a second language has a significant effect on all three variables of problem-solving skills, emotional intelligence, and self-expression of 7-12-year-old students in Sirjan City. Also, it was observed in the intra-group surveys that in the experimental group, a significant difference was observed in all three variables of problem-solving skills, emotional intelligence, and self-expression, comparing the pre-test with the post-test. The importance of learning a second language can be pointed out that not only does a person learn a new language, but also acquires a different cultural perspective through the new language, which can lead to increased globalization. Self-expression is one of the components of social empowerment that helps people to cope with the difficulties of everyday life and cope with stressful situations. Self-expression helps people to live freely and honestly without anxiety and worry. While protecting the rights of others, and expressing their opinions, needs, and rights. Also, self-expression is associated with cognitive changes in children, which causes specific cognitive interpretations about the social environment, self, others, and interactions with them. These cognitive changes caused by self-expression lead to the emergence of (bold schemas) in children, and by using these cognitive schemas, the child shows bold behaviors in interpersonal relationships. Today, despite the changes in culture and changes in the way of life and modernism, many people lack the necessary and basic abilities to face the problems of life and this has made them weak and vulnerable in facing the problems and issues of daily life. Research has shown many health problems and mental and emotional disorders have psycho-social roots.</div> یادگیری زبان, هوش هیجانی, حل مسئله, ابراز وجود, دوزبانه Language learning, Emotional intelligence, Problem solving, Self-expression, Bilingual 231 237 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7495-1&slc_lang=fa&sid=1 Seyed Mohammad Reza Vagheh Dashti سید محمد رضا واقعه دشتی 3900319475328460080299 0009-0002-5412-1660 No Master's degree in General Psychology, Department of Psychology, Islamic Azad University, Tonkabon Branch, Tonkabon, Iran. دانش آموخته کارشناسی ارشد روانشناسی عمومی، گروه روانشناسی، دانشگاه آزاد اسلامی واحد تنکابن، تنکابن، ایران. Mohammad Saleh Shokouhi Qare Saadlou محمد صالح شکوهی قره سعدلو thesalehshokouhi@gmail.com 3900319475328460080300 3900319475328460080300 Yes Doctor of Azad Health Najafabad, Najafabad Branch, Islamic Azad University, Najafabad, Iran دکترای سلامت، گروه روانشناسی، واحد نجف‌آباد، دانشگاه آزاد اسلامی، نجف‌آباد، ایران Motahareh Isarizadeh مطهره ایثاری زاده 3900319475328460080301 0009-0008-5986-9778 No Department of Clinical Psychology, Sirjan Branch, Azad Islamic University, Sirjan, Iran. گروه روانشناسی بالینی، واحد سیرجان، دانشگاه ازاداسلامی، سیرجان، ایران. Hamed Bakhtiari Esfandagheh حامد بختیاری اسفندقه 3900319475328460080302 3900319475328460080302 No Department of Psychology, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran. گروه روانشناسی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندرعباس، ایران.