تعداد نشریات | 41 |
تعداد شمارهها | 1,121 |
تعداد مقالات | 9,574 |
تعداد مشاهده مقاله | 17,373,214 |
تعداد دریافت فایل اصل مقاله | 12,122,284 |
پرسشنامه همدلی تورنتو: ارزیابی مشخصه های روانسنجی در نمونه ای از دانشجویان ایران | ||
شناخت اجتماعی | ||
دوره 10، شماره 19، خرداد 1400، صفحه 177-194 اصل مقاله (473.09 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.30473/sc.2021.58198.2664 | ||
نویسندگان | ||
الهه معماریان1؛ داود معنوی پور* 2؛ مجتبی صداقتی فرد3 | ||
1دانشجوی دکتری روان شناسی، واحد گرمسار،دانشگاه آزاد اسلامی، گرمسار، ایران. | ||
2دانشیار گروه روان شناسی، واحد گرمسار،دانشگاه آزاد اسلامی، گرمسار، ایران. | ||
3استادیار گروه جامعه شناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گزمسار، ایران. | ||
چکیده | ||
مقدمه: پایین بودن خودکارآمدی و پرخاشگری در ﻫﻤﻪ فرهنگها دﯾﺪه میشود و از شایعترین ﻣﺸﮑﻼت در دانشآموزان ﻫﺴﺘﻨﺪ ﮐﻪ ﻣﻮﺟﺐ ﻧﺎراﺣﺘﯽ و ﭘﺮﯾﺸﺎﻧﯽ دﯾﮕﺮان ﺷﺪه و ﺑﻬﺪاﺷﺖ رواﻧﯽ ﺟﺎﻣﻌﻪ را ﻣﺨﺘﻞ میکنند. هدف از پژوهش حاضر مقایسه اثربخشی آموزش گروهی مدیریت خشم و توانمندسازی روانی-اجتماعی بر پرخاشگری و خودکارآمدی اجتماعی بود. روش: روش پژوهش آزمایشی با طرح پیش آزمون، پس آزمون با گروه کنترل همراه با مرحله پیگیری 2 ماهه بود. در این پژوهش جامعه آماری پژوهش حاضر کلیه دانش آموزان دختر دوره دوم متوسطه شهر تهران در سال تحصیلی 1400-1399 به تعداد 125110 نفر دختر بودند و با استفاده از روش نمونهگیری در دسترس تعداد 90 نفر از آنان انتخاب و در سه گروه (هر گروه 30 نفر) به صورت تصادفی جایگزین شدند. گروههای آزمایش تحت هر کدام 12 جلسه 90 دقیقه ای آموزش مدیریت خشم و آموزش توانمندسازی روانی-اجتماعی قرار گرفتند؛ اما گروه کنترل هیچگونه مداخله ای دریافت نکردند و در لیست انتظار باقی ماندند. از پرسشنامه پرخاشگری و خودکارآمدی اجتماعی به منظور گردآوری اطلاعات استفاده شد. تجزیه و تحلیل اطلاعات به دستآمده از اجرای پرسشنامه ها از طریق نرمافزار SPSS نسخه 24 با تحلیل واریانس با اندازه گیری مکرر انجام شد. یافته ها: نتایج نشان داد هر دو درمان مذکور در مرحله پس آزمون و پیگیری نسبت به گروه کنترل اثربخشی معناداری بر کاهش پرخاشگری و افزایش خودکارآمدی اجتماعی دانش آموزان اعمال کردند (05/0>P). افزون بر این نتایج نشان دهنده آن بود که آموزش گروهی مدیریت خشم اثربخش تر از گروه توانمندی روانی-اجتماعی در کاهش پرخاشگری و افزایش خودکارآمدی اجتماعی بود(05/0>P). نتیجه گیری: میتوان نتیجه گیری کرد که، آموزش مدیریت خشم و توانمندی روانی-اجتماعی را به عنوان ابزارهای حمایتی و مؤثر جهت کاهش پرخاشگری و افزایش خودکارآمدی اجتماعی به شمار آورد و از آن به ویژه برای نوجوانان سود جست. | ||
کلیدواژهها | ||
پرسشنامه همدلی تورنتو؛ تحلیل عاملی اکتشافی؛ تحلیل عاملی تائیدی خصوصیات روانسنجی؛ همدلی | ||
عنوان مقاله [English] | ||
Toronto Empathy Questionnaire: Evaluation of Psychometric Properties in a Sample of Iranian Students | ||
نویسندگان [English] | ||
elahe Memarian1؛ Davood Manavipour2؛ Mojtaba Sedaghati Fard3 | ||
1PhD student in psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran. | ||
2Associate Professor, Department of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran. | ||
3Assistant Professor, Department of Sociology, Garmsar Branch, Islamic Azad University, Gazmsar, Iran. | ||
چکیده [English] | ||
Objective: Low self-efficacy and aggression are found in all cultures and are the most common kind of problems in students, which cause discomfort and distress in others; thus, they disrupt the mental health of the community. This study aims to investigate the comparison of effectiveness of group training anger management and psycho-social empowerment on aggression and social self-efficacy. Method: This experimental study was conducted with a pretest-posttest design with control group and follow-up two month. The statistical population of this study included all the female students high school Tehran city to 125110 people were in year academic 2020-2021 and 90 female students by convenience sampling were considered as the sample size in two experimental groups and on group control (each group of 30 female students). The experimental groups underwent group training anger management and psycho-social empowerment (12 sessions 90 minutes in each training), but the control group received no training and remained in the waiting list. To collect data aggression questionnaire and adolescents social self-efficacy scale. Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni). Results: The results of the study showed that both types of treatment in post-test and follow up had a significant effect on reducing aggression and increasing social self-efficacy of female high school students (P<0.05). In addition, the results showed that group anger management training was more effective than psycho-social empowerment group in reducing aggression and increasing social self-efficacy (P<0.05). Conclusion: It can be concluded that, anger training anger management and psycho-social empowerment can be considered as a supportive and effective tool for reducing aggression and increasing social self-efficacy and used for adolescents in particular. | ||
کلیدواژهها [English] | ||
Toronto Empathy Questionnaire (TEQ), Exploratory Factor Analysis, Confirmatory Factor Analysis, Psychometric Properties, Empathy | ||
مراجع | ||
Allesch, C. G. (2018). Psychology in emerging aesthetics. In An Old Melody in a New Song (pp. 33-51). Springer, Cham. Ashraf, S. (2004). Development and validation of the emotional empathy scale (EES) and the dispositional predictor and potential outcomes of emotional empathy. Unpublished doctoral dissertation, National Institute of Psychology, Quaid-i-Azam University, Islamabad. Baron-Cohen S. (2002). The extreme male brain theory of autism. Trends Cogn Sci. 6(6):248-254. Boch, M., & Lamm, C. (2017). The multiple facets of empathy. Animal Sentience: An Interdisciplinary Journal on Animal Feeling, 2(14), 14. Bošnjaković, J., & Radionov, T. (2018). Empathy: Concepts, Theories and Neuroscientific Basis. Alcoholism and psychiatry research: Journal on psychiatric research and addictions, 54(2), 123-150. Buck, R., & Xu, Z. (2020). Conceptualizing and Measuring Affective and Cognitive Empathy. The Oxford Handbook of the Physiology of Interpersonal Communication, 9. Chang-Arana, Á. M., Piispanen, M., Himberg, T., Surma-aho, A., Alho, J., Sams, M., & Hölttä-Otto, K. (2020). Empathic accuracy in design: Exploring design outcomes through empathic performance and physiology. Design Science, 6. Crowell, N. A., & Burgess, A. W. (1996). Understanding violence against women. American Psychological Association. Das, U., Kumari, A., Sharma, S., & Rao, L. T. (2019). Demonstration of altruistic behaviour in rats. bioRxiv, 805481. Davis MH.(1983). Measuring individual differences in empathy: evidence for a multidimensional approach. Journal of Personality and Social Psychology.44:113–126. Di Oleggio Castello, M. V., Halchenko, Y. O., Guntupalli, J. S., Gors, J. D.,& Gobbini, M. I. (2017). The neural representation of personally familiar and unfamiliar faces in the distributed system for face perception.Scientific reports,7(1),1-14. De Vaus, P. N. (1976). Comparison of lettuce cultivars sown at four different times [Victoria]. Journal of Agriculture. Victoria. De Waal, F., Thompson, E., & Proctor, J. (2017). Primates,Monks and the Mind: The Case of Empathy. Deuter, C. E., Nowacki, J., Wingenfeld, K., Kuehl, L. K., Finke, J. B., Dziobek, I. & Otte,C.(2018).The role of physiological arousal for self-reported emotional empathy. Autonomic Neuroscience, 214, 9-14. Dionigi, A., Casu, G., & Gremigni, P. (2020). Empathy adds incrementally to the association of self-efficacy and optimism with psychological health in healthcare volunteers. Eisenberg, N. (2018). Empathy-related responding and its relations to positive development. Forms of fellow feeling: Empathy, sympathy, concern and moral agency, 165-181. Foletto, M. A. P. (2017). Frans de waal. The age of empathy: Nature's lessons for a Kinder society. Forgiveness, C. (2020). The Physiological Substrate of Forgiveness. The Oxford Handbook of the Physiology of Interpersonal Communication, 191. Garton, A. F., & Gringart, E. (2005). The development of a scale to measure empathy in 8- and 9-year old children. Australian Journal of Education and Developmental Psychology, 5, 17_25. Hall, J. A., & Schwartz, R. (2019). Empathy present and future. The Journal of social psychology, 159(3),225-243. Han, Hwan Sumi Kim. (2016). A Validation Study of the Toronto Empathy Questionnaire-Korean Version. KoreanJournal of Clinical Psychology 35: 809–21. Hashimoto, H., & Shiomi, K. (2002). The structure of empathy in Japanese adolescents: construction and examination of an empathy scale. Social Behavior and Personality, 30, 593_602. Hojat, M., Mangione, S., Gonnella, J. S., Nasca, T., Veloski, J. J., & Kane, G. (2001). Empathy in medical education and patient care. Academic Medicine, 76, 669. Holt, S., Marques, J., Hu, J., & Wood, A. (2017). Cultivating empathy: New perspectives on educating business leaders. The Journal of Values-Based Leadership, 10(1), 3. Hogan, R. (1969). Development of an empathy scale. Journal of consulting and clinical psychology,33(3), 307. Howitt, D., & Cramer, D. (2020). Understanding statistics in psychology with SPSS. Pearson Higher Ed. Jolliffe D, Farrington DP. (2006). Examining the relationship between low empathy and bullying. Aggress Behav.32:540-550. Kerr, W. A. (1960). Diplomacy Test of Empathy. Chicago, IL: Psychometric Affiliates. Kourmousi, Ntina., Eirini, Amanaki ,. Chara Tzavara., Kyriakoula Merakou., Anastasia Barbouni 4 and Vasilios Koutras,.(2017). The Toronto Empathy Questionnaire: Reliability and Validity in a Nationwide Sample of Greek Teachers. Soc. Sci. 2017, 6, 62; 6-63. Lee, N. (2018). Phänomenologische Interpretation der Phronesis bei Aristoteles. Eco-ethica. Liu, F., Kaufman, G., & Dabbish, L. (2019). The Effect of Expressive Biosignals on Empathy and Closeness for a Stigmatized Group Member. Proceedings of the ACM on Human-Computer Interaction, 3(CSCW), 1-17. Litten, V., Roberts, L. D,Ladyshewsky, R. K.,Castell, E., & Kane, R. (2020). Empathy and psychopathic traits as predictors of selection into business or psychology disciplines. Australian Journal of Psychology,72,93-105. Manavipour, D. (2013). The comparison of Epistemology beliefs among university students based on gender, educational levels and disciplines. Social Cognition, 1(1), 59-65. [Persian] Mehrabian, A. (1972). Manual for the Balanced Emotional Empathy Scale (BEES). Available from Albert Mehrabian; 1130 Alta Mesa Road, Monterey, CA 93940: 2000. Unpublished 43. Mehrabian A, Epstein N. A measure of emotional empathy. Jounral of Personality.40:525–543. Mehrabian, A. (1996). Manual for the balanced emotional empathy scale (BEES). Available from Albert Mehrabian, 1130. Mehrabian, A. (2000). Beyond IQ: Broad-based measurement of individual success potential or" emotional intelligence". Genetic, Social, and General Psychology Monographs, 126(2), 133. Mercer, S. W., Maxwell, M., Heaney, D., & Watt, G. C. M. (2004). The Consultation and Relational Empathy (CARE) measure: Development and preliminary validation and reliability of an empathy-based consultation process measure. Family Practice, 21, 699_705. Moradi, Z., & Manavipour, D. (2018). Investigation of the Relationship between Mental Health and Academic Burnout with Epistemological Beliefs of Students of Islamic Azad University, Garmsar Branch. Revista Publicando, 5(15 (1)), 173-189. Neumann, D. L., Chan, R. C., Boyle, G. J., Wang, Y., & Westbury, H. R. (2015). Measures of empathy: Self-report, behavioral, and neuroscientific approaches. In Measures of personality and social psychological constructs (pp. 257-289). Academic Press. Novak, L., Malinakova, K., Mikoska, P., van Dijk, J. P., Dechterenko, F., Ptacek, R., & Tavel, P. (2021). Psychometric Analysis of the Czech Version of the Toronto Empathy Questionnaire. International journal of environmental research and public health, 18(10), 5343. Osborne-Crowley, K., Wilson, E., De Blasio, F., Wearne, T., Rushby, J., & McDonald, S. (2020). Empathy for people with similar experiences: Can the perception-action model explain empathy impairments after traumatic brain injury?. Journal of clinical and experimental neuropsychology, 42(1), 28-41. Otto, L.R.,Sin, N.L., Almeida, D. M., & Sloan, R. P. (2018). Trait emotion regulation strategies and diurnal cortisol profiles in healthy adults. Health Psychology, 37(3), 301. Overgaauw, S., Rieffe, C., Broekhof, E., Crone, E. A., & Güroğlu, B. (2017). Assessing empathy across childhood and adolescence: Validation of the Empathy Questionnaire for Children and Adolescents (EmQue-CA). Frontiers in psychology, 8, 870. Petrossian, A. (2020). Multilingualism and Global Education on the Development of Cross-Cultural Intelligence for Students at International Schools (Doctoral dissertation, Northeastern University). Reynolds, W.(2000). The measurement and development of empathy in nursing. Aldershot, UK: Ashgate. Reniers, R., Corcoran, R., Drake, R., Shryane, N. M., & Vo¨ llm., B. A. (2011). The QCAE: A questionnaire of cognitive and affective empathy. Journal of Personality Assessment, 93, 84_95. Rinninger, F., Kaiser, T., Mann, W. A., Meyer, N., Greten, H., & Beisiegel, U. (1998). Lipoprotein lipase mediates an increase in the selective uptake of high density lipoprotein-associated cholesteryl esters by hepatic cells in culture. Journal of lipid research, 39(7), 1335-1348. Schutte NS, Malouff JM, Hall LE, Haggerty D, Cooper JT, Golden C, Dornheim L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences;25:167–177. Shahhoseini, A., & Manavipour, D. (2016). Presentation of Causal Model for Rumination Based on Negative and Positive Psychological Variables. The Neuroscience Journal of Shefaye Khatam, 4(3), 51-64. Soto-Rubio, A., & Sinclair, S. (2018). In defense of sympathy, in consideration of empathy, and in praise of compassion: a history of the present. Journal of pain and symptom management, 55(5), 1428-1434. Spreng, Nathan R., Margaret McKinnon, Raymond A. Mar,and Brian Levine. (2009). The Toronto Empathy Questionnaire: Scale development and initial validation of a factor-analytic solution to multiple empathy measures. Journal of Personality Assessment 91: 62–71. Stanley, S., Mettilda Buvaneswari, G., & Meenakshi, A. (2020).Predictors of empathy in women social workers. Journal of Social Work, 20(1), 43-63. Svašek, M. (2020). Introduction: Emotions in anthropology. In Mixed Emotions (pp.1-23). Routledge. Totan, T.,Doğan, T.,& Sapmaz, F. (2012).The Toronto Empathy Questionnaire: Evaluation of psychometric properties among Turkish university students. Egitim Arastirmaları-Eurasian Journal of Educational Research, 46, 179-198 Wang Y, Davidson M, Yakushko OF, Savoy HB, Tan JA, Bleier JK. (2003).The scale of ethnocultural empathy: Development, validation, and reliability. Journal of Counseling Psychology,50:221-234. Watson,C.E.,Frick, J.,Welsh, K., Clouser, S., Domizi, D., Hagood, C., & Yuan, J. M. (2016). Elementary Psychology (University of Georgia). Xu, R. H., Wong, E. L. Y., Lu, S. Y. J., Zhou, L. M., Chang, J.H.,&Wang, D.(2020).Validation of the toronto empathy questionnaire (TEQ) among medical students in China: Analyses using three psychometric methods. Frontiers in psychology, 11, 810. Yeo, S., & Kim, K. J. (2021). A validation study of the Korean version of the Toronto empathy questionnaire for the measurement of medical students’ empathy. BMC Medical Education, 21(1), 1-8. | ||
آمار تعداد مشاهده مقاله: 866 تعداد دریافت فایل اصل مقاله: 620 |