Religion and Health
دین و سلامت
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Medical Sciences
http://jrh.mazums.ac.ir
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رابطه سبکهای دلبستگی و هوش معنوی با نگرش دینی دانشآموزان متوسطه شهرستان آمل در سال 1393
Relationship between attachment styles and spiritual intelligence with religious attitudes of Secondary school students in Amol city, 2014
طب اسلامی- ایرانی
Islamic- Iranian Medicine
پژوهشي - مقاله اصیل
Original Research
<p></p>
<p dir="rtl" style="margin: 0cm 0cm 0.0001pt line-height: 150% direction: rtl unicode-bidi: embed background-image: initial background-attachment: initial background-size: initial background-origin: initial background-clip: initial background-position: initial background-repeat: initial"><font face="times new roman,times,serif"><b><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.1pt border: 1pt none windowtext border-image-source: initial border-image-slice: initial border-image-width: initial border-image-outset: initial border-image-repeat: initial padding: 0cm">سابقه و هدف:</span></b><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.1pt"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.1pt">مفهوم دلبستگی، پیوند هیجانی پایدار بین دو فرد است، به طوری که هر یک از طرفین کوشش می­کند نزدیکی یا مجاورت با موضوع دلبستگی را حفظ و به گونه ­ای عمل کند تا مطمئن شود که ارتباط ادامه می­یابد. بنابراین هدف پژوهش حاضر بررسی رابطه سبک­ های دلبستگی و هوش معنوی با نگرش دینی دانش ­آموزان دوره­ی متوسطه در سال 1393 می باشد.</span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"></span></font></p>
<p dir="rtl" style="margin: 0cm 0cm 0.0001pt line-height: 150% direction: rtl unicode-bidi: embed background-image: initial background-attachment: initial background-size: initial background-origin: initial background-clip: initial background-position: initial background-repeat: initial"><font face="times new roman,times,serif"><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span><span lang="AR-SA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"></span></font></p>
<p dir="rtl" style="margin: 0cm 0cm 0.0001pt line-height: 150% direction: rtl unicode-bidi: embed background-image: initial background-attachment: initial background-size: initial background-origin: initial background-clip: initial background-position: initial background-repeat: initial"><font face="times new roman,times,serif"><b><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif border: 1pt none windowtext padding: 0cm">مواد و روش­ها:</span></span></b><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">روش تحقیق توصیفی است. جامعه آماری شامل 11650 نفر از دانش­آموزان متوسطهی شهرستان آمل بود. از بین جامعه آماری بر اساس فرمول کوکران با لحاظ 0.05 =<span class="apple-converted-space"> </span></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">α</span></span><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">و مقدار خطای قابل قبول 0.05 و 0.05 </span></span><span><span class="apple-converted-space"><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">p = q =</span></span><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">؛</span><span> </span><span>تعداد 370 نفر<span class="apple-converted-space"> </span>دانش ­آموز به روش نمونه­گیری تصادفی انتخاب گردید. ابزار پژوهش پرسشنامه 15 سوالی سبک دلبستگی<span class="apple-converted-space"> </span></span><span>هازن و شیور</span><span>، پرسشنامه 30 سوالی هوش معنوی جودی نیل و پرسشنامه<br>
21 سوالی نگرش به دین آلپورت بود. داده ­ها با استفاده از ضریب همبستگی پیرسون و رگرسیون چندگانه به روش همزمان تحلیل شد.</span></span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"></span></font></p>
<p dir="rtl" style="margin: 0cm 0cm 0.0001pt line-height: 150% direction: rtl unicode-bidi: embed background-image: initial background-attachment: initial background-size: initial background-origin: initial background-clip: initial background-position: initial background-repeat: initial"><font face="times new roman,times,serif"><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span><span lang="AR-SA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"></span></font></p>
<p dir="rtl" style="margin: 0cm 0cm 0.0001pt line-height: 150% direction: rtl unicode-bidi: embed background-image: initial background-attachment: initial background-size: initial background-origin: initial background-clip: initial background-position: initial background-repeat: initial"><font face="times new roman,times,serif"><b><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif border: 1pt none windowtext padding: 0cm">یافتهها:</span></span></b><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">یافته­های پژوهش نشان داد که بین سبک دلبستگی و هوش معنوی با<span class="apple-converted-space"> </span>مولفه ­های نگرش دینی دانشآموزان رابطه وجود دارد(0.01 ></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">P</span></span><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">). تحلیل رگرسیون نیز نشان داد بین مولفه­های سبک دلبستگی و مولفه­های هوش معنوی با نگرش دینی در سطح اطمینان 95درصد رابطه معنی­داری وجود دارد<span class="apple-converted-space"> </span><span style="letter-spacing: -0.3pt">(0/47=<span class="apple-converted-space"> </span></span></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">R</span></span><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">،<span class="apple-converted-space"> </span></span></span><span><span lang="AR-SA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">16/56</span></span><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">= (363 و 6)</span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">F</span></span><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">و 0/05 ></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">P</span></span><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif letter-spacing: -0.3pt">).</span></span><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">همچنین تنها سهم سبک دلبستگی اجتنابی و هوش معنوی پیوستگی با وجود متعالی که به ترتیب (3/03=<span class="apple-converted-space"> </span></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">t</span></span><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">،0/20=<span class="apple-converted-space"> </span></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">β</span></span><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">؛2/74=<span class="apple-converted-space"> </span></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">t</span></span><span><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">، 0/20=<span class="apple-converted-space"> </span></span></span><span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">β</span></span><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">) در پیش­بینی میزان نگرش دینی معنی­دار است. اما سهم سایر متغیرها معنی­دار نبود.</span></span><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"></span></font></p>
<p style="direction: rtl"><font face="times new roman,times,serif"> </font></p>
<p dir="rtl" style="margin: 0cm 0cm 0.0001pt line-height: 150% direction: rtl unicode-bidi: embed background-image: initial background-attachment: initial background-size: initial background-origin: initial background-clip: initial background-position: initial background-repeat: initial"><font face="times new roman,times,serif"><span dir="ltr" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span><b><span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif border: 1pt none windowtext padding: 0cm">استنتاج:</span></span></b><span class="apple-converted-space"><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"> </span></span><span lang="FA" style="font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif">بر اساس نتایج این پژوهش سبک دلبستگی و هوش معنوی توان تبیین واریانس نگرش دینی دانشآموزان متوسطه را دارد.</span><span dir="ltr" style="font-style: italic font-size: 9pt line-height: 150% font-family: Tahoma, sans-serif"></span></font></p>
<p></p>
<p>Background and Purpose: The concept of attachment is a stable emotional bond between two people, so that each party strives to maintain proximity with the subject of attachment and behave in a way that ensures the continuation of the relation. Spiritual intelligence is one of the concepts that, in light of the global interest of psychologists in the field of religion and spirituality, has been proposed and developed. The Relationship of the attachment styles and spiritual intelligence with religious attitudes of secondary school students were goals of this study. Materials and Methods: Research method was a correlation study and population included 11,650 people from Amol city secondary school students. According to Cochran formula, 370 students were selected through random sampling method. To gather data, Hazen and Shiour attachment style questionnaire, spiritual intelligence Judy Neal (2004) questionnaire and about attitudes to religion, Allport (1950) questionnaire have been utilized. Results: The findings showed that there is relationship between attachment and spiritual intelligence components and the religious attitudes of students (P ˂ 0.1). Regression analysis showed that there is significant relationship between the elements of attachment and spiritual intelligence components with a religious attitudes on 95 percent (0.47 = R, 16.56 = F (6 and 363) (P ˂ 0.5). This study showed that only the proportion of pervasive attachment style and relationship with the transcendent, spiritual intelligence, respectively (3.03 = t, 0.02 = β 2.47 = t, 0.02 = β) in predicting attitudes religious is meaningful. But the other variables are not significant. Conclusion: Based on the results of this study, the attachment style and spiritual intelligence are capable to explain variance for religious attitudes of secondary school students.</p>
نگرش دینی, هوش معنوی, سبکهای دلبستگی, دانشآموزان متوسطه
religious attitudes, attachment style, spiritual intelligence, secondary school students
1
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http://jrh.mazums.ac.ir/browse.php?a_code=A-10-598-2&slc_lang=fa&sid=1
Ali
Khaleghkhah
علی
خالق خواه
10031947532846003825
10031947532846003825
No
Department of Educational Sciences,Mohaghegh Ardabili Unversity, Ardabil
استادیار گروه علوم تربیتی، دانشگاه محقق اردبیلی؛ اردبیل،
Mohammad Mahdi
Babaei Menghari
محمد مهدی
بابائی منقاری
m.zmbm67@ gmail.com
10031947532846003826
10031947532846003826
Yes
Graduate student research scholar,Mohaghegh Ardabili University, Ardabil
دانشجوی کارشناسی ارشد تحقیقات ٱموزشی دانشگاه محقق اردبیلی