پیش بینی هویت اخلاقی نوجوانان بر اساس عملکرد خانواده

نوع مقاله: مقاله پژوهشی

نویسندگان

دانشگاه اصفهان

چکیده

هدف این پژوهش بررسی رابطه مؤلفه‌­های عملکرد خانواده (مؤلفه‌­های همبستگی، بیانگری، تفاهم، گرایش­های فکری و فرهنگی، گرایش­های تفریحی و فعال، تقید مذهبی، سازماندهی، جامعه­پذیری، منبع کنترل درونی، آرمان خانواد، انعطاف­پذیری، سبک خانواده آزادمنش، سبک خانواده مقتدرانه، سبک خانواده مستبد، استقلال و تفرد) با هویت اخلاقی نوجوانان و ابعاد درون­سازی و نمادسازی آن بود. نمونه پژوهش شامل533 دانش­آموز دختر و پسر مقطع متوسطه شهرستان قم بود که به روش
نمونه­گیری خوشه­ای چند مرحله­ای انتخاب شدند و به پرسش‌نامه هویت اخلاقی و عملکرد خانواده بلوم (FFS) پاسخ دادند. نتایج تحلیل داده‌ها با روش رگرسیون گام به گام نشان داد مؤلفه‌‌های بیانگری، سبک فرزندپروری مقتدرانه و گرایش فکری- فرهنگی خانواده به ترتیب یبشترین قدرت پیش­بینی کنندگی را در مورد هویت اخلاقی دارند. همچنین مؤلفه‌ سبک والدگری مقتدرانه، بیانگری و تقید مذهبی خانواده، قدرت پیش­بینی­کنندگی بعد نمادسازی هویت اخلاقی را به طور معنی‌دار افزایش
می­دهند. در نهایت مؤلفه‌ بیانگری، انعطاف­پذیری و سبک والدگری مقتدرانه در مجموع حدود 6 درصد واریانس بعد درون­سازی هویت اخلاقی را تبیین می­کنند.

کلیدواژه‌ها


The Holy Qur'an, translated by Mehdi Elahi Qmshh‌Ay (1384). Qom: The Religion of Knowledge.

Nahj al-Balaghah, translated by Seyyed Ja'far Shahidi (1373). Tehran: Scientific-Cultural Publishing Company.

Aquino, K., & Reed, A .(2002).The self-importance of moral identity. Journal of Personality and Social Psychology, 83, 1423–1440.

Atkins, R., Hart, D., & Donnelly, T. M. (2008).Moral Identity Development and School Attachment. In D. K. Lapsley, & D. Narvaez (Eds), Moral development, self, and identity, (65-82). New Jersey: Lawrence Erlbaum Associates.

Bergman, R. (2008). Identity as motivation: Toward a theory of the moral self. In D. K. Lapsley & D. Narvaez (Eds.), Moral development, self, and identity, (pp18-35). New Jersey:Lawrence Erlbaum Associates.

Blasi, A. (2008). Moral Functioning: Moral Understanding and Personality, In D. K. Lapsley & D. Narvaez (Eds), Moral development, self, and identity, (335-348). New Jersey: Lawrence Erlbaum Associates.

Bloom, B. L. (1985). A factor analysis of self-report measures of family functioning. Family Process, 24, 225-239.

Brody, G. H., Toneman, Z., & Flor, D. (1996). Parental religiosity family processes, and youth competence in rural, two-parent African American families. Developmental Psychology, 32, 696- 706.

Carlo, G., Mestre, M. V., Samper, P., Tur, A., & Armenta, B. E. (2010). Feelings or cognitions? Moral cognitions and emotions as longitudinal predictors of prosocial and aggressive behaviors. Personality and Individual Differences, 48) 8(, 872-877.

Dunn, J. (2014). Moral Development in Early Childhood and Social Interaction in the Family. In M. R. Killen & J. R. Smetana (Eds.), Handbook of moral development, (2nded), (331-350). New York: Psychological Press.

Grotevant, H. D., & Cooper, C. R, (1985). Patterns of interaction in family relationships and the development of identity explorotion in adolescence. Child Development, 59, 415-428.

Grusec, J. E. (2014). The development of moral behavior and conscience from a socialization perspective. In M. R. Killen & J. R. Smetana (Eds.), Handbook of moral development, (2nded), (243- 267). New York: Psychological Press.

Hardy, S. A. (2008). What Is Moral Identity? In F. C. Power (Eds), A handbook of moral education, (289-291). London: Praeger.

Hardy, S. A., & Carlo, G. (2005). Identity as a source of moral motivation. Human Development, 48, 232–256.

Hardy, S. A., Hattacharjee, A., Reed, A., & Aquino, A. (2010). Moral identity and psychological distance: The case of adolescent parental socialization, Journal of Adolescence, 33, 111-123.

Kadivar, P., Islamic, A., & Farahani, M. T. (2005). Investigating the relationship between the family interaction structure (family function) and the styles of coping with the pressures of pre-university students. Journal of Psychology & Education, 34 (2), 124-97. [Persian].

Keyvan Ara, M., Esmaeili, R., & Yaghini, F. (2010). Family role in internalizing cultural values in adolescent girls 18-14 years old high school of Sheikh Fazl Noorie City of Isfahan. Sociology, 5 (2), 128-115. [Persian].

Killen M. R., Smetana, J. R. (2014).  Handbook of moral development. New York: Psychological Press .

Lapsley, D. K. (2008). Moral Self-Identity as the Aim of Education. In l. Nucci & D. Narvaez (Eds), Handbook of moral and character education, (30- 52) New York: Routledge,.

Leonard, G. R. (2010). Moral identity in adolescence: A literature review, California: University of Asuza.

Lezin, N., Lori, A., Rolleri, M., Bean, S., & Taylor, T. (2004). Parent- child connectedness: Implications for research interventions and positive impacts on adolescents. Adolescents Health, 24, 205- 221.

Majadabadi Farahani, Z. (2012). A new identity for identity research: Recommendtions for expanding and refocusing iIdentity research Literature. Journal of Developmental Psychology: Iranian Psychologists, 8 (31), 314-328. [Persian].

Matsuba, M. K., Theresa, M., & Hart, D. (2011). A model of moral identity applications for education. Advances in Child Development and Behavior, 40, 181-207.

Najmi, S. B. (1996) Family functioning and the adolescent social agreeability in the peer group (M.A. thesis in Psychology). Iran: Rodehen Azad University. [Persian]

Panahi, A. A. (2010). Role of involvement in religious doctrines in family education and strengthening. Journal of Moral Knowledge, 1 (2), 96-77. [Persian]

Pour Ebrahim, T., Heydari, J., & Khoshtashin, A. (2011). The relationship between child-seeking practices and identification styles and tendency to occupations in adolescents, Journal of Career and Organizational Counseling, 3 (8), 24-11. [Persian].

Sadeghi, A. (2015). Investigating the relationship between family support, self-efficacy and job self-esteem with the decision-making self-efficacy of students' career paths. Journal of Psychological Achievements, 22 (1), 227-244. [Persian].

Sepahvand, E., ShehniYalagh, M., Allipour Birgany, S., & Behroozi, N. (2017). Testing a model of causal relationships of family communication patterns, metacognition and personality traits with critical thinking disposition, mediated by epistemic beliefs of female high school students in Ahvaz.Journal of Psychological Achievements, 24 (1), 23-44. [Persian].

Tavakoli, M. G., Latifi, Z., & Amiri, SH. (2009). Various aspects of religious and ethical identity of the college students. Islamic Studies and Psychology, 3 (5), 65- 77. [Persian].

Yousefi, Z. (2012). Family functioning on the identity statues in high school boys in Isfahan, Iran. International Journal of Psychology and Counselling, 4 (10), 127-135.