Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.61186/jrums
fa
jalali
1398
1
1
gregorian
2019
4
1
18
1
online
1
fulltext
fa
نقش تشخیصی قلدری و هوش اخلاقی در احتمال خودکشی دانش آموزان مقطع متوسطه دوم شهر سنندج در سال تحصیلی 97-1396: یک مطالعه توصیفی
Discriminative Role of Bullying and Moral Intelligence in Suicide Probability among High School Students of Sanandaj City in the 2017-2018 Academic Year: A Descriptive Study
بهداشت
Environmental Health
پژوهشي
Research
<strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">چکیده</span></span></strong><strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"></span></span></strong><br>
<strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">زمینه و هدف:</span></span></strong> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">قلدری و هوش اخلاقی از عوامل مهم تأثیرگذار بر احتمال خودکشی دانش­آموزان به شمار می</span></span><span dir="LTR">­</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">روند</span></span><span style="font-family:b mitra;"><span style="font-size:12.0pt;">. بنابراین، </span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">پژوهش حاضر با هدف تعیین نقش قلدری و هوش اخلاقی به عنوان پیش</span></span><span dir="LTR">­</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">بین</span></span><span dir="LTR">­</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">های احتمال خودکشی دانش</span></span><span dir="LTR">­</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">آموزان <a name="OLE_LINK6"></a><a name="OLE_LINK5">انجام شد.</a></span></span><span style="font-family:b mitra;"><span style="font-size:12.0pt;"></span></span><br>
<strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">مواد و روشها:</span></span></strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> روش پژوهش حاضر توصیفی بود. جامعه آماری پژوهش حاضر کلیه دانشآموزان دختر و پسر مقطع متوسطه دوم شهر سنندج در سال تحصیلی 97-1396</span></span><a name="OLE_LINK8"></a> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">بود که 641 نفر از آنها</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">با روش نمونهگیری تصادفی خوشهای انتخاب شدند</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">. برای جمعآوری دادهها از پرسشنامههای احتمال خودکشی</span></span><span dir="LTR"><span style="font-family:times new roman,serif;">Cull </span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">و</span></span><span dir="LTR"><span style="font-family:times new roman,serif;">Gill </span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(2002)، قلدری </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">Illinois</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> (2001)</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> و</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> هوش اخلاقی </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">Lennick</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> و </span></span><span dir="LTR"><span style="font-family:times new roman,serif;"> Kiel</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(2011) استفاده گردید. دادهها با استفاده از آزمون </span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">تحلیل تشخیصی</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> مورد تجزیه</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">و</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">تحلیل قرار گرفتند. </span></span><br>
<strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">یافتهها: </span></span></strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">یافتههای تحلیل تشخیصی، منجر به یک تابع تشخیص معنادار شد </span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(05/0</span></span><span dir="LTR"><span style="font-family:times new roman,serif;">P</span></span><span dir="LTR"><</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">)</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">که طبق این تابع مؤلفه درست­کاری (</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">835/0- </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">r=</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">) دارای بالاترین توان در تمایز دو گروه از دانش­آموزان بود. مؤلفههای بعدی متمایزکننده گروهها به ترتیب دلسوزی</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">674/0- </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">r=</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">)، بخشش</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">674/0- </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">r=</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">)، قربانی</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">274/0 </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">r=</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">)، زد و</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">خورد</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">(</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">287/0 </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">r=</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">) و قلدری (</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">224/0 </span></span><span dir="LTR"><span style="font-family:times new roman,serif;">r=</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">) بودند. هم</span></span><span dir="LTR">­</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">چنین، نتایج تحلیل تشخیصی نشان داد که همه دانش­آموزان با احتمال خودکشی پایین با بالاترین درصد تشخیص (100 درصد) به</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">درستی از سایر دانش­آموزان مجزا شده اند.</span></span><br>
<strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> نتیجهگیری:</span></span></strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> نتایج این پژوهش نشان</span></span> <span style="font-family:b nazanin;"><span style="font-size:12.0pt;">دهنده اهمیت مؤلفه</span></span><span dir="LTR">­</span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">های قلدری و هوش اخلاقی در امکان تمایزگذاری بین دانشآموزان با احتمال خودکشی بالا و پایین بود. بنابراین، پیشنهاد می</span></span><span dir="LTR"><span style="font-family:cambria,serif;">­</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">گردد در سیاست­گذاری و برنامهریزی برای کاهش احتمال خودکشی دانشآموزان، کاهش قلدری و ارتقاء هوش اخلاقی مورد توجه ویژه قرار گیرد.</span></span><span dir="LTR"></span><br>
<strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;">واژه­های کلیدی:</span></span></strong><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"> احتمال خودکشی، قلدری، هوش اخلاقی، دانش­آموزان، تشخیص، سنندج</span></span><span style="font-family:b nazanin;"><span style="font-size:12.0pt;"></span></span>
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<strong>Background and Objectives:</strong> Bullying and moral intelligence are considered as important factors affecting the probability of suicide among students. Therefore, The aim of this study was to determine the role of bullying and moral intelligence as a predictor of suicide probability among students.<span dir="RTL"></span><br>
<strong>Materials and Methods:</strong> This study was a descriptive study. The statistical population included second high school female and male students of Sanandaj city who were studying in the academic year 2017-2018. A sample of 641 students was selected by the cluster random sampling method. Suicide probability scale (SPS) (Gill and Cull, 2002), Illinois bullying scale (IBS) (2001) and Lennick and Kiel’s moral intelligence questionnaire (2011) were used to collect data. Data were analyzed using discriminant analysis test.<br>
<strong>Results:</strong> The results of the discriminant analysis led to a significant recognition function (p<0.05) that according to this function, the component of honesty (r= -0.835) was in the highest discrimination power between the two groups of students. Subsequent discriminative components of the groups were sympathy (r -0.674), forgiveness (r -0.674), victim (r= 0.274), fight (r= 0.287) and bullying (r= 0.224) . Also, the results of the discriminant analysis showed that all students with low suicide probability were correctly discriminated from other students with the highest percentage of detection (100%)<span dir="RTL">.</span><br>
<strong>Conclusion:</strong> The results of this study indicated the importance of the components of bullying and moral intelligence in the possibility of distinguishing between students with high and low suicide probability; therefore, it is recommended that in any planning for the reduction of the probability of suicide among students, attention be drawn to decreasing bullying and promoting moral intelligence.<br>
<strong>Key words:</strong> Suicide probability, Bullying, Moral intelligence, Students, Discriminant, Sanandaj<br>
<strong>Funding: </strong>This study did not have any funds.<br>
<strong>Conflict of interest: </strong>None declared.<br>
<a><strong>Ethical </strong></a><span dir="RTL"><a href="#_msocom_1" id="_anchor_1" name="_msoanchor_1" uage="JavaScript">[j1]</a> </span><strong>approval: </strong>The Ethics Committee of Azerbaijan Shahid Madani University approved the <a>study</a><a href="#_msocom_2" id="_anchor_2" name="_msoanchor_2" uage="JavaScript">[12]</a> .<br>
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<strong>How to cite this article: </strong>Shahbaziyan Khonigh A, Hasani O, Rashbari Dibafar M. Discriminative Role of Bullying and Moral Intelligence in Suicide Probability Among High School Students of Sanandaj City in the 2017-2018 Academic Year: A Descriptive Study. <em>J Rafsanjan</em> <em>Univ Med Sci</em> 2019; 18 (1): 17-30. [Farsi]
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<div id="_com_1" uage="JavaScript"><a name="_msocom_1"></a><span dir="LTR"> <a href="#_msoanchor_1">[j1]</a></span>کد اخلاق؟؟؟؟؟؟؟<span dir="LTR"></span></div>
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<div id="_com_2" uage="JavaScript"><a name="_msocom_2"></a><span dir="LTR"> <a href="#_msoanchor_2">[12]</a></span>شهر نویسنده سوم ظاهرا باید تهران باشد ولی در قسمت فارسی هم تبریز نوشته شده است.</div>
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احتمال خودکشی, قلدری, هوش اخلاقی, دانشآموزان, تشخیص, سنندج
Suicide probability, Bullying, Moral intelligence, Students, Discriminant, Sanandaj
17
30
http://journal.rums.ac.ir/browse.php?a_code=A-10-3385-2&slc_lang=fa&sid=1
A.
Shahbaziyan Khonigh
آرش
شهبازیان خونیق
arashshahbaziyan@yahoo.com
6900319475328460033098
6900319475328460033098
Yes
Azarbaijan Shahid Madani University
دانشگاه شهید مدنی آذربایجان
O.
Hasani
امید
حسنی
omid.hasani6019940446@gmail.com
6900319475328460033099
6900319475328460033099
No
Azarbaijan Shahid Madani University
دانشگاه شهید مدنی آذربایجان
M.
Rashbari Dibafar
محمد
رشبری دیبافر
m.rashbari@gmail.com
6900319475328460033100
6900319475328460033100
No
the Islamic Azad University Central Tehran Branch
دانشگاه آزاد اسلامی واحد تهران مرکز