تحلیل رفتارهای پرمخاطره نوجوانان شهر تهران در کانون پرورش فکری کودکان و نوجوانان

نوع مقاله : مقاله پژوهشی

نویسنده

کارشناس ارشد علوم تربیتی (برنامه‌ریزی درسی)، دانشگاه پیام نور پردیس، ایران

10.22034/naes.2022.343295.1198

چکیده

هدف: هدف اصلی و اساسی این تحقیق تحلیل رفتارهای پرمخاطره نوجوانان شهر تهران در کانون پرورش فکری کودکان و نوجوانان است.

روش تحقیق: این پژوهش بر اساس هدف از نوع کاربردی می‌باشد و به دلیل آن که نتایج پژوهش حاضر از نظر هدف، کاربردی است، یک پژوهش توصیفی-پیمایشی است. همچنین این پژوهش از شیوه پیمایشی از شاخه مطالعات میدانی محسوب می‌‌گردد. این تحقیق از نظر زمان یک تحقیق مقطعی می‌باشد. جامعه آماری شامل نوجوانان عضو کانون پرورش فکری شهر تهران هستند. نمونه مورد مطالعه شامل نوجوانان عضو و غیرعضو کانون به تعداد 220 نفر می‌باشد. روش تجزیه و تحلیل داده‌ها شامل آزمونهای اختلاف میانگین و آماره آزمون t می‌باشد.

یافته‌های تحقیق: بین میزان رفتارهای پرخطر نوجوانان عضو و غیرعضو کانون پرورش فکری کودکان و نوجوانان شهر تهران اختلاف معناداری وجود دارد و میانگین رفتارهای پرخطر نوجوانان غیرعضو کانون پرورش فکری کودکان و نوجوانان در مقایسه با نوجوانان عضو بالاتر از حد متوسط است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Analysis of high-risk behaviors of adolescents in Tehran in the center of intellectual development of children and adolescents

نویسنده [English]

  • fahimeh noralii
Master of Educational Sciences (Curriculum Planning), Payame Noor University, Iran
چکیده [English]

Objective: To analyze the high-risk behaviors of adolescents in Tehran in the center of intellectual development of children and adolescents.

Research Method: This research is applied based on the purpose and because the results of the present study are applied in terms of purpose, it is a descriptive-survey research. This research is also a survey method from the field of field studies. This research is a cross-sectional research in terms of time. The statistical population includes adolescents who are members of the Tehran Intellectual Development Center. The study sample includes 220 adolescent members and non-members of the association. The data analysis method includes mean difference tests and t-test statistics.

Findings: There is a significant difference between the high-risk behaviors of member and non-member adolescents of Tehran Children and Adolescents Intellectual Development Center and the mean of high-risk behaviors of non-member adolescents of Children and Adolescents Intellectual Development Center is higher compared to member adolescents.

کلیدواژه‌ها [English]

  • high risk behaviors
  • Children and Adolescents Intellectual Development Center
  • Tehran
[1] Tarmin F. Status of Differentiation Indices in Tehran Families, Culture of Counseling and Psychotherapy, 2016; 6 (34): 60-50. [Persian]
[2] Sadeghi A, Gilanipour AA. Adolescents and life skills: Social life. Tehran: Perkas Publications, 2009; 35-5. [Persian]
[3] Ahadi A, Jamhari A. Personality traits, thrill-seeking, problem-solving styles, and substance abuse prevention / activation systems. Contemporary Psychology, 1999; 5 (12): 40-30. [Persian]
[4] Kargerg B, Geror H. The Role of Assertiveness and Self-Assertion in Female High School Students’ Emotional Self-Regulation. Scientific Research, 2003; 6 (14): 130-180.
[5] Ahadi H, Mohseni N. Evaluation of the relative effectiveness of cognitive-behavioral therapies in controlling aggression. Consultant Message Quarterly, 2007; 9 (5): 39. [Persian]
[6] Shahrarai F. Comparison of daring teaching methods to daring high school female students with group counseling and individual counseling methods in Isfahan. Master Thesis in Counseling, Allameh Tabatabaei University, 2005; 30-39. [Persian]
[7] Jonson F, Omali B, Bachmann QC. Cognitive and emotional approach to assertiveness, Encephale, 2001; 25 (4):353-357.
[8] Mohammad Khani M. Social explanation of risky driving based on social capital structure. Social Psychology Research. 2007; 38 (2): 21-40. [Persian]
[9] Masten P. Differentiation of Self and martial adjustment within the Asian American Population. Journal of marital and family therapy. 1991; 39: 200-233.
[10] Lindberg O, Bugest C, Williams D. Social Skills in Interpersonal Communication Third edition. London: Rutledge, 2000; 198-220.
[11] Bergman JR, Scott NL. Differentiation of Self Inventory—Short Form: Development and Preliminary Validation. Journal of Contemporary Family Therapy, 2001; 37 (2): 160-165.
[12] Azarbakhsh R. A theoretical approach to the effects of social networks on social anomalies among young people, Journal of Disciplinary Medicine, 2017; 6 (2):151-141. [Persian]
[13] Molaei M. The effect of social networks on young people's tendency to high-risk social behaviors. Journal of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, 2017; 3 and 4:16-1. [Persian]
[14] Noori M. The effect of social networks on students' academic failure. Journal of Substance Abuse Research Addiction, 2017; 2 (4): 55-36. [Persian]
[15] Talibpur A, Ahmadabadi Z, Heydari M. Investigating the effect of unconventional and uncontrolled use of virtual social networks on the tendency of youth in Kermanshah, Iranian Journal of Psychiatry and Clinical Psychology, 2017; 3 (2): 255-218. [Persian]
[16] Zhao P. Goal direction and effectiveness, emotional maturity, and nuclear family functioning. Journal of Marital and Family Therapy, 2017; 35 (3): 308-342.
[17] Kaeor MR, Kaeor A. Factors influencing adolescents' decisions to engage in risk-taking behavior, Journal of Adolescence, 2017; 37 (147): 585-597.
[18] Craft S. Predicting high-risk behaviors in female adolescents based on psychological motivations. Caspian Journal of Pediatrics, 2016; 6(2): 442-8.
[19] Kant C, Tsarouhas K, Vasilaki F, Papalexis P, Dryllis G, Choursalas A. Health risk behaviors among high school and university adolescent students. Experimental and Therapeutic Medicine 2018; 16 (4):433-38.
[20] Teiler SM. The Effectiveness of Emotion Regulation Training on Emotion Regulation Strategies and Social Competence of Adolescents with High-Risk Behaviors. Clinical and Experimental Psychology, 2015;6 (4): 1-4.
[21] Suterland M. Female Adolescent Development. Brunner/Mazel. Inc. 1939.
[22] Gazmann L. Adolescence. 12th  New York: McGraw-Hill. 2007.
[23] Khosravi MR. Evaluation of the effectiveness of group control of anger in a rational-emotional-behavioral manner on reducing aggression. Journal of Educational Psychology, 2016; 21 (1): 87-77. [Persian]