fa اثر آموزش گروهی هوش اخلاقی از طریق قصه خوانی بر مشکلات رفتاری و شایستگی اجتماعی کودکان روانشناسی عمومی General Psychology پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پژوهش حاضر با هدف تعیین اثربخشی </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموزش گروهی هوش اخلاقی از طریق قصه&shy;خوانی بر مشکلات رفتاری و شایستگی اجتماعی کودکان </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">انجام </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">شد. روش این <span style="color:black">پژوهش</span> نیمه&shy;آزمایشی با طرح پیش&shy;آزمون- پس&shy;آزمون و گروه کنترل بود. جامعه آماری ش<span style="color:black">امل </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تمامی دانش&shy;آموزان دختر پایه چهارم ابتدایی شهر کوچصفهان در سال تحصیلی 1402-1401 به تعداد 346 نفر</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> بود که از بین آن&shy;ها نمونه&shy;ای به تعداد 48 نفر </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">داوطلب واجد شرایط به روش نمونه&shy;گیری در دسترس انتخاب و به صورت تصادفی در دو گروه 24 نفری جایگذاری شدند. هر دو گروه</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> پرسشنامه&shy;های مشکلات رفتاری (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">QBP</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) کوای و پترسون (1987) و </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">شایستگی اجتماعی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SCQ</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) فلنر و همکاران </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">(1990) را تکمیل کردند.</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> گروه آزمایش به مدت 12 جلسه (هر جلسه 50 دقیقه) تحت مداخله پروتکل آموزش هوش اخلاقی به شیوه قصه&shy;خوانی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">MITP</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) فرانک و بوربا (2014) قرار گرفت. </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">داده&shy;ها </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">با استفاده از روش </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تحلیل کوواریانس چندمتغیری تجزیه و تحلیل شد.</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> نتایج </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نشان داد </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">که با کنترل اثر پیش&shy;آزمون بین میانگین پس&shy;آزمون مشکلات رفتاری </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">و</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> شایستگی اجتماعی کودکان در دو گروه تفاوت معناداری در سطح </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">0</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">0</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">1/0</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> وجود دارد. بنابراین <span style="color:black">برای </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black">کاهش مشکلات رفتاری و افزایش شایستگی اجتماعی در کودکان،</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"><span style="color:black"> استفاده از مداخله </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموزش هوش اخلاقی به شیوه قصه&shy;خوانی<span style="color:black"> مؤثر است.</span></span></span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The present study was conducted to determine the effectiveness</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">of group training in moral intelligence through reading stories on children&#39;s behavioral problems and social competence.</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The method of this research was semi-experimental and a pre-test-post-test research design with a control group.</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The statistical population included all 346 female students of the fourth grade of Kochesfhan City in the academic year of 2022-2023, of which a sample of 48 qualified volunteers was selected by sampling available and</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">They were randomly placed in two groups of 24 people.</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Both groups completed the Questionnaires of Behavioral Problems (QBP) by Quay and Patterson (1987) and Social Competence (SCQ) by Fellner & et al (1990).</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The experimental group was subjected to the moral intelligence training protocol (MITP) by Frank and Burba (2014) for 12 sessions (50 minutes each session).</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The data was analyzed using multivariate covariance analysis method.</span></span></span> <span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The results showed that by controlling the pre-test effect, there is a significant difference between the post-test mean of behavioral problems and social competence of children in the two groups at the 0.001 level. Therefore, to reduce behavioral problems and increase social competence in children it is effective to use the intervention of teaching moral intelligence in the way of reading stories.</span></span></span></span></span></span></span></span> مشکلات رفتاری, شایستگی اجتماعی, هوش اخلاقی, قصه­ خوانی, کودکان. Behavioral Problems, Social Competence, Moral Intelligence, Story Reading, children. 191 200 http://frooyesh.ir/browse.php?a_code=A-10-10503-1&slc_lang=fa&sid=1 Zeynab Mahrouyan Khoshkebejary زینب ماهرویان خشکبجاری mahrouyan.z@gmail.com 100319475328460060629 100319475328460060629 No M.A. Student in General Psychology, Simaye Danesh of Higher Education, Rasht, Iran. دانشجوی کارشناسی ارشد روان­شناسی عمومی، مؤسسه آموزش عالی سیمای دانش، رشت، ایران. Fatemeh Pooragha Roodbardeh فاطمه پورآقارودبرده Fatemeh.pooragha@Yahoo.com 100319475328460060630 100319475328460060630 Yes Assistant Professor, Department of Psychology, Rahbordshomal Institute of Higher Education, Rasht, Iran. استادیار گروه روان­شناسی، مؤسسه آموزش عالی راهبرد شمال، رشت، ایران.