نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، دانشکده روانشناسی و علوم تربیتی، گروه روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران
2 دانشیار، دانشکده ادبیات و علوم انسانی، گروه علوم تربیتی، دانشگاه قم، قم، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Extended Abstract
Introduction: Children entering elementary school require a set of skills not only for academic success and progress but also for establishing effective peer relationships. One such key skill is self-regulation, which supports learners in mastering their learning processes and improving their quality, as well as in adjusting emotions according to situational demands.
In addition, students need to successfully navigate the process of socialization and establish adaptive relationships with peers. High social adjustment underpins effective functioning, facilitates social roles, and enhances life satisfaction. Hence, implementing psychological interventions to promote students’ self-regulation and social adjustment is essential.
Empathy training is recognized as a practical educational approach for all ages. Given the prevalence of stress, anxiety, conflicts, and cognitive overload in contemporary life, empathy is regarded as one of the most effective coping strategies.
Accordingly, this study aimed to examine the effect of empathy training on self-regulation and social adjustment among male elementary school students.
Method: This study used a quasi-experimental pre-test/post-test design with a control group.
Population: All male elementary school students in Qom City during the academic year 2022–2023.
Sample: Two third-grade classes (N = 28; 14 students per class) from Mofid Elementary School in District 4 of Qom, selected via convenience sampling and randomly assigned to experimental and control groups.
Instruments:
Hofmann & Kashdan’s (2010) Self-Regulation Questionnaire: 20 items on a 5-point Likert scale, assessing three components: concealment, compliance, and tolerance.
Sinha & Singh’s (1993) Social Adjustment Questionnaire: 20 dichotomous items (Yes = 0; No = 1), where lower scores indicate higher levels of social adjustment.
Following the pre-test, the experimental group received eight sessions of empathy training based on the protocol of
Janbozorgi & Aghaharris (2009). The program comprised four core steps:
Recognition of physiological emotions.
Recognition of psychological emotions.
Focusing on similarities and differences between one’s own and others’ emotions.
Strengthening empathic responses.
Each step was addressed in two sessions. The control group received no intervention.
Results: Descriptive statistics were calculated using means and standard deviations.
Table 1. Means and Standard Deviations of Self-Regulation and Social Adjustment
Variable
Phase
Control Group (Mean ± SD)
Experimental Group (Mean ± SD)
Self-regulation
Pre-test
65.71 ± 5.09
58.53 ± 8.94
Post-test
70.07 ± 10.53
87.57 ± 5.83
Social adjustment
Pre-test
28.14 ± 1.66
30.64 ± 1.78
Post-test
27.86 ± 2.45
22.21 ± 1.05
Inferential analyses were conducted after checking assumptions of normality, homogeneity of regression slopes, equality of variances, and equality of covariances. A multivariate analysis of covariance (MANCOVA) was then applied.
Table 2. MANCOVA Results for Self-Regulation and Social Adjustmen
Source of Variation
Dependent Variable
SS
df
MS
F
p-value
Partial Eta²
Power
Pre-test
Self-regulation
36.696
1
36.696
0.479
0.495
0.020
0.102
Social adjustment
0.747
1
0.747
0.203
0.656
0.008
0.072
Group
Self-regulation
917.836
1
917.836
11.987
0.002
0.333
0.913
Social adjustment
97.543
1
97.543
26.502
<0.0005
0.525
0.999
Further analyses using ANCOVA were performed for the components of self-regulation.
Table 3. MANCOVA Results for Components of Self-Regulation
Source of Variation
Component
SS
df
MS
F
p-value
Partial Eta²
Power
Pre-test
Concealment
2.260
1
2.260
0.123
0.729
0.005
0.063
Compliance
68.805
1
68.805
3.963
0.059
0.147
0.479
Tolerance
0.097
1
0.097
0.015
0.904
0.001
0.052
Group
Concealment
338.605
1
338.605
18.496
<0.0005
0.446
0.984
Compliance
156.862
1
156.862
9.036
0.006
0.282
0.821
Tolerance
44.197
1
44.197
6.789
0.016
0.228
0.704
Discussion and Conclusion: The findings demonstrated that empathy training significantly improved all components of self-regulation (concealment, compliance, tolerance) as well as social adjustment in male elementary school students.
Empathy training involves four basic steps, the first two of which emphasize awareness of physiological and psychological emotions (Janbozorgi & Aghaharris, 2009). Since self-awareness is fundamental to many self-regulation strategies, recognizing one’s own emotional reactions in different situations helps students to monitor and regulate their emotions more effectively.
A second explanatory point is that empathy training develops the ability to understand others’ emotions. Research on the development of empathy indicates that around the age of eight, children acquire the capacity for empathy for others’ living conditions (Patten, 2001). This developmental milestone enhances their understanding of others’ pain and joy, thereby facilitating better interpersonal relations and social adjustment. Thus, empathy training not only builds self-awareness but also promotes awareness of others, supporting both self-regulation and adaptive social interaction.
کلیدواژه‌ها [English]
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