بررسی نقش میانجی میزان استفاده از صفحات نمایش در رابطه بین کنش بازتابی والدین و مهارت‌های شناختی کودکان پیش‌دبستانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی بالینی، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران،

2 استاد، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.

3 استادیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه الزهرا، تهران، ایران.

10.48308/apsy.2025.241549.1900

چکیده

هدف: بررسی رابطه بین کنش بازتابی والدین و مهارت شناختی با نقش میانجی میزان استفاده از صفحات نمایش در کودکان پیش‌دبستانی بود.
روش: پژوهش از لحاظ هدف نظری- بنیادی و از نظر روش توصیفی از نوع همبستگی است، روش مدل‌یابی معادلات ساختاری بهره برده‌است. جامعه آماری ‌مادران کودکان چهار تا شش سال استان تهران در سال ۱۴۰۲ بود که در مراکز روان‌شناسی کودک شکوفا، نفس و آکادمی شهر تهران ثبت‌نام کرده‌بودند.  ۲۰۱ مادر با ‌نمونه‌گیری ‌در‌دسترس انتخاب شدند و پرسشنامه‌های کنش‌وری بازتابی والدین (لویتن،۲۰۱۷)، سنین و مراحل (اسکوایرز و بریکر ، ۱۹۸۹) و صفحات نمایش (کلاک و همکاران، ۲۰۲۰) تکمیل کردند. تحلیل داده‌های پژوهش با مدل‌یابی معادلات ساختاری و نرم‌ا‌فزار SPSS-26 و SMART PLS-4 انجام شد.  
یافته‌ها: بین کنش بازتابی والدین، استفاده از صفحات نمایش و مهارت‌های شناختی رابطه معناداری وجود داشت. نتایج تحلیل رگرسیون نشان داد کنش بازتابی والدین تأثیر مثبت بر استفاده از صفحات‌نمایش دارد (β = 0.61, t = 15.09, p < 0.01) و استفاده از صفحات نمایش تأثیر منفی بر مهارت‌های شناختی کودکان دارد (β = −0.18, t = 1.97, p < 0.05).همچنین، کنش بازتابی والدین رابطه مثبت با مهارت‌های شناختی نشان داد (β = 0.23, t = 2.00, p < 0.05).
نتیجه‌گیری: کنش بازتابی والدین به‌صورت مستقیم و غیرمستقیم  از طریق متغیر میزان استفاده از صفحات نمایش، بر مهارت شناختی تأثیر می‌گذارد. والدین با ارتقا کنش بازتابی خود، مدیریت محتوا و زمان استفاده از صفحات نمایش، رشد شناختی کودکان پیش‌دبستانی را تقویت می‌کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Mediating role of Using Screens in the Relationship Between Parent's Reflective Function and Cognitive Skills in Preschool Children

نویسندگان [English]

  • Hedye Aghamohseni 1
  • Zohre Khosravi 2
  • Azadeh Tavoli 3
1 Master’s degree in clinical psychology, Department of Psychology, Faculty of education and psychology, Alzahra University,Tehran, Iran.
2 Professor, Department of Psychology, Faculty of education and psychology, Alzahra University,Tehran, Iran.
3 Assistant Professor, Department of Psychology, Faculty of education and psychology, Alzahra University,Tehran, Iran.
چکیده [English]

Aim: This study investigated the relationship between parental reflective functioning and cognitive skills in preschool children, with screen time as a mediating variable.
 
Method: This correlational study used a structural equation modeling approach. The population included mothers of 4–6-year-old children in Tehran in 2023. A sample of 201 mothers was selected via convenience sampling. Data were collected using the Parental Reflective Functioning Questionnaire, the Ages and Stages Questionnaire, and the Screen Time Questionnaire. Analyses were conducted using SPSS-26 and SmartPLS-4.
 
Results: Significant associations were observed among parental reflective functioning, screen time, and children’s cognitive skills. Parental reflective functioning positively predicted screen time (β = 0.61, t = 15.09, p < 0.01), whereas screen time negatively predicted cognitive skills (β = −0.18, t = 1.97, p < 0.05). Parental reflective functioning also showed a direct positive relationship with cognitive skills (β = 0.23, t = 2.00, p < 0.05). Screen time significantly mediated the association between parental reflective functioning and children’s cognitive skills.
 
Conclusion: Parental reflective functioning influences children’s cognitive development both directly and indirectly through screen time. Enhancing reflective functioning and regulating children’s screen exposure may support healthier cognitive outcomes in preschool children.

کلیدواژه‌ها [English]

  • Cognitive Skills
  • Preschool Children
  • Parental Reflective Functioning
  • Screen Media Use

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