پیش‌بینی همدلی بر مبنای هوش اخلاقی و نظریه ذهن با اثر واسطه‌ای سبک‌های فرزندپروری در کودکان 3-6 سال

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران

2 گروه روانشناسی، دانشگده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران

10.48308/apsy.2026.241514.1897

چکیده

 هدف: هدف پژوهش حاضر، بررسی رابطه همدلی کودکان با هوش اخلاقی و نظریه ذهن، همراه با نقش واسطه‌ای سبک‌های فرزندپروری بود.
 
روش: این مطالعه از نوع کمی و همبستگی با مدل‌سازی معادلات ساختاری بوده و جامعه آماری آن شامل کلیه کودکان ۳ تا ۶ ساله ساکن شهر قم در سال 1404 است که 307 نفر از آنان به روش تصادفی خوشه‌ای مرحله‌ای انتخاب شدند. .. ابزارهای این پژوهش شامل پرسشنامه‌های همدلی ریف و همکاران (2010)، هوش اخلاقی امینی مقدم و همکاران (1397)،  نظریه ذهن هوتچینز (2012) و سبک‌های فرزندپروری بامریند (1971) بود که توسط مادران این کودکان پاسخ داده‌شد. برای تحلیل داده‌های این پژوهش از مدل معادلات ساختاری مبتنی بر حداقل مربعات جزئی و نرم‌افزار smartpls استفاده شد.
 
یافته‌ها: نتایج نشان داد که هوش اخلاقی به میزان (625/0) و نظریه ذهن به میزان (60/0) رابطه مثبت و معناداری با همدلی دارند (05/0>p). همچنین سبک فرزندپروری مقتدرانه نقش واسطه‌ای مثبت و معناداری در رابطه بین همدلی و هوش اخلاقی ایفا می‌کند. از سوی دیگر سبک فرزندپروری مستبدانه به میزان (53/0-) و سهل‌گیرانه (351/0-) رابطه منفی و معنی داری با نظریه ذهن دارند (05/0>p). همچنین این دو سبک فرزندپروری نقش واسطه‌ای مثبت و معنی‌داری در رابطه بین همدلی و نظریه ذهن ایفا می‌کنند.
 
نتیجه‌گیری: این یافته‌ها بر اهمیت پرورش مهارت‌های شناختی-اخلاقی و اتخاذ سبک‌های فرزندپروری مقتدرانه برای ارتقای همدلی کودکان تأکید دارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Predicting Empathy from Moral Intelligence and Theory of Mind: Mediating Role of Parenting Styles in Children Aged 3–6 Years

نویسندگان [English]

  • kamran Sheivandi choliche 1
  • Zeynab Soroosh 2
1 Associate Professor of the Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. Tehran. Iran.
2 Department of Psychology, Faculty of Educational Sciences and Psychology, Allameh Tabatabaei University, Tehran, Iran
چکیده [English]

Aim: Childhood, particularly the ages of 3 to 6 years, represents a critical period for the development of emotional and social skills such as empathy. The present study aimed to examine the relationship between children’s empathy, moral intelligence, and theory of mind, along with the mediating role of parenting styles.
 
Method: This research employed a quantitative, correlational design using structural equation modeling. The statistical population consisted of 307 children aged 3 to 6 years living in Qom, who were selected through a multi-stage cluster random sampling method. Data were collected using the Empathy Questionnaire by Ryff et al. (2010), the Moral Intelligence Scale by Amini Moghadam et al. (2018), the Theory of Mind Inventory by Hutchins (2012), and the Parenting Styles Questionnaire by Baumrind (1971), completed by the children’s mothers. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS software.
 
Results: The results indicated that moral intelligence (β = 0.625) and theory of mind (β = 0.60) had significant positive relationships with empathy. Moreover, the authoritative parenting style played a significant positive mediating role in the relationship between empathy and moral intelligence.  
 
Conclusion: The findings highlight the importance of fostering cognitive–moral skills and adopting authoritative parenting styles to enhance empathy in children.

کلیدواژه‌ها [English]

  • Empathy
  • Moral Intelligence
  • Theory of Mind
  • Parenting Styles
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