fa مقایسه ترازهای تحوّلی ادراک خود در نوجوانان زورگو و همتایان بهنجار عمومى General پژوهشي Research <div style="text-align: justify;"><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">در ﮔﺴﺘﺮه ﭘﮋوﻫﺶ ﻫﺎی رﻓﺘﺎری، ﺑﺮرﺳﯽ ﻧﻘﺶ ﻋﻮاﻣﻞ ﺗﺤﻮﻟﯽ و ﺷﻨﺎﺧﺘﯽ در رﻓﺘﺎرﻫﺎی زورﮔﻮیﺎ</span></span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">نه، </span></span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">ﻣﻄﻤﺢ ﻧﻈﺮ ﺑﻮده اﺳﺖ. ﺑﺎ وﺟﻮد ایﻦ، ﻣﻄﺎﻟﻌﻪ ﺗﻄﺒﯿﻘﯽ ﺗﺤﻮل ادراک ﺧﻮد در ﻧﻮﺟﻮاﻧﺎن زورﮔﻮ و ﻫﻤﺘﺎیﺎن ﺑﻬﻨﺠﺎر ﺻﻮرت ﻧﮕﺮﻓﺘﻪ اﺳﺖ. ﻣﻄﺎﻟﻌﻪ ﺣﺎﺿﺮ، ﺑﺎ ﻫﺪف ﻣﻘﺎیﺴﻪ ﺗﺮازﻫﺎی ﺗﺤﻮﻟﯽ ادراک ﺧﻮد ﻋﯿﻨﯽ (مفعوﻟﯽ) و ذﻫﻨﯽ (ﻓﺎﻋﻠﯽ) در ﻧﻮﺟﻮاﻧﺎن زورﮔﻮ و ﻫﻤﺘﺎیﺎن ﺑﻬﻨﺠﺎر ﺗﺤﻘﻖ یﺎﻓﺘﻪ اﺳﺖ. در یﮏ ﻃﺮح ﻋﻠّﯽ ﻣﻘﺎیﺴﻪ ای، 120 ﻧﻔﺮ از ﻧﻮﺟﻮاﻧﺎن ﺑﻪ وﺳﯿﻠﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ ای ﭼﻨﺪﻣﺮﺣﻠﻪ ای ﻫﻤﺮاه ﺑﺎ سرند ﮐﺮدن اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎی زورﮔﻮیﯽ اﻟﻮیﻮس (1996)، ﻣﺼﺎﺣﺒﻪ ادراک ﺧﻮدﻧﺎﻣﮕﺬاری ﻣﻌﻠﻤﺎن ﺑﺮای ﮔﺮدآوری اﻃﻼﻋﺎت ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎیﺞ ﺗﺤﻠﯿﻞ آﻣﺎری ﺑﺎ آزمون ﺧﯽ دو، ﺣﺎﮐﯽ از آن ﺑﻮد ﮐﻪ در ﻗﻠﻤﺮو ادراک ﺧﻮد ﻣﻔﻌﻮﻟﯽ رﺟﻮع ﺑﻪ روان ﺑﻨﻪ ﻫﺎی ﻓﯿﺰیﮑﯽ و فعال در نوﺟﻮاﻧﺎن زورﮔﻮ ﺑﯿﺸﺘﺮ ﺑﻮده اﺳﺖ(0/01></span></span></span><span dir="LTR"><span style="color:black;">P</span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;"> و 60/94=</span></span></span><span dir="LTR"><span style="color:black;">X2</span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">) </span></span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">در ادراک ﺧﻮد ﻓﺎﻋﻠﯽ ﻧﯿﺰ ﺗﺮازﻫﺎی ﺗﺤﻮﻟﯽ</span></span></span>&nbsp;<span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">ﺗﺪاوم(35/43=</span></span></span><span dir="LTR"><span style="color:black;">x2</span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">) ،تمایز(43/42=x2)، و اراده (9/08=</span></span></span><span dir="LTR"><span style="color:black;">X2</span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">)</span></span></span> <span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">در ﻧﻮﺟﻮاﻧﺎن ﺑﻬﻨﺠﺎر ﺑﺎﻻﺗﺮ از ﻧﻮﺟﻮاﻧﺎ</span></span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">ن </span></span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">ﺑﻮده اﻧﺪ(0/01></span></span></span><span dir="LTR"><span style="color:black;">P</span></span><span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">).</span></span></span> <span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">اﺳﺘﻠﺰام ﻫﺎی</span></span></span>&nbsp;<span style="color:black;"><span style="font-family:b zar;"><span style="font-size:12.0pt;">ﻣﻄﺎﻟﻌﻪ از ﻟﺤﺎظ ﻧﻘﺶ ﺗﺤﻮل ادراک ﺧﻮد در ﺑﺮوز رﻓﺘﺎرﻫﺎی زورگویﯽ از یﮏ ﺳﻮ و ﻃﺮح ﺑﺮﻧﺎﻣﻪ ﻫﺎی ﻣﺪاﺧﻠﻪ ای ﻣﺒﺘﻨﯽ ﺑﺮ زﻣﯿﻨﻪ ﻫﺎی ﺗﺤﻮﻟﯽ ﻧﻮﺟﻮاﻧﺎن از ﺳﻮی دیگر مدﻧﻈﺮ ﻫﺴﺘﻨﺪ</span></span></span><span dir="LTR"><span style="color:black;">.</span></span></div> <div style="text-align: justify;">In the scope of behavioral research, examining the role of developmental and cognitive factors on bullying behaviors has been emphasized. However, there is no comparative study to investigate self-understanding among adolescent bullies and normal peers. The present study aimed to compare the developmental levels of self-understanding (self-as-subject and self-as-object) in adolescent bullies and normal peers. In a causal-comparative design, 120 adolescents were chosen by multi-stage cluster random sampling and screening method. Olweus Bullying Scale (1996), self-understanding interview and teachers&#39; nominations were used to gather the data. The results of Chi squares test showed that in self-as- object domain, referring to physical and active schemas were more in adolescent bullies (&chi;2 = 60.94,&nbsp; p<0.01).&nbsp; In self-as-subject domain, developmental levels of continuity (&chi;2 = 35.43, P>0.01), distinctness<br> (&chi;2 = 43.42 , P>0.01) and volition(&chi;2 = 9.08 , P>0.01) were higher in normal adolescents than bullies. Implications of this study regarding the developmental role of self-understanding in bullying behaviors on one hand and planning intervention programs based on adolescents&rsquo; developmental aspects on the other hand are considered..<span dir="RTL"></span></div> ترازهای تحوّلی, ادراک خود, رفتارهای زورگویی. developmental levels, self-understanding, bullying 105 123 http://psychologicalscience.ir/browse.php?a_code=A-10-1-44&slc_lang=fa&sid=1 Maryam Nejati مریم نجاتی irnasab2006@gmail.com 1003194753284600471 1003194753284600471 No Tabriz University دانشگاه تبریز Mirmahmoud Mirnasab میرمحمود میرنسب 1003194753284600472 1003194753284600472 Yes Tabriz University دانشگاه تبریز Eskandar Fathi Azar اسکندر فتحی‌آذر 1003194753284600473 1003194753284600473 No Tabriz University دانشگاه تبریز