High-risk Behaviors: A Discriminant Analysis of Individual Factors in Students مقالة

The aim of this study was to explain the group membership model using discriminant analysis for high school students with high risk behaviors based on individual factors. The research method was correlational because the relationship between individual variables with high-risk behaviors in students was investigated. The statistical population was all high school male and female students who were studying in schools of Shiraz in the 2019 academic year. Sampling of this research was done by accessible method. The participants included 120 students who were matched in terms of age, educational level, parentschr('39') degree and relative socio-economic status and were divided into two groups. The first group included 30 boys and 30 girls with high-risk behaviors and the second group (the control group) included 60 participants (30 males and 30 females). To collect data, the scale of Iranian adolescent risk behaviors (IARS), Zuckerman Sensation Seeking Scale, Garnfsky cognitive emotion regulation questionnaire, and Luthans psychological capital questionnaire were used. For statistical analysis, discriminant analysis method was used. The results indicated that the equation of discriminant analysis has the power to classify normal students and students with high-risk behavior based on individual variables (cognitive regulation of emotion, sensation seeking, and psychological capital). Also, the discriminant analysis equation had the power to classify normal students and students with high-risk behavior male students but in female students did not have any significant power.

این پژوهش با هدف تبیین مدل عضویت گروهی با تحلیل تمییز برای دانش‌آموزان دارای رفتارهای پرخطر بر اساس شاخص‌های خانوادگی و فردی در دانش آموزان مقطع متوسطه صورت گرفته است. در این پژوهش از طرح همبستگی برای تفکیک گروه ها استفاده شد و رابطه میان متغیرها بر اساس هدف پژوهش تحلیل گردید. کلیه دانش آموزان پسر و دختر دوره متوسطه که در سال تحصیلی 97-98 در مدارس شهر شیراز مشغول به تحصیل بوده اند، به عنوان جامعه آماری پژوهش در نظر گرفته شدند. نمونه گیری این پژوهش به روش در دسترس صورت گرفت. آزمودنی ها شامل 120 نفر از دانش آموزان بودند که از لحاظ سن، پایه تحصیلی، مدرک تحصیلی والدین و وضعیت نسبی اجتماعی - اقتصادی همتاسازی شده به دو گروه تقسیم شدند. ابزارهای اندازه گیری پژوهش و جمع آوری داده ها، مقیاس رفتارهای پرخطر نوجوانان ایرانی (IARS )، مقیاس هیجان خواهی زاکرمن، پرسشنامه تنظیم شناختی هیجان گارنفسکی، و پرسشنامه سرمایه روانشناختی لوتانز بود. برای تحلیل آماری از روش تحلیل تمیز یا افتراقی استفاده شد. یافته ها نشان داد که معادله تحلیل افتراقی دارای قدرت تفکیک دانش آموزان عادی از دانش آموزان دارای رفتار پر خطر بر اساس متغیرهای فردی (تنظیم شناختی هیجان ، هیجان‌خواهی، و سرمایه روان‌شناختی) است. همچنین معادله تحلیل افتراقی دارای قدرت تفکیک دانش آموزان پسر عادی از دانش آموزان پسر دارای رفتار پر خطر را بر اساس متغیرهای فردی بود اما دارای قدرت تفکیک دانش آموزان دختر عادی از دانش آموزان دختر دارای رفتار پر خطر، بر اساس متغیرهای فردی نبود.

ir/ Iranian Evolutionary and Educational Psychology Journal IEEPJ High-risk Behaviors: A Discriminant Analysis of Individual Factors in Students Rahim Farzin1, Nadereh Sohrabi Shekofti2*, Maryam Kouroshnia 3 1. com ABSTRACT: The aim of this study was to explain the group membership model using discriminant analysis for high school students with high risk behaviors based on individual factors. To collect data, the scale of Iranian adolescent risk behaviors (IARS), Zuckerman Sensation Seeking Scale, Garnfsky cognitive emotion regulation questionnaire, and Luthans psychological capital questionnaire were used. The results indicated that the equation of discriminant analysis has the power to classify normal students and students with high- risk behavior based on individual variables (cognitive regulation of emotion, sensation seeking, and psychological capital). The Iranian Adolescents' Risk Behavior Scale (IARS), the Zuckerman sensation-seeking Scale, the Luthans Psychological Capital Questionnaire, and the Garnefski Cognitive Emotion Regulation Questionnaire were used to collect data. Discussion The aim of this study was to discriminate high-risk students from high-risk students based on individual indicators (cognitive emotion regulation, sensation seeking, and psychological capital). In general, it can be concluded that in the present study, individual indicators (cognitive regulation of emotion, sensation seeking and psychological capital) have the power to discriminate students with high- risk behavior from students without high-risk behavior. Each of the indicators of cognitive regulation of emotion, sensation seeking and psychological capital alone has a positive effect on the discrimination between normal students and students with high-risk behavior in total and male sample.