:ﻪﺒﺗﺎﮑﻣ سردآ*
مﺮﺧ
،دﺎﺑآ هﺎﮕﺸﻧاد مﺮﺧ ﺪﺣاو ﯽﻣﻼﺳا دازآ .ﯽﺷزﻮﻣآ ﺖﯾﺮﯾﺪﻣ هوﺮﮔ ،تﺎﯿﺑدا هﺪﮑﺸﻧاد ،دﺎﺑآ
ﺖﺴﭘ :ﮏﯿﻧوﺮﺘﮑﻟا [email protected]
لﺪﻣ ﯾ ﺑﺎ ﯽ رﺎﺘﺧﺎﺳ تﻻدﺎﻌﻣ ي
ﻮﮕﻟا ي ﻪﻓﺮﺣ قﻼﺧا يا
نﺎﮑﺷﺰﭘ رد
ﺷ ﯿ ﺮﯾ ﻦ ﺿﺎﻗ ﯽ
، 1
ﺴﺣ ﯿ ﻦ دادﺮﻬﻣ
*
، 2
ﺮﻬﻣ ي اراد ﯽﯾ
2
1 - ،ﯽﺷزﻮﻣآ ﺖﯾﺮﯾﺪﻣ ياﺮﺘﮐد يﻮﺠﺸﻧاد هوﺮﮔ
،ﯽﺷزﻮﻣآ ﺖﯾﺮﯾﺪﻣ هﺪﮑﺸﻧاد
،ﯽﻧﺎﺴﻧا مﻮﻠﻋ و تﺎﯿﺑدا مﺮﺧ ﺪﺣاو
دﺎﺑآ
، ﯽﻣﻼﺳا دازآ هﺎﮕﺸﻧاد مﺮﺧ ،
ناﺮﯾا ،دﺎﺑآ
2 - رﺎﯾدﺎﺘﺳا هوﺮﮔ ،ﯽﺷزﻮﻣآ ﺖﯾﺮﯾﺪﻣ ﯽﺷزﻮﻣآ ﺖﯾﺮﯾﺪﻣ
، هﺪﮑﺸﻧاد ،ﯽﻧﺎﺴﻧا مﻮﻠﻋ و تﺎﯿﺑدا مﺮﺧ ﺪﺣاو
آ دﺎﺑ
، ﯽﻣﻼﺳا دازآ هﺎﮕﺸﻧاد مﺮﺧ ،
ناﺮﯾا ،دﺎﺑآ
هرود / ﻪﺘﻓﺎﯾ ﻢﮑﯾ و ﺖﺴﯿﺑ
هرﺎﻤﺷ / 4
/ ز نﺎﺘﺴﻣ 98
ﻞﺴﻠﺴﻣ / 82
:ﻪﻟﺎﻘﻣ ﺖﻓﺎﯾرد 16
/ 7 / 98 :ﻪﻟﺎﻘﻣ شﺮﯾﺬﭘ 10
/ 9 / 98
:ﻪﻣﺪﻘﻣ
ﻪﻓﺮﺣ قﻼﺧا ﺣ رد ﺐﺳﺎﻨﻣ يﺎﻫرﺎﮑﻫار ﻪﺋارا و ﯽﻗﻼﺧا ﻞﺋﺎﺴﻣ ﻞﺣ ﺖﻬﺟ ﺪﻨﻣرﺎﺘﺧﺎﺳ ﯽﻣﺎﻈﻧ ،ﯽﮑﺷﺰﭘ يا
.ﺖـﺳا ﯽﮑﺷﺰﭘ ﻪﻄﯿ ﻦـﯾا فﺪـﻫ
ﻪﻓﺮﺣ قﻼﺧا يﻮﮕﻟا نﻮﻣزآ و ﯽﺣاﺮﻃ ﺶﻫوﮋﭘ دﻮﺑ نﺎﮑﺷﺰﭘ رد يا
.
شور و داﻮﻣ :ﺎﻫ
رد ،ﺶﻫوﮋﭘ ﻦﯾا ﺎﺑ
ﺶﻫوﮋﭘ ﻪﻌﻟﺎﻄﻣ ﻪﻔﻟﺆﻣ ﺮﺑ راﺬﮔﺮﺛا ﯽﻧﺎﺴﻧا ﻊﺑﺎﻨﻣ ﻞﻣاﻮﻋ زا ﯽﺗﺎﻣﺪﻘﻣ ﯽﺘﺳﺮﻬﻓ ﻦﯿﺸﯿﭘ يﺎﻫ
ﻪـﻓﺮﺣ قﻼـﺧا يﺎﻫ -
رﻮﻈﻨﻣ ﻦﯾﺪﺑ .ﺪﺷ ﯽﯾﺎﻬﻧ و ﻞﯿﻤﮑﺗ ﯽﻔﻟد شور ﺎﺑ يا 14
زا ﺮﻔﻧ ﻪﻓﺮﺣ قﻼﺧا نﺎﮔﺮﺒﺧ ﻤﻧ شور زا هدﺎﻔﺘـﺳا ﺎـﺑ هﺮـﺒﺧ هوﺮـﮔ ناﻮﻨﻋ ﻪﺑ يا
ﻪـﻧﻮ يﺮـﯿﮔ
شور زا ﯽﺒﯿﮐﺮﺗ و ﯽﻟﺎﻤﺘﺣاﺮﯿﻏ فﺪﻫ يﺎﻫ
هﺮﯿﺠﻧز و ﯽﺗوﺎﻀﻗ ﺎﯾ راد ،ﻮﮕﻟا ﻦﯾا رد .ﺪﻧﺪﺷ هﺪﯾﺰﮔﺮﺑ يا
ﻪﻔﻟﺆﻣ ﺎﻫ ﺎـﻫﺮﯿﻐﺘﻣ ناﻮﻨﻋ ﻪﺑ ي
) نﻮـﻨﮑﻣ (نﺎـﻬﻨﭘ
ﺺﺧﺎﺷ ﻂﺳﻮﺗ ﻪﮐ ﺪﻧﺪﺷ ﻪﺘﻓﺮﮔ ﺮﻈﻧ رد يﺎﻫ
) ﻪﻃﻮﺑﺮﻣ ﺎﮑﺷآ يﺎﻫﺮﯿﻐﺘﻣ و ﺪﻧﺪﺷ ﺶﺠﻨﺳ (ر
سﺎﺳا ﺮﺑ لﺪﻣ يرﺎﺘﺧﺎـﺳ تﻻدﺎـﻌﻣ ﯽﺑﺎﯾ نﺎـﺷﺮﯿﺛﺄﺗ
ﺮـﺑ
ﻪﻓﺮﺣ قﻼﺧا ﺎﺑ ،لﺪﻣ شزاﺮﺑ زا ﻞﺒﻗ .ﺪﯾدﺮﮔ ﻦﯿﯿﻌﺗ نﺎﯾﻮﺠﺸﻧاد يا
زا هدﺎﻔﺘﺳا مﺮﻧ راﺰﻓا يرﺎﻣآ SPSSV22 هداد ﻊـﯾزﻮﺗ ندﻮـﺑ لﺎﻣﺮﻧ ﻪﺿوﺮﻔﻣ ، ﺎـﻫ
ﺎـﺑ
ﮐ يﺮﺘﻣارﺎﭘﺎﻧ نﻮﻣزآ ﻮ
فوﺮﮔﻮﻤﻟ - .ﺖﻓﺮﮔ راﺮﻗ ﯽﺳرﺮﺑ درﻮﻣ ﻒﻧﺮﯿﻤﺳا
ﻪﺘﻓﺎﯾ ﺎﻫ :
ﻪﺘﻓﺎﯾ ﻪﺘﻓﺎﯾ .ﺪﻧﺪﺷ ﻞﯿﻠﺤﺗ ﯽﻔﻟد لﺪﻣ و ﯽﻔﯿﮐ ﺶﻫوﮋﭘ شور زا هدﺎﻔﺘﺳا ﺎﺑ ﺎﻫ ﻦﯾا زا ﻞﺻﺎﺣ هﺪﻣآ ﺖﺳد ﻪﺑ يﺎﻫ
ﺶﻫوﮋﭘ ﻪـﺑ ﺷ ﯽﯾﺎـﺳﺎﻨ 11
ﻪﻔﻟﺆﻣ ﻞﻣﺎﺷ ﻪﻔﯿﻇو ﯽﺳﺎﻨﺷ ،ناﺮﮕﯾد ﻪﺑ ماﺮﺘﺣا ،ﺖﻓاﺮﺷ و ﯽﺘﺳرد ،ﯽﻠﻐﺷ ﯽﻟﺎﻌﺗ ، عﻮﻧ
ﯽﺘﺳود ﺪـﻣ ،ﯽﻋﺎﻤﺘﺟا ﺖﻟاﺪﻋ ﻪﺑ ﺪﻬﻌﺗ ، شﻮـﻫ ،نﺎـﻣز ﺖﯾﺮﯾ
اد ،يرادزار ،ﯽﻧﺎﺠﯿﻫ ﻦﯾا ﻦﯿﺑ زا .ﺪﺷ ﯽﻬﺘﻨﻣ ﯽﻗﻼﺧا ﺖﯿﺳﺎﺴﺣ و ﯽﻗﻼﺧا ﺶﻧ
ﻪﻔﻟﺆﻣ ﺎﻫ ﻪﻔﻟﺆﻣ ، و ﯽـﻗﻼﺧا ﺶﻧاد ،ﯽﻧﺎﺠﯿﻫ شﻮﻫ ،نﺎﻣز ﺖﯾﺮﯾﺪﻣ يﺎﻫ
ﯽﻣ ﺶﻫوﮋﭘ ﻦﯾا ﻦﯾﻮﻧ دروﺎﺘﺳد ﯽﻗﻼﺧا ﺖﯿﺳﺎﺴﺣ ﻪﺑ يﺪﯾﺪﺟ ﺺﺧﺎﺷ ﻦﯿﻨﭽﻤﻫ .ﺪﻨﺷﺎﺑ
ﻪﻔﻟﺆﻣ هﺪـﻧوﺮﭘ نﺪـﺷ ﮏـﯿﻧوﺮﺘﮑﻟا ﯽـﻨﻌﯾ ،يرادزار يﺎـﻫ
.ﺪﺷ هدوﺰﻓا نارﺎﻤﯿﺑ
ﻪﺠﯿﺘﻧ و ﺚﺤﺑ يﺮﯿﮔ
:
ﺮﺿﺎﺣ ﺶﻫوﮋﭘ يدﺎﻬﻨﺸﯿﭘ لﺪﻣ ﺐﺳﺎﻨﻣ شزاﺮﺑ ﯽﻣ
ﺪﻧاﻮﺗ و ﯽﻗﻼﺧا يﺎﻫﻮﮕﻟا ﻦﯾوﺪﺗ رد ﻪﻣﺎﻧﺮﺑ
يﺎﻫ ترازو ﺢﻄـﺳ رد ﯽﻠﻣ
دﻮﺷ ﻊﻗاو ﺪﯿﻔﻣ ﯽﮑﺷﺰﭘ شزﻮﻣآ و نﺎﻣرد ،ﺖﺷاﺪﻬﺑ
هژاو يﺪﯿﻠﮐ يﺎﻫ :
ﻪﻓﺮﺣ قﻼﺧا لﺪﻣ ،ﯽﻔﻟد شور ،نﺎﮑﺷﺰﭘ ،ﻮﮕﻟا ،يا
ﻪﻔﻟﺆﻣ ﺺﺧﺎﺷ ، .
هﺪﯿﮑﭼ
ﻪﻣﺪﻘﻣ
شزرا و لﻮﺻا ﻞﻣﺎﺷ قﻼﺧا ﺖﺳا ﯽﯾﺎﻫ
يﺎـﻫرﺎﺘﻓر ﺮـﺑ ﻪﮐ
دراد ﺖـﯿﻤﮐﺎﺣ ﻂـﻠﻏ ﺎـﯾ ﺖﺳرد ناﻮﻨﻋ ﺖﺤﺗ ﯽﻌﻤﺟ و يدﺮﻓ ) 1 رﺎـﺘﻓر ندﻮـﺑ ﺪـﺑ ﺎـﯾ ندﻮـﺑ بﻮﺧ ﯽﮕﻧﻮﮕﭼ ،ﻢﻠﻋ ﻦﯾا رد .(
ﯽﻟﺎـﻌﺘﻣ فﺪـﻫ ﻪـﺑ نﺪﯿﺳر يﺎﺘﺳار رد و هﺪﺷ ﯽﺳرﺮﺑ ﯽﻧﺎﺴﻧا ﻪﯿﺻﻮﺗ ،قﻼﺧا ﯽﻣ ترﻮﺻ ﯽﯾﺎﻫ
ﮔﯿ دﺮ ) 2،3 ( ؛ ﺮـﮕﯾد ترﺎﺒﻋ ﻪﺑ ،
ﻪﻋﻮﻤﺠﻣ قﻼﺧا شزرا زا يا
ـﯾﺎﺒﻧ و ﺎﻫﺪـﯾﺎﺑ و ﺎﻫ ﻪـﮐ ﺖـﺳا ﺎﻫﺪ
ﺶﺨﺑ ﯽـﺸﺨﺑﺮﺛا ﺖﯾﺮﯾﺪﻣ رد ﯽﻤﻬﻣ ﺶﻘﻧ ﺎـﻔﯾا ﯽﻧﺎـﻣرد يﺎـﻫ
ﯽﻣ ) ﺪﻨﮐ 4،5 ﻪـﻓﺮﺣ قﻼـﺧا .(
ﯽـﮑﯾ يا ﻪﺒﻌـﺷ زا
ﺪـﯾﺪﺟ يﺎﻫ
ﯽـﻣ ﻪﮐ ﺖﺳا قﻼﺧا ﯽـﻗﻼﺧا ﻞﺋﺎـﺴﻣ ﻪـﺑ ﺪـﺷﻮﮐ
ﻪـﻓﺮﺣ ﺎﻫ ي
ﺖـﺳا رﻮـﺼﺘﻣ صﺎـﺧ ﯽﻟﻮﺻا نآ ياﺮﺑ و هداد ﺦﺳﺎﭘ نﻮﮔﺎﻧﻮﮔ )6 ﻪــﻓﺮﺣ قﻼــﺧا .(
ﻞــﻤﻋ و بدا ،رﺎــﺘﻓر زا ﺖــﺳا ترﺎــﺒﻋ يا
ﻨﻫ ﺺﺨﺷ ﻪﻓﺮﺣ رﺎﮐ مﺎﺠﻧا مﺎﮕ
رد مدﺮـﻣ قﻮـﻘﺣ ﺖـﯾﺎﻋر و يا
و رﺎﮐ و ﺐﺴﮐ ﮐﺄﺗ
ﯿ ﺪ فﺎﻔﺷ ﺮـﺑ ﺪـﺿ لﺎـﻤﻋا ﻦﯿـﯿﺒﺗ و يزﺎـﺳ
ﺖﯿﻟﻮﺌﺴﻣ و ﯽﻗﻼﺧا نآ لﺎﺒﻗ رد يﺮﯾﺬﭘ
ﺎﻫ ) 10-7 ﯾرﺎﻌﺗ زا .(
ﻒ
ﻪـﻓﺮﺣ قﻼﺧا هرﺎﺑرد هﺪﺷ ﻪﺋارا نﻮﮔﺎﻧﻮﮔ ﯽـﻣ يا
ﻦﯿـﻨﭼ ناﻮـﺗ
ﻪـﻓﺮﺣ قﻼـﺧا ﻪﮐ دﺮﮐ دروآﺮﺑ ﻪـﻋﻮﻤﺠﻣ يا
ﺶﻨـﮐ زا يا و ﺎـﻫ
ﺶﻨﮐاو ﺎﻫ نﺎﻣزﺎﺳ يﻮﺳ زا ﻪﮐ ﺖﺳا هﺪﺷ ﻪﺘﻓﺮﯾﺬﭘ ﯽﻗﻼﺧا ي -
ﻪﻓﺮﺣ ﻊﻣﺎﺠﻣ و ﺎﻫ دروآ ﻢﻫاﺮﻓ يا
ﺖﺳا هﺪﺷ ه )
10 ﯾﻮﺳ زا .(
،ﯽ
ﻪﻓﺮﺣ قﻼﺧا ﯽﮔﮋﯾو ﻪﺑ دراد هرﺎﺷا يا
ﻒﯾﺎـﻇو نﻮـﭽﻤﻫ ﯽﯾﺎـﻫ
ﯽﮕﺘﺴﯾﺎﺷ ،ﺪﻨﻤﺷزرا ﻪﻓﺮﺣ يﺎﻫ
ﻪـﻋﻮﻤﺠﻣ رﻮﻃ ﻦﯿﻤﻫ و يا يا
ﻪﻓﺮﺣ رﺎﺘﻓر و قﻼﺧا ﺪﻌﺑ ود ﺮﻫ رد ﻪﮐ ﯽﯾﺎﻫرﺎﺠﻨﻫ زا ﺑ يا
ﺪـﯾﺎ
ﻪﺑ ترﺎـﺒﻋ ﻪـﺑ ،دﻮـﺷ هدﺮـﺑ رﺎﮐ ﻪﺑ نﺎﺷرﻮﻣا رد ﻪﻧازور ترﻮﺻ
ﻪﻓﺮﺣ قﻼﺧا ﺮﮕﯾد ﻪـﺼﺧﺎﺷ و ﺖﺳا يرﺎﮐ قﻼﺧا نﺎﻤﻫ ﺎﯾ يا
-
ﻪﻓﺮﺣ قﻼﺧا يﺎﻫ ) ﺖﺳا ﻪﻓﺮﺣ رد ﺐﻟﺎﻏ ﻪﺼﺧﺎﺷ يا
11،12 .(
ﻪﺻﺮﻋ رد ﯽﻗﻼﺧا رﺎﺘﻓر ياﺮﺑ رﺎﯿﻌﻣ ﺎﯾ ﻞﺻا هدزاود ﮏﯿﻧزر ﯽﻣ دﺎﻬﻨﺸﯿﭘ يروﺎﻨﻓ و ﻢﻠﻋ ﻦﯿﻨﭽﻤﻫ و ﻞﻐﺷ و ﻪﻓﺮﺣ ﻪـﮐ ﺪﻨﮐ
رﺎﺒﻋ ت ﺪﻧا رﺎـﺒﺘﻋا ،يدازآ ،يﺮﻈﻧﺪـﻨﻠﺑ ،ﺖـﻗد ،يرﺎﮑﺘـﺳرد :زا
ﺖﯿﻟﻮﺌـﺴﻣ ،ﻢﯿﻠﻌﺗ ،كرﺪﻣ ،يراﺪـﻣ نﻮﻧﺎـﻗ ،ﯽﻋﺎـﻤﺘﺟا يﺮﯾﺬﭘ
ﺖـﯾﺎﻋر و ماﺮـﺘﺣا ،ﯽﯾارﺎـﮐ ،ﻞـﺑﺎﻘﺘﻣ ماﺮـﺘﺣا ،ﺖـﺻﺮﻓ يﺎﻄﻋا هژﻮــﺳ قﻮـﻘﺣ يﺎـﻫ
ــﺸﻫوﮋﭘ ﯽ ) 1،13 رد ﯽــﻄﺒﺗﺮﻣ ﻪـﻌﻟﺎﻄﻣ .(
هﺪﮑﺸﻧاد ﺎـﻬﻨﺗ داد نﺎـﺸﻧ ﯽﺑﺮﻋ يﺎﻫرﻮﺸﮐ ﯽﮑﺷﺰﭘ يﺎﻫ 41
% زا نﺎﯾﻮﺠـﺸﻧاد
ﺖﯾﺎــﺿر رﺎـﻬﻇا قﻼــﺧا سرد ﯽـﻠﮐ ياﻮــﺘﺤﻣ
و ﺪــﻧدﻮﻤﻧ 23
% ﯽــﻋﻼﻃا سورد ﻦــﯾا ﯽــﻠﻤﻋ شزرا زا ﺎــﻬﻧآ
ﻪﻣﺎﻧﺮﺑ ﺪﻧدﺮﮐ نﺎﯿﺑ و ﺪﻨﺘﺷاﺪﻧ ﻪـﻓﺮﺣ قﻼـﺧا ﯽـﺳرد يﺎـﻫ
يا
) ﺖﺴﯿﻧ ﯽﻓﺎﮐ ﺎﻬﻧآ ﯽﺳرد ﻪﻣﺎﻧﺮﺑ رد ناﺪﻨﭼ ﯽﮑﺷﺰﭘ 14،15
.(
لﺪﻣ دﻮﺒﻧ ﻪﻓﺮﺣ قﻼﺧا يﺎﻫ ﺰـﯿﻧ يﺮـﮕﯾد ﺶﻫوﮋـﭘ رد يا
ﯽـﺸﻫوﮋﭘ رد .ﺖـﺳا هﺪﺷ ﺢﯾﺮﺼﺗ 87
ﻪﺘـﺷر شزﻮـﻣآ ﻪـﻣﺎﻧﺮﺑ
درﻮـﻣ ﻞـﯾزﺮﺑ رﻮﺸﮐ رد ﯽﮑﺷﺰﭘ زرا
ـﯾ ﺑﺎ ﺞﯾﺎـﺘﻧ .ﺖـﻓﺮﮔ راﺮـﻗ ﯽ
رد ﻪﮐ داد نﺎﺸﻧ 45
% ﻪﻣﺎﻧﺮﺑ ﻦﯾا ﯽـﻗﻼﺧا ﺐـﺳﺎﻨﻣ لﺪـﻣ ،ﺎـﻫ
) ﺖﺷاﺪﻧ دﻮﺟ نآ يﺎﻨﺒﻣ ﺮﺑ ﺲﯾرﺪﺗ ياﺮﺑ 16
.(
لﺪـﻣ ﯽـﺣاﺮﻃ ﺖﯿﻤﻫا ﺰﺋﺎﺣ ﻪﺘﮑﻧ زا ﻞـﺒﻗ ﯽـﻗﻼﺧا يﺎـﻫ
ﻪﻓﺮﺣ قﻼﺧا شزﻮﻣآ ﺖﺳا يا
؛ ﺖـﺳا زﺎـﯿﻧ ﺮـﮕﯾد ترﺎـﺒﻋ ﻪـﺑ
لﺪﻣ ﺎﻫ ﺎﯾﻮﺠـﺸﻧاد ﺎﻬﻧآ ﻖﯾﺮﻃ زا ﻪﮐ دﻮﺷ ﯽﺣاﺮﻃ ﯽﻗﻼﺧا ي ن
ﻪـﺟاﻮﻣ رﺎـﻤﯿﺑ ﻦﯿﻟﺎـﺑ رد ﯽـﻗﻼﺧا ﯽﻨﯿﻟﺎﺑ تﻼﮑﺸﻣ ﺎﺑ ﯽﮑﺷﺰﭘ ﻢﯿﻤﺼﺗ ﻪﺑ راداو ار ﺎﻬﻧآ و ﺪﻧﻮﺷ يﺮﯿﮔ
) ﺪـﻨﮐ ﯽﻗﻼﺧا يﺎﻫ 17
.(
ﻪــﻌﻟﺎﻄﻣ رد ﻪــﮐ ﺪــﺷ هداد نﺎــﺸﻧ يا
85
% نﺎــﯿﺑ نﺎﯾﻮﺠــﺸﻧاد
ﺶﯿـﭘ ﯽـﻗﻼﺧا ﻞﺋﺎـﺴﻣ و تﺎـﯿﺑﺮﺠﺗ يزﺎـﺳﺮﯾﻮﺼﺗ ﻪﮐ ﺪﻧدﻮﻤﻧ ــﺳا و هﺪــﻣآ رد ﺮــﻈﻧ لدﺎــﺒﺗ و ﺚــﺤﺑ ﺰــﯿﻧ و ﺎــﻫﻮﮕﻟا زا هدﺎﻔﺘ
ﯽﻣ تﺎﻤﯿﻤﺼﺗ ذﺎﺨﺗا صﻮﺼﺧ ﻨﯿﻣز ﻦﯾا رد ار ﺎﻬﻧآ ﻦﻫذ ﺪﻧاﻮﺗ
ﻪ
) ﺪﯾﺎﻤﻧ ﻦﺷور 18
.(
يﺎﻫﺪــﻨﯾآﺮﻓ رد يروﺎــﻨﻓ و ﺶــﻧاد شﺮﺘــﺴﮔ و ﺖﻓﺮــﺸﯿﭘ ﺎــﺑ ار نﺎﮑــﺷﺰﭘ و نارﺎــﻤﯿﺑ ،نﺎــﻣرد و ﺺﯿﺨــﺸﺗ ،يﺮﯿﮕــﺸﯿﭘ
بﺎﺨﺘﻧا ﻞﺋﺎـﺴﻣ ﺮـﻣا ﻦﯾا و ﺖﺳا ﻪﺘﺧﺎﺳ ﻪﺟاﻮﻣ يدﺪﻌﺘﻣ يﺎﻫ
يﺪﯾﺪﺟ ردﺎـﻗ ﯽﻃاﺮﻘﺑ ﯽﮑﺷﺰﭘ قﻼﺧا ﺎﺑ ﻪﮐ هدروآ دﻮﺟو ﻪﺑ ار ﯽـﻗﻼﺧا لﻮﺻا شزﻮﻣآ ﻊﻗو رد .ﻢﯿﺘﺴﯿﻧ ﺎﻬﻧآ ﻪﺑ ﯽﯾﻮﮕﺨﺳﺎﭘ ﻪﺑ
ﯽـﻤﻧ ﺖـﯾﺎﻔﮐ ﯽﯾﺎـﻬﻨﺗ ﻪـﺑ هﺪـﻨﻨﮐ ﯽـﻬﻧ و ﻪﻧاﺮﻣآ ﺪـﯾﺎﺑ و ﺪـﻨﮐ
نﺎﯾﻮﺠـﺸﻧاد ﻪـﺑ ﻞﺋﺎـﺴﻣ ﻞﺣ ياﺮﺑ ﯽﻗﻼﺧا ﺪﯾﺪﺟ يﺎﻫرﺎﮑﻫار لﺪـﻣ ﯽـﺣاﺮﻃ ،ﺮﻣا ﻦﯾا ﻪﻣزﻻ .دﻮﺷ هداد شزﻮﻣآ ﯽﮑﺷﺰﭘ يﺎﻫ
ﯽﻗﻼﺧا ) ﺖﺳا 19 ﯽﮑـﺷﺰﭘ ﻪﺘـﺷر نﺎﯾﻮﺠـﺸﻧاد زا يرﺎﯿـﺴﺑ .(
شزﻮﻣآ ﻪﻓﺮﺣ قﻼﺧا ﺎﺑ طﺎﺒﺗرا رد ﯽﯾﺎﻫ هﺪـﯾد يا
ًﺎﻤﻠـﺴﻣ و ﺪـﻧا
ﻪﺘﺴﺟﺮﺑ ﺪﯿﺗﺎﺳا ﻪـﻓﺮﺣ قﻼـﺧا يﺮـﻈﻧ ﯽﻧﺎﺒﻣ ﺢﯾﺮﺸﺗ ﻪﺑ يا
يا
ﻪﺘﺧادﺮﭘ بﺎﺘﮐ زا يرﺎﯿﺴﺑ ﻦﯿﻨﭽﻤﻫ .ﺪﻧا ﻪﻓﺮﺣ قﻼﺧا يﺎﻫ
و يا
ﻪﻣﺎﻧﺮﺑ يﺮـﻈﻧ لﻮـﺻا سﺎـﺳا ﺮـﺑ ﺎـﻬﻨﺗ ،ﻪﻃﻮﺑﺮﻣ ﯽﺷزﻮﻣآ يﺎﻫ
ﻼﺧا ﻪﺘـﺷاﺪﻧ ﻪﺟﻮﺗ نآ يدﺮﺑرﺎﮐ ﺪﻌﺑ ﻪﺑ و هﺪﺷ ﻪﺘﺷﺎﮕﻧ ﯽﻗ ﺪـﻧا
) 20،21 رد دﻮــﺟﻮﻣ ﯽــﻗﻼﺧا سورد زا يرﺎﯿــﺴﺑ ﻦﯿــﻨﭽﻤﻫ .(
هﺪﮑﺸﻧاد ﺖـﺳا ﯽـﻗﻼﺧا لﻮـﺻا يﺎﻨﺒﻣ ﺮﺑ رﻮﺸﮐ ﯽﮑﺷﺰﭘ يﺎﻫ
ﻪﺘﺷر ﻦﯿﺑ ﻪﮐ ﻪﺘـﺷر ﻪﺑ ﻪﮐ ﯽﺻﺎﺼﺘﺧا لﺪﻣ ًﺎﺒﯾﺮﻘﺗ و ﺖﺳا يا
.دراﺪﻧ دﻮﺟو ﺪﺷﺎﺑ ﻂﺒﺗﺮﻣ ﯽﮑﺷﺰﭘ لﺪﻣ ﯽﺣاﺮﻃ
قﻼـﺧا يﺎـﻫ
ﻪﻓﺮﺣ يا ﯽـﻣ ﯽﮑﺷﺰﭘ ﻪﻨﯿﻣز رد و ﯽﮑـﺷﺰﭘ نﺎﯾﻮﺠـﺸﻧاد ﺪـﻧاﻮﺗ
ﻒـﻗاو ﺮـﻣا ﻦـﯾا ﺖﯿﻤﻫا ﻪﺑ ﺶﯿﭘ زا ﺶﯿﺑ ار ﻪﻓﺮﺣ ﻦﯾا ﺪﯿﺗﺎﺳا ار ﻦﯿﻟﺎـﺑ رد رﺎﮐ لﻮﻐﺸﻣ ﯽﮑﺷﺰﭘ نﺎﯾﻮﺠﺸﻧاد ﯽﯾﻮﺳ زا و دزﺎﺳ ﺪـﻨﮐ ﺐـﻏار ﺎـﻬﻧآ ﻞـﺣ و ﯽﻗﻼﺧا تﺎﻋﻮﺿﻮﻣ يزﺎﺳﺮﯾﻮﺼﺗ ﻪﺑ ؛
قﻼﺧا لﺪﻣ نﻮﻣزآ و ﯽﺣاﺮﻃ فﺪﻫ ﺎﺑ ﺮﺿﺎﺣ ﺶﻫوﮋﭘ ﻦﯾاﺮﺑﺎﻨﺑ ﻪﻓﺮﺣ رد يا هﺪـﺷ مﺎـﺠﻧا ﯽـﻔﻟد شور زا هدﺎﻔﺘـﺳا ﺎﺑ نﺎﮑﺷﺰﭘ
ﺖﺳا .
شور و داﻮﻣ ﺎﻫ
شور زا ﯽﮑﯾ ﯽﻔﻟد شور زا ﻪـﮐ ﺖﺳا ﯽﻔﯿﮐ ﻖﯿﻘﺤﺗ يﺎﻫ
ﻢﯿﻤـﺼﺗ رد عﺎـﻤﺟا ﻪـﺑ ﯽﺑﺎﯿﺘـﺳد رﻮـﻈﻨﻣ ﻪﺑ نآ يﺮـﯿﮔ
يﺎـﻫ
ﯽﻣ هدﺎﻔﺘﺳا ﯽﻫوﺮﮔ زا يﺮـﺳ ﮏﯾ ﯽﻔﻟد شور ،ﻞﻤﻋ رد .دﻮﺷ
ﻪﻣﺎﻨﺸﺳﺮﭘ درﻮﺧزﺎـﺑ هاﺮـﻤﻫ ﻪـﺑ ﯽﻟاﻮﺘﻣ يﺎﻫرود ﺎﯾ ﺎﻫ
لﺮـﺘﻨﮐ
هﺪﺷ ا هوﺮـﮔ ﮏﯾ نﺎﯿﻣ ﺮﻈﻧ قﺎﻔﺗا ﻪﺑ دراد شﻼﺗ ﻪﮐ ﺖﺳا يا ز
.ﺪﺑﺎﯾ ﺖﺳد صﺎﺧ عﻮﺿﻮﻣ ﮏﯾ هرﺎﺑرد هﺮﺒﺧ داﺮﻓا ﻒﯾﺮﻌﺗ ﺶﻫوﮋﭘ ﻪﻠﺌﺴﻣ لوا ﻪﻠﺣﺮﻣ رد ،ﺮﺿﺎﺣ ﺶﻫوﮋﭘ رد
ﯽﮔﮋﯾو ﻪﺑ ﻪﺟﻮﺗ ﺎﺑ ﺲﭙﺳ و ﺪﺷ بﺎـﺨﺘﻧا ﺖـﻬﺟ ﺮﻈﻧﺪـﻣ يﺎـﻫ
،هﺮﺒﺧ نﺎﮔﺪﻨﻨﮐ ﺖﮐﺮﺷ هوﺮﮔ رﺎﮐ ﻦﯾا رد ﺖﮐرﺎﺸﻣ يﺎﻫدﺰﻣﺎﻧ
ﻮﻋد نﺎﻧآ زا و ﯽﯾﺎﺳﺎﻨﺷ ﻪـﻠﺣﺮﻣ مود ﻪـﻠﺣﺮﻣ .ﺪـﻣآ ﻞﻤﻋ ﻪﺑ ت
،ﻪـﻠﺣﺮﻣ ﻦـﯾا رد .ﺖـﺳا ﺶﻫوﮋﭘ ﻪﻠﺌﺴﻣ ﻪﻨﯿﻣز رد هﺪﯾا ﺪﯿﻟﻮﺗ
،هﺮﺒﺧ يﺎﻀﻋا هﺪﯾا
ﻣ ﺎﺑ ﻂﺒﺗﺮﻣ ﻞﻣاﻮﻋ هرﺎﺑرد ار دﻮﺧ يﺎﻫ ﻪﻠﺌﺴ
و يراﺮـﮑﺗ دراﻮـﻣ فﺬـﺣ ﺎـﺑ ﺮﮕـﺸﻫوﮋﭘ .ﺪﻧدﺮﮐ ﻪﺋارا ﺶﻫوﮋﭘ ﻠﺌـﺴﻣ ﺎﺑ ﻂﺒﺗﺮﻣ ﻞﻣاﻮﻋ ﯽﯾﺎﻬﻧ ﺖﺴﯿﻟ ،نﺎﺴﮑﯾ نﺎﮔژاو دﺮﺑرﺎﮐ ﻪ
جاﺮﺨﺘﺳا ار ﺶﻫوﮋﭘ دﻮﻤﻧ
ﻪـﺑ ﻞـﻣاﻮﻋ داﺪـﻌﺗ مﻮﺳ ﻪﻠﺣﺮﻣ رد .
رد .ﺪـﺷﺎﺑ مﺎـﺠﻧا ﻞـﺑﺎﻗ ﺎـﻬﻧآ ﺎـﺑ رﺎـﮐ ﻪﮐ ﺖﻓﺎﯾ ﺶﻫﺎﮐ ﯽﻧاﺰﯿﻣ ﺐـﯿﺗﺮﺗ و ﻞـﻣاﻮﻋ ﺖـﯿﻤﻫا ناﺰﯿﻣ ﻪﺑ ﻪﺟﻮﺗ ﺎﺑ ،ﺰﯿﻧ ﺮﺧآ ﻪﻠﺣﺮﻣ ﻪﻔﻟﺆﻣ ﺎﯾ ﻞﻣاﻮﻋ ،ﺎﻬﻧآ .ﺪﺷ ﻦﯿﯿﻌﺗ ﯽﯾﺎﻬﻧ يﺎﻫ
زا ﻞﮑـﺸﺘﻣ ﺮـﺿﺎﺣ ﺶﻫوﮋـﭘ ﯽـﻔﻟد هﺮﺒﺧ يﺎﻀﻋا ﺐﯿﮐﺮﺗ ياراد ﺶﻫوﮋﭘ عﻮﺿﻮﻣ رد ﻪﮐ ﺖﺳا يداﺮﻓا ﺺـﺼﺨﺗ و ﺶﻧاد
ﻪﻓﺮﺣ قﻼﺧا ﺪﯿﺗﺎﺳا ﺰﺟ ﯽﻨﻌﯾ ،ﺪﻨﺘﺴﻫ ﯽﻣ يا
ﺶـﻧاد و ﺪﻨـﺷﺎﺑ
ﻪﻠﺌـﺴﻣ ﺎـﺑ طﺎـﺒﺗرا رد ﺮـﻈﻧ رﺎﻬﻇا ﻪﻨﯿﻣز رد مزﻻ ﺖﯿﺣﻼﺻ و هوﺮﮔرﺎـﮐ يﺎـﻀﻋا نﺎـﯿﻣ ﻪﮐ ﯽﻣﺎﮕﻨﻫ .ﺪﻧراد ار ﺮﺿﺎﺣ ﺶﻫوﮋﭘ دوﺪـﺣ ﺎﻬﻧآ داﺪﻌﺗ ﺪﺷﺎﺑ ﻪﺘﺷاد دﻮﺟو ﺲﻧﺎﺠﺗ 10
ﺎـﺗ 20 ﺮـﻔﻧ
ياﺮﺑ ﯽﻔﻟد هوﺮﮔرﺎﮐ يﺎﻀﻋا .ﺖﺳا هﺪﺷ ﻪﯿﺻﻮﺗ ﺶﻫوﮋـﭘ ﻦـﯾا
14 ﺮﻔﻧ ﻪﻓﺮﺣ قﻼﺧا هزﻮﺣ رد هﺮﺒﺧ دﺎﺘﺳا يا
ﯽـﻣ ﻦـﯾا .ﺪـﺷﺎﺑ
ﻪﻧﻮﻤﻧ ترﻮﺻ ﻪﺑ ،هﺮﺒﺧ داﺪﻌﺗ زا ﯽـﺒﯿﮐﺮﺗ و ﯽﻟﺎﻤﺘﺣاﺮﯿﻏ يﺮﯿﮔ
شور فﺪﻫ يﺎﻫ و ﯽﺗوﺎﻀﻗ ﺎﯾ راد
ﺠﻧز ـﯿ هﺮ ا .ﺪﻧﺪـﺷ هﺪـﯾﺰﮔﺮﺑ ي
ﻞﮑﺷ 1 ﯽﻣ نﺎﺸﻧ ار ﯽﻔﻟد لﺪﻣ مﺎﺠﻧا شور .ﺪﻫد
ﻪــﺑ ﺦــﺳﺎﭘ و يدﺎﻬﻨــﺸﯿﭘ يﻮــﮕﻟا شزاﺮــﺑ ﺖــﻬﺟ ﺲﭙــﺳ :لاﺆﺳ
»آ ـﯾ ﺎ لﺪـﻣ ﻪـﻓﺮﺣ قﻼـﺧا يا
ـﺣاﺮﻃ ﯽ درﻮـﻣ رد هﺪـﺷ
ﻮﺠﺸﻧاد ﯾ نﺎ ﮑﺷﺰﭘ ﯽ ﮑـﺷﺰﭘ مﻮـﻠﻋ هﺎﮕـﺸﻧاد ﯽ
اراد نﺎﺘـﺳﺮﻟ ي
؟ﺖﺳا ﺐﺳﺎﻨﻣ شزاﺮﺑ
« ﻪـﻔﻟﺆﻣ دﺎﻨﺘـﺳا ﻪـﺑ ، ﺺﺧﺎـﺷ و ﺎﻫ
يﺎﻫ
،ﻮـﮕﻟا ﻦـﯾا رد .ﺪـﺷ ﯽـﺣاﺮﻃ يﺮـﻈﻧ يﻮـﮕﻟا ،هﺪﺷ ﯽﯾﺎﺳﺎﻨﺷ ﻪﻔﻟﺆﻣ ﺎﻫ يﺎﻫﺮﯿﻐﺘﻣ ناﻮﻨﻋ ﻪﺑ ) نﻮﻨﮑﻣ
ﮔ ﺮـﻈﻧ رد (نﺎﻬﻨﭘ ﻪـﺘﻓﺮ
ﺺﺧﺎـﺷ ﻂﺳﻮﺗ ﻪﮐ ﺪﻧﺪﺷ ﻫ
يﺎ ) ﻪـﻃﻮﺑﺮﻣ (رﺎﮑـﺷآ يﺎـﻫﺮﯿﻐﺘﻣ
لﺪـﻣ سﺎـﺳا ﺮـﺑ و ﺪﻧﺪﺷ ﺶﺠﻨﺳ يرﺎﺘﺧﺎـﺳ تﻻدﺎـﻌﻣ ﯽﺑﺎﯾ
ﻪﻓﺮﺣ قﻼﺧا ﺮﺑ نﺎﺷﺮﯿﺛﺄﺗ ﻞـﺒﻗ .ﺪـﯾدﺮﮔ ﻦﯿﯿﻌﺗ نﺎﯾﻮﺠﺸﻧاد يا
مﺮﻧ زا هدﺎﻔﺘـﺳا ﺎـﺑ ،لﺪﻣ شزاﺮﺑ زا يرﺎـﻣآ راﺰـﻓا
SPSSV22
،
هداد ﻊـﯾزﻮﺗ ندﻮـﺑ لﺎﻣﺮﻧ ﻪﺿوﺮﻔﻣ يﺮﺘﻣارﺎـﭘﺎﻧ نﻮـﻣزآ ﺎـﺑ ﺎـﻫ
ﮐ ﻮ فوﺮﮔﻮﻤﻟ - ا ﺷ ﯽﺳرﺮﺑ ﻒﻧﺮﯿﻤﺳ .ﺪ
ﻪﺘﻓﺎﯾ ﺎﻫ
ﺞﯾﺎﺘﻧ ﺖﺳد ﻪﺑ هداد ﻪﮐ داد نﺎﺸﻧ نﻮﻣزآ ﻦﯾا زا هﺪﻣآ زا ﺎﻫ
ﻪـﺑ ﻪـﺟﻮﺗ ﺎﺑ و ﻞﯿﻟد ﻦﯿﻤﻫ ﻪﺑ .ﺪﻨﺘﺴﯿﻧ رادرﻮﺧﺮﺑ لﺎﻣﺮﻧ ﻊﯾزﻮﺗ ﻦﯾا ﻪﻓﺮﺣ قﻼﺧا) مود ﻪﺒﺗﺮﻣ نﺎﻬﻨﭘ ﺮﯿﻐﺘﻣ ،لﺪﻣ رد ﻪﮐ ﺎـﺑ (يا
ﺺﺧﺎـﺷ تﺎــﻌﺑﺮﻣ ﻞﻗاﺪـﺣ شور زا ،دراد دﻮــﺟو هﺪﻧزﺎـﺳ يﺎﻫ
ﺮﻧ ضﺮﻓ اﺮﯾز ،ﺪﯾدﺮﮔ هدﺎﻔﺘﺳا ﯽﺋﺰﺟ هداد ندﻮـﺑ لﺎﻣ
نآ رد ﺎـﻫ
ﺖﺴﯿﻧ ﺮﻈﻧ ﺪﻣ .
لوﺪﺟ 1.
ﯽﮔﮋﯾو ﺐﺴﺣ ﺮﺑ يرﺎﻣآ ﻪﻧﻮﻤﻧ ﺪﺻرد و ﯽﻧاواﺮﻓ ﻊﯾزﻮﺗ ﯽﺘﺧﺎﻨﺷ ﺖﯿﻌﻤﺟ يﺎﻫ
لوﺪﺟ تﺎﻋﻼﻃا سﺎﺳا ﺮﺑ 1
ﻘﺤﺗ رد ، ﯿ ﻖ ﺮﺿﺎﺣ 160 ﺮـﻔﻧ
رﺎﻣآ ﻪﻧﻮﻤﻧ ناﻮﻨﻋ ﻪﺑ ي
.ﺪﻧﺪـﺷ بﺎﺨﺘﻧا 66
) ﺮـﻔﻧ 41 (ﺪـﺻرد
و ﺮﮐﺬﻣ 94 ) ﺮﻔﻧ 59 .ﺪﻧدﻮﺑ ﺚﻧﺆﻣ (ﺪﺻرد 63
ﻮـﺑ ﺪﺻرد ﻣ ﯽ و
59 ﻏ ﺪﺻرد ﯿ ﻣﻮﺑﺮ ﯽ
، 74 و دﺮـﺠﻣ ﺪﺻرد 26
ﻞـﻫﺄﺘﻣ ﺪـﺻرد
ﻣ .ﺪﻧدﻮﺑ ﯿ ﮕﻧﺎ ﯿ ﻦ ﻨﺳ ﯽ ﻪﻧﻮﻤﻧ داﺮﻓا 25
.دﻮﺑ لﺎﺳ
ﺎــﺑ هداد زا هدﺎﻔﺘــﺳا ﺎــﻫ
ي روآ ﻊــﻤﺟ ي
ﺮﻃ زا هﺪــﺷ ــﯾ
ﻖ
ﻪﻣﺎﻨﺸﺳﺮﭘ ا
ي ﺺﺧﺎـﺷ سﺎـﺳا ﺮـﺑ ﻪـﮐ ﺎﻫ
ي ﺎـﺳﺎﻨﺷ ﯽﯾ هﺪـﺷ ﺑ رد و ﺪﺷ ﻪﺘﺧﺎﺳ
ﯿ ﻦ رﺎـﻣآ ﻪﻧﻮﻤﻧ ي
ـﻌﻣﺎﺟ زا ﮥ ﻪـﻌﻟﺎﻄﻣ درﻮـﻣ
زﻮﺗ ﯾ ﻊ دﺮﮔ ﯾ
؛ﺪ ﺺﺧﺎﺷ ﺎﻫ ي ﻣ ﻪﻔﻟﺆﻣ ﻪﺑ طﻮﺑﺮ ـﻤﮐ ظﺎﺤﻟ زا ﺎﻫ
ﯽ
ﺰﺠﺗ درﻮﻣ ﯾﻪ ﻠﺤﺗ و ﯿ ﻞ رﺎﻣآ ي ﺎـﺘﻧ ﻪﮐ ﺪﻨﺘﻓﺮﮔ راﺮﻗ ﯾ
ﺞ ﻪـﻣادا رد
هﺪﺷ هدروآ ﺖﺳا
.
اﺮﺑ ي ﺳرﺮﺑ ﯽ زﻮﺗ ندﻮﺑ لﺎﻣﺮﻧ ﻪﺿوﺮﻔﻣ ﯾ
ﻊ هداد نﻮـﻣزآ ،ﺎـﻫ
ﺮﺘﻣارﺎﭘﺎﻧ ي ﮐ ﻮ فوﺮﮔﻮﻤﻟ - ﻤﺳا ﯿ
،ﻒﻧﺮ ﺎﺘﻧ ﻪﮐ ﺪﺷ هدﺮﺑ رﺎﮐ ﻪﺑ ﯾ
ﺞ
لوﺪﺟ ﺐﻟﺎﻗ رد نآ 2
ﺖﺳا هﺪﺷ هداد نﺎﺸﻧ .
لوﺪﺟ 2.
ﺎﺘﻧ ﯾ ﺞ فوﺮﮔﻮﻤﻠﮐ نﻮﻣزآ -
ﻤﺳا ﯿ ﻒﻧﺮ ﻌﺗ ﻪﺑ طﻮﺑﺮﻣ ﯿﯿ
ﻦ زﻮﺗ ندﻮﺑ لﺎﻣﺮﻧ ﯾ
ﻊ هداد ﺎﻫ
تﺎﻋﻼﻃا سﺎﺳا ﺮﺑ لوﺪﺟ
2 هﺪﻣآ ﺖﺳد ﻪﺑ ﺮﯾدﺎﻘﻣ نﻮﭼ ،
هرﺎﻣآ ياﺮﺑ يﺎﻫ
يﺎﻄﺧ ﺢﻄﺳ ردz
01 /0
= رادﺎـﻨﻌﻣα
ﻨﺘـﺴﻫ ﺪ
) 01 /0
<
ﯽﻣ طﺎﺒﻨﺘـﺳا ﻦﯿﻨﭼ ،(P
هداد ﻪـﮐ دﻮـﺷ ﻊـﯾزﻮﺗ زا ﺎـﻫ
.ﺪﻨﺘﺴﯿﻧ رادرﻮﺧﺮﺑ لﺎﻣﺮﻧ ﻣزآ ﻪﺑ طﻮﺑﺮﻣ ﺞﯾﺎﺘﻧ هداد ﻊﯾزﻮﺗ ندﻮﺑ لﺎﻣﺮﻧ نﻮ
نﺎـﺸﻧ ﺎـﻫ
هداد ﻪﮐ داد رادرﻮﺧﺮﺑ لﺎﻣﺮﻧ ﻊﯾزﻮﺗ زا ﺎﻫ
ﻧﯿ ﺪﻨﺘـﺴ لوﺪـﺟ) 2 ،(
ﻦﯾا ﻪﺑ ﻪﺟﻮﺗ ﺎﺑ و ﻞﯿﻟد ﻦﯾا ﻪﺑ ﻪﺒﺗﺮﻣ نﺎﻬﻨﭘ ﺮﯿﻐﺘﻣ ،لﺪﻣ رد ﻪﮐ
ﻪﻓﺮﺣ قﻼﺧا) مود يا
( ﺎـﺑ 11 ﻪـﻔﻟﺆﻣ زا ،دراد دﻮـﺟو هﺪﻧزﺎـﺳ
لﺎﻣﺮﻧ ضﺮﻓ اﺮﯾز ،ﺪﯾدﺮﮔ هدﺎﻔﺘﺳا ﯽﺋﺰﺟ تﺎﻌﺑﺮﻣ ﻞﻗاﺪﺣ شور دﻮﺑ هداد ن .ﺖﺴﯿﻧ ﺮﻈﻧ ﺪﻣ نآ رد ﺎﻫ
لوﺪﺟ 3 . ﺮﯾدﺎﻘﻣ و ﯽﻠﻣﺎﻋ يﺎﻫرﺎﺑ لﺪﻣ ﻪﺑ طﻮﺑﺮﻣ يرادﺎﻨﻌﻣt
يﺎﻫ هزاﺪﻧا ﮔ ﯿ ﺮ ي ) ﻪﻔﻟﺆﻣ ﺎﻫ (
تﺎﻋﻼﻃا سﺎﺳا ﺮﺑ لوﺪﺟ
3 ﺮﯾدﺎﻘﻣ ، يﺎـﻫرﺎﺑ يرادﺎـﻨﻌﻣt
ﺺﺧﺎـﺷ ﻦﯿـﺑ ﮥـﻄﺑار ﻪﺑ طﻮﺑﺮﻣ (ﺮﯿﺴﻣ ﺐﯾاﺮﺿ) ﯽﻠﻣﺎﻋ ﺎـﻫ
ﺎـﺑ
ﻪــﻔﻟﺆﻣ يﺎﻫ ﻪــﻃﻮﺑﺮﻣ زا ﺮﺘــﺸﯿﺑ 57
/2 ﯽــﻣ ﻦﯿــﻨﭼ اﺬــﻟ ،ﺪــﺷﺎﺑ ﯽﻣ طﺎﺒﻨﺘﺳا
رد ﯽﻠﻣﺎـﻋ يﺎﻫرﺎﺑ ﻪﯿﻠﮐ ﻪﮐ دﻮﺷ يﺎـﻄﺧ ﺢﻄـﺳ
01 /0
=
، α
رادﺎﻨﻌﻣ ) ﺪﻨﺘﺴﻫ 57 /2
>
.( t
لوﺪﺟ 4.
ﺮﯾدﺎﻘﻣ و ﯽﻠﻣﺎﻋ يﺎﻫرﺎﺑ ﻪﻓﺮﺣ قﻼﺧا ﻪﺑ طﻮﺑﺮﻣ يرادﺎﻨﻌﻣt
يا
تﺎﻋﻼﻃا سﺎﺳا ﺮﺑ لوﺪﺟ
4 ﺮﯾدﺎﻘﻣ ، يﺎـﻫرﺎﺑ يرادﺎـﻨﻌﻣt
ﯾاﺮﺿ) ﯽﻠﻣﺎﻋ ﺺﺧﺎـﺷ ﻦﯿـﺑ ﮥـﻄﺑار ﻪﺑ طﻮﺑﺮﻣ (ﺮﯿﺴﻣ ﺐ
ﺎـﻫ ﺎـﺑ
ﻪﻓﺮﺣ قﻼﺧا ،يا
زا ﺮﺘﺸﯿﺑ 57 /2 ﯽﻣ طﺎﺒﻨﺘﺳا ﻦﯿﻨﭼ اﺬﻟ ؛ﺪﺷﺎﺑ ﯽﻣ
ﺺﺧﺎـﺷ ﻪـﯿﻠﮐ ﯽﻠﻣﺎـﻋ يﺎـﻫرﺎﺑ ﻪﮐ دﻮﺷ ﺎـﺑ ﻂﺒﺗﺮـﻣ يﺎـﻫ
يﺎﻄﺧ ﺢﻄﺳ رد داﺪﻌﺘﺳا ﺖﯾﺮﯾﺪﻣ 01
/0
=
، α
رادﺎﻨﻌﻣ ﺪﻨﺘـﺴﻫ
) 57 /2
>
.( t
لوﺪﺟ 5 . ﺮﯾدﺎﻘﻣ و ﯽﻠﻣﺎﻋ يﺎﻫرﺎﺑ ﻪﺑ طﻮﺑﺮﻣ يرادﺎﻨﻌﻣt
ﻪﻔﻟﺆﻣ يﺎﻫ لﺪﻣ ﯽﻟوﺰﻧ ﺐﯿﺗﺮﺗ ﻪﺑ ﻖﯿﻘﺤﺗ
تﺎﻋﻼﻃا سﺎﺳا ﺮﺑ لوﺪﺟ
5 يﺎـﻫرﺎﺑ ،يرﺎﺘﺧﺎﺳ لﺪﻣ رد ،
ﻪﻔﻟﺆﻣ ﻪﺑ طﻮﺑﺮﻣ (ﺮﯿﺴﻣ ﺐﯾاﺮﺿ) ﯽﻠﻣﺎﻋ ﯽﻠﻣﺎـﻋ يﺎﻫرﺎﺑ ﺎﺑ يﺎﻫ
ﺮﯾدﺎـــﻘﻣ ﺎـــﺑ يﻻﺎـــﺑt
57 /2 يﺎـــﻄﺧ ﺢﻄـــﺳ رد 01
/0
=
، α
ﯽــﻨﻌﻣ ﯽﻣ يراد ** ﺖــﻣﻼﻋ ﺎــﺑ قﻮــﻓ لوﺪــﺟ رد ﻪــﮐ ﺪﻨــﺷﺎﺑ
هﺪﺷ ﺺﺨﺸﻣ طﺎﺒﻨﺘـﺳا ﻦﯿﻨﭼ اﺬﻟ .ﺪﻧا
ﯽﻣ يﺎـﻫرﺎﺑ ﻪـﮐ دﻮـﺷ
ﻪـﻔﻟﺆﻣ ﻪـﺑ طﻮﺑﺮﻣ (ﺮﯿﺴﻣ ﺐﯾاﺮﺿ) ﯽﻠﻣﺎﻋ ﻫ
قﻼـﺧا لﺪـﻣ رد ﺎ
ﻪــﻓﺮﺣ ﯽــﻨﻌﻣ يا راد
ﯽﻣ ﺮﯾدﺎــﻘﻣ و ﯽﻠﻣﺎــﻋ يﺎــﻫرﺎﺑ .ﺪﻨــﺷﺎﺑ
t
ﯽﻣ نﺎــﺸﻧ يرادﺎــﻨﻌﻣ ﻪــﻓﺮﺣ قﻼــﺧا لﺪــﻣ رد ﻪــﮐ ﺪــﻫد
،يا
ﻪﻔﻟﺆﻣ رﺎﺑ ﺎﺑ ناﺮﮕﯾد ﻪﺑ ماﺮﺘﺣا يﺎﻫ ﻠﻣﺎـﻋ
ﯽ 196 /0 ﺎﺟ رد ﯾ هﺎـﮕ
ﯽﻠﻣﺎـﻋ رﺎـﺑ ﺎـﺑ ﯽﻧﺎـﺠﯿﻫ شﻮﻫ ،لوا 154
/0 د ،مود هﺎـﮕﯾﺎﺟ ر عﻮﻧ
ﯽﻠﻣﺎﻋ رﺎﺑ ﺎﺑ ﯽﺘﺳود 151
/0 راﺮـﻗ ﺖﯿﻤﻫا مﻮﺳ هﺎﮕﯾﺎﺟ رد
ﻪﻔﻟﺆﻣ و ﺪﻧراد ﺖﯿـﺳﺎﺴﺣ و ﯽﻋﺎـﻤﺘﺟا ﺖﻟاﺪـﻋ ﻪـﺑ ﺪـﻬﻌﺗ يﺎﻫ
ﯽﻠﻣﺎـﻋ رﺎـﺑ ﺎﺑ ﯽﻗﻼﺧا 066
/0 راﺮـﻗ ﺖـﯿﻤﻫا ﺮـﺧآ هﺎـﮕﯾﺎﺟ رد
.ﺪﻧراد
و ﺚﺤﺑ ﻪﺠﯿﺘﻧ
يﺮﯿﮔ
ﺶﯾاﺰـﻓا و ﯽـﻌﻤﺟ طﺎـﺒﺗرا ﻞﯾﺎﺳو زا هدﺎﻔﺘﺳا شﺮﺘﺴﮔ رد داﺮــﻓا تﻼﯿـﺼﺤﺗ ﺢﻄـﺳ زا يرﺎﯿــﺴﺑ و يزوﺮـﻣا ﻊـﻣاﻮﺟ
ﺮﯿﯿﻐﺗ و نارﺎﻤﯿﺑ ﯽﻫﺎﮔآ ﺢﻄﺳ ﻦﺘﻓر ﻻﺎﺑ ﺐﺟﻮﻣ ﺮﮕﯾد ﻞﻣاﻮﻋ ﯽﻣ ﺮﻣا ﻦﯾا ﻪﮐ ﺖﺳا هﺪﯾدﺮﮔ ﺎﻬﻧآ شﺮﮕﻧ دﺎـﺠﯾا ﻞﻠﻋ زا ﺪﻧاﻮﺗ
نوﺰـﻓازور ﺖﻓﺮـﺸﯿﭘ ﻦﯿـﻨﭽﻤﻫ .ﺪﺷﺎﺑ ﯽﻗﻼﺧا ﺪﯾﺪﺟ ﻞﺋﺎﺴﻣ
شور ﻪﺋارا و ﻢﻠﻋ رد ﯽﮑـﺷﺰﭘ ﻪـﻓﺮﺣ رد ﻦﯾﻮـﻧ ﯽﻧﺎـﻣرد يﺎﻫ
.ﺖﺳا ﺮﺛﺆﻣ ﯽﻗﻼﺧا تﻼﮑﺸﻣ زوﺮﺑ موﺰـﻟ ﺶﯿـﭘ زا ﺶﯿـﺑ اﺬﻟ
لﺪﻣ ﯽﺣاﺮﻃ ﻪﺑ ﻪﺟﻮﺗ ﻪﻓﺮﺣ قﻼﺧا يﺎﻫ
ﯽﻣ سﺎﺴﺣا يا دﻮﺷ
) 25-22 ( ؛ يﻮـﮕﻟا ﯽـﺣاﺮﻃ ،ﺶﻫوﮋـﭘ ﻦـﯾا فﺪـﻫ ﻦﯾاﺮﺑﺎﻨﺑ
ﻪﻓﺮﺣ قﻼﺧا ﻪـﻧﻮﻤﻧ ﻦﯿـﺑ رد يا
ﻦﯾﺪـﺑ .دﻮـﺑ نﺎﮑـﺷﺰﭘ زا يا
ﺮﻈﻧ زا هدﺎﻔﺘﺳا ﺎﺑ و ﯽﻔﻟد شور زا هدﺎﻔﺘﺳا ﺎﺑ رﻮﻈﻨﻣ 14
ﺮﻔﻧ
ﻪﻓﺮﺣ قﻼﺧا ﺪﯿﺗﺎﺳا زا ﺎﮑﺷﺰﭘ ﺰﺟ ﻪﮐ يا
رود ﻞﯿﻠﺤﺗ ﺪﻧدﻮﺑ ن
ﺦﺳﺎﭘ مﻮﺳ و مود ،لوا نﺎﮔﺮﺒﺧ يﺎﻫ
ﻪـﺑ 11 ﯽـﻬﺘﻨﻣ ﻪـﻔﻟﺆﻣ
ﻪﻔﯿﻇو :زا ﺪـﻨﺗرﺎﺒﻋ ﻪـﻔﻟﺆﻣ هدزﺎـﯾ ﻦﯾا .ﺪﺷ ﯽﻟﺎـﻌﺗ ،ﯽـﺳﺎﻨﺷ
عﻮﻧ ،ناﺮـﮕﯾد ﻪـﺑ ماﺮﺘﺣا ،ﺖﻓاﺮﺷ و ﯽﺘﺳرد ،ﯽﻠﻐﺷ ،ﯽﺘـﺳود
،ﯽﻧﺎـﺠﯿﻫ شﻮـﻫ ،نﺎـﻣز ﺖﯾﺮﯾﺪﻣ ،ﯽﻋﺎﻤﺘﺟا ﺖﻟاﺪﻋ ﻪﺑ ﺪﻬﻌﺗ ﻤﻫ .ﯽﻗﻼﺧا ﺖﯿﺳﺎﺴﺣ و ﯽﻗﻼﺧا ﺶﻧاد ،يرادزار ﺮـﻫ ﻦﯿﻨﭽ
ﻪﻔﻟﺆﻣ ﻦﯾا زا ماﺪﮐ ﺺﺧﺎﺷ ﺎﺑ ﺎﻫ
لﺪـﻣ دﻮـﺧ ﻪـﺑ طﻮﺑﺮﻣ يﺎﻫ
ﻪﻓﺮﺣ قﻼﺧا ﻞﻣﺎﮐ ﯽﻣ ﻪﺋارا ار يا
لﺪـﻣ شزاﺮـﺑ ﺖﻬﺟ .ﺪﻫد
زا ،يدﺎﻬﻨﺸﯿﭘ ﯽﻗﻼﺧا نﻮﻣزآ
.ﺪﺷ هدﺎﻔﺘﺳا شزاﺮﺑ
ﻪﻓﺮﺣ قﻼﺧا ﺖﯿﻤﻫا يرﺪـﻗ ﻪـﺑ ﺖﺳاﺪﯿﭘ ﻪﮐ نﺎﻨﭽﻧآ يا
ﯽﻣ ﻪﮐ ﺖﺳا ناﻮـﺗ
ﺎـﺳ ﺮﯾ هزﻮﺣ ﺎـﻫ دﻮـﺧ ﻪـﺑ ار ﯽﺘـﺷاﺪﻬﺑ ي
.دزﺎﺳ ﻂﺒﺗﺮﻣ ﺶﻫوﮋﭘ
ﻪﻔﻟﺆﻣ ﻪﺑ هزﻮﺣ ﻦﯾا ﺎﺑ ﻂﺒﺗﺮﻣ يﺎﻫ و ﺎﻫ
ﺺﺧﺎﺷ ﻪﺘـﺷاد هرﺎﺷا ﯽﻧﻮﮔﺎﻧﻮﮔ يﺎﻫ ﻪـﺑ ماﺪـﮐ ﺮـﻫ ﻪـﮐ ﺪـﻧا
ﻪﺘـﺷادﺮﺑ مﺎﮔ هزﻮﺣ ﻦﯾا ﻦﯿﯿﺒﺗ رد يﻮﺤﻧ ﺶﻫوﮋـﭘ ﻦـﯾا .ﺪـﻧا
دﺪﺻرد و ﯽـﺸﻫوﮋﭘ تﺎﯿﺑدا زا مﺎﻬﻟا ﺎﺑ ﯽﻗﻼﺧا ﯽﻟﺪﻣ ﯽﺣاﺮﻃ
ﻪـﻓﺮﺣ قﻼـﺧا هزﻮـﺣ نﺎﮔﺮﺒﺧ ﮏﻤﮐ ﺎﺑ ﻪـﮐ ﯽﻟﺪـﻣ .دﻮـﺑ يا
ﺨﺸﻣ ترﻮﺻ ﻪﺑ ﺪﻧاﻮﺘﺑ ﻪـﻔﻟﺆﻣ ﺺ
ﻪـﻓﺮﺣ يﺎﻫ يا
ﺎـﺑ ار ﯽـﯾاﺮﮔ
شور ﻖﯿﻗد يﺎﻨﺒﻣ .دزﺎﺳ ﺺﺨﺸﻣ ﯽﺘﺧﺎﻨﺷ
ﻦـﯾا ﻞـﺻﺎﺣ هﺪـﺷ ﯽـﺣاﺮﻃ لﺪـﻣ ندﻮﺑ ﺪﯿﻔﻣ رﺎﻨﮐ رد ﯽﻣ دﺎﻬﻨـﺸﯿﭘ ،ﺶﻫوﮋﭘ شور ﯽـﺧﺮﺑ زا دﻮـﺷ
شزﻮـﻣآ يﺎـﻫ
ﻪﻓﺮﺣ قﻼﺧا ﻪـﺋارا ﻞﻣﺎـﺷ ﯽﮑـﺷﺰﭘ نﺎﯾﻮﺠـﺸﻧاد ﻦﯿﺑ رد يا
ﻢﻫ شور ،رﺎﻤﯿﺑ ﻦﯿﻟﺎﺑ ﺮﺑ شزﻮﻣآ ،نﺎﯾﻮﺠﺸﻧاد ﻂﺳﻮﺗ ﯽﺸﯾﺪﻧا
لﺪﻣ شزﻮﻣآ ﻪـﻓﺮﺣ قﻼﺧا يﺎﻫ
و ﯽﻫﺎـﮔرﺎﮐ ترﻮـﺻ ﻪـﺑ يا
.دﻮﺷ ﻪﺘﻓﺮﮔ هﺮﻬﺑ ﺰﯿﻧ نﺎﺘﺳاد ترﻮﺻ ﻪﺑ قﻼﺧا شزﻮﻣآ
ﯽﻧادرﺪﻗ و ﺮﮑﺸﺗ
رد ار ﺎـﻣ يﻮـﺤﻧ ﺮﻫ ﻪﺑ ﻪﮐ ﯽﻧﺎﺴﮐ ﯽﻣﺎﻤﺗ زا ﻪﻠﯿﺳﻮﻨﯾﺪﺑ ﺮﮑـﺸﺗ ﺪﻧﺪﻧﺎﺳر يرﺎﯾ ﻪﻟﺎﻘﻣ ﻦﯾا شرﺎﮕﻧ و ﺶﻫوﮋﭘ ﻦﯾا مﺎﺠﻧا
ﯽﻣ ﯽﻧادرﺪﻗ و .ﻢﯿﯾﺎﻤﻧ
References
1. Borhani F, Alhani F, Mohammadi E, Abaszade A. Developing the competence of nurses' professional ethics, the necessities and challenges in teaching ethics, Iranian Journal of Ethics and Medical History, 2009; 2(3): 27-38.
2. Monafian M. Introduction to Mulla Sadra's Ethics Philosoph. Journal of Ethics in Science and Technology, 2008;
2(51): 744-83.
3. Freeman S. How interprate ethic? J of ethic in sciences, 2017; 3(4): 34-49.
4. Khosravanian H, Shafiee M. A comparative study of the pattern of ethics management in the organization in Western schools and Alawite teachings.
Moral Research Ethics. 2011; 4(12): 145- 172.
5. Rogers S. Differences in ethic issues in medical students. J of Med issues, 2018;
3(1): 34-47.
6. Ghanbari S, Ardalan M, Soltanzadeh V.
Professional Ethics of the Faculty Members and Their Relationship with the Quality of Higher Education. Ethics in Technology Science. 2015; 10(2):23-34.
7. Irannezhad M, Amini Z, Asadpoor V. The role of participatory management in promoting the professional ethics of the staff of the central departments of Maskan bank. J of Quantitive studies in management. 2014; 5(1): 174-149.
8. Imanipoor M. Principles of Journal of Ethics in Science and Technology in Education. IJHE. 2012; 5(6): 25-38.
9. Sarmadi M, Shabaf O. Professional Ethics in Total Quality Management. J Ethic Sci Tech. 2007; 3(4): 99-110.
10. Fazeli Z, Bazvan F, Rezaee M, Mozafari M, Moghadam R. Professional Ethics and
Role in Medical Practice. SJIMU, 2012;
20(4): 10-17.
11. Abed R. Investigating the effect of professional ethics indicators on financial performance of companies, case stud:
Tehran stock exchangr. Mediterr J Soc Sci. 2016; 7(3): 183.
12. Tripier D. Education of ethic in medical schools. J of pro ethic, 2018; 3(2). 12-23.
13. Trier D. Ethic in medical students. J of med sci, 2016; 3(4): 34-46.
14. Al-Umran KU, Al-Shaikh BA, Al-Awary BH, Al- Rubaish AM, Al-Muhanna FA.
Medicalethics and tomorrow's physicians:
an aspect of coverage in the formal curriculum. Med Teach.2006; 28(2): 182- 184.
15. Rismons A.A review of Journal of Ethics in Science and Technology. J of Ethic in Med Sci, 2018; 2(6): 34-46.
16. Aires CP, Hugo FN, Rosalen PL, Marcondes FK .Teaching of bioethics in dental graduate: New York. 2018.
17. Shakiras D. Ethic and Knowledge. J of Med Sciences, 2018; 2(3): 56-59.
18. Cameron ME, Schaffer M, Park HA.
Nursing students' experience of ethical problems and use of ethical decision- making models. Nurs Ethics. 2017; 8(5):
432-447.
19. Larigani B. Physician and ethical considerations: A review of the foundations of medical ethics. Tehran:
Baraye Farda Pub. 2003.
20. Johnston C, Haughton P. Medical students' perceptions of their ethics teaching. J MedEthics. 2017; 33(7): 418- 422.
21. Arias D. A comparative studyof ethic in students. J of pro ethic, 2017; 2(4): 34-46.
22. Rasman D. Is relationship between professional ethic in different career? J of Med Issues, 2019; 2(3): 34-49.
23. Bradman A. Thinking about public ethic in human. J of humanity, 2017; 4(3): 67- 79.
24. Jareem S. Investigating differences in ethic if students. J of new insight in psychology, 2017; 2(3); 56-46.
25. Learman R. The art of solving ethical issues in hospital. J of Med issues, 2018;
3(4): 45-59.
Designing and Testing a Professional Ethics Model in Physicians
Ghazi Sh¹, Mehrdad H²*, Daraei M²
1. PhD Student of Educational Management, Department of Educational Management, Faculty of Literature and Humanities, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran.
2. Assistant Professor of Educational Management, Department of Educational Management, Faculty of Literature and Humanities, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran.[email protected]
Received: Oct. 18, 2019 Accepted: Dec. 1, 2019
Abstract
Background: Medical professional ethics is a structured system for solving ethical issues and providing appropriate solutions in the medical field. The purpose of this study was to design and test the pattern of professional ethics in physicians.
Materials and Methods: Reviewing previous studies, the researchers completed and finalized a preliminary list of human resources factors affecting professional ethics components using the Delphi method. For this purpose, 14 professional ethics experts were selected as the expert group using the non-probability sampling method and a combination of purposeful or judgmental and chain methods. In this model, the components were considered as (latent) variables that were measured by relevant indicators (explicit variables) and determined based on structural equation modeling of their impacts on students' professional ethics. Before fitting the model, using SPSSV22 statistical software, the assumption of the normality of data distribution was evaluated by the Kolmogorov-Smirnov nonparametric test.
Results: The findings were analyzed using a qualitative research method and the Delphi model.
The findings of this study led to the identification of 11 components, including conscientiousness, job excellence, integrity and dignity, respect for others, kindness, commitment to social justice, time management, emotional intelligence, confidentiality, ethical knowledge, and moral sensitivity.
Among these, time management, emotional intelligence, ethical knowledge and ethical sensitivity are the new achievements of this research. A new index was added to the privacy component, namely electronic patient records.
Conclusion: Appropriate fitting of the proposed model to the present research can be useful in formulating the ethical patterns and national plans at the Ministry of Health and Medical Education level.
Keywords: professional ethics model, model, doctors, Delphi method, component, index.
*Citation: Ghazi Sh, Mehrdad H, Daraei M. Designing and Testing a Professional Ethics Model in Physicians. Yafte.
2020; 21(4):8-19.
