پیش بینی اضطراب اجتماعی بر اساس فرزندپروری منتقدانه، شفقت خود، بهوشیاری و پذیرش خود
محورهای موضوعی : سلامت نوجوانانمعصومه حسنی نیک 1 * , اعظم نوفرستی 2
1 - 1 (نویسنده مسئول)، کارشناسی ارشد، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران mhasaninik@gmail.com tell: 09127257567
2 - استادیار گروه روانشناسی دانشگاه تهران. ایران
کلید واژه: اضطراب اجتماعی, بهوشیاری, پذیرش خود, شفقت به خود, فرزند پروری منتقدانه,
چکیده مقاله :
چکیده مقدمه: نظری های روانشناختی بین اضطراب اجتماعی و فرزندپروری منتقدانه ارتباطی قائل شدند. هدف مطالعه ی حاضر بررسی پیش بینی اضطراب اجتماعی بر اساس فرزندپروری منتقدانه، شفقت خود، بهوشیاری و پذیرش خود بود. روش پژوهش: شرکت کنندگان از بین دانشجویان در مقاطع تحصیلی متفاوت به تعداد 262 نفر هستند و پرسشنامه ی مربوط به این پژوهش به صورت انلاین به شرکت کنندگان ارائه شد که این پرسشنامه فرزندپروری منتقدانه، اضطراب اجتماعی، شفقت خود، بهوشیاری و پذیرش خود را مورد ارزیابی قرار داد. یافته ها: نتایج حاکی از آن بود که این فرضیه رد می شود و برازش مدل قابل قبول نبود. بر این اساس رابطه ی فرزندپروری منتقدانه و اضطراب اجتماعی را حذف کردیم و مابقی رابطه ها مورد ارزیابی قرار گرفت ولی تاثیری در بهبودی برازش نداشت. بنابراین از روش رگرسیون سلسله مراتبی استفاده کردیم. متغییر های پیش بین و ملاک را وارد کردیم و میزان تغییرات معنی دار بود و % 35 از متغیر ملاک(اضطراب اجتماعی) توسط متغیرهای پیش بین (فرزندپروری منتقدانه، شفقت خود، بهوشیاری، پذیرش خود) تبیین شد و بتا در متغیر پذیرش خود و بهوشیاری نقش معناداری در این خصوص ایفا می کند. نتیجه گیری: با توجه به اهمیت ابعاد اجتماعی در زندگی دانشجویان و در جهت کاهش اضطراب اجتماعی آنان پیشنهاد می‌شود کارگاه‌های آموزشی در جهت تقویت شفقت خود، بهوشیاری و پذیرش خود برای دانشجویان برگزار شود.
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Abstract Introduction: Psychological theories established a relationship between social anxiety and critical parenting. The aim of the present study was to investigate the prediction of social anxiety based on critical parenting, self-compassion, awareness and self-acceptance. Research method: The participants are 262 students from different educational levels, and the questionnaire related to this research was presented to the participants online, which included critical parenting, social anxiety, self-compassion, awareness, and self-acceptance put an assessment. Findings: The results indicated that this hypothesis is rejected and the fit of the model was not acceptable. Based on this, we removed the relationship between critical parenting and social anxiety, and the rest of the relationships were evaluated, but it had no effect on the improvement of fit. Therefore, we used the hierarchical regression method. We entered the predictor and criterion variables and the amount of changes was significant and 35% of the criterion variable (social anxiety) was explained by the predictor variables (critical parenting, self-compassion, awareness, and self-acceptance) and beta in the variable of self-acceptance and Awareness plays a significant role in this regard. Conclusion: Considering the importance of social dimensions in students' lives and in order to reduce their social anxiety, it is suggested that educational workshops be held for students to strengthen their compassion, awareness and self-acceptance.
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