مدل ساختاری در تبیین رابطه بین سبک های دلبستگی و نشانگان وسواس فکری- عملی در دانش آموزان دختر مدارس تیزهوشان (فرزانگان) براساس نقش میانجی گر شفقت به خود
محورهای موضوعی : روانشناسیفرشته نجارپور 1 , محمود شریفی اصفهانی 2 *
1 - کارشناسی ارشد مشاوره خانواده ،گروه مشاوره، واحد خمینی شهر، دانشگاه آزاد اسلامی، خمینی شهر، اصفهان، ایران. fereshteh.najarpoor.1361@gmail.com
2 - (نویسنده مسئول) دکترای تخصصی مشاوره خانواده، استادیار، گروه مشاوره، واحد خمینی شهر، دانشگاه آزاد اسلامی، خمینی شهر، اصفهان، ایران es.sharifi@iakhsh.ac.ir , tell: 09132172196
کلید واژه: سبک های دلبستگی, شفقت به خود, نشانه های وسواس فکری-عملی,
چکیده مقاله :
چکیده مقدمه: با توجه به اهمیت وسواس فکری-عملی و شیوع آن در بین دانش آموزان به لحاظ اینکه عملکرد تحصیلی، رفتاری و اجتماعی آنان را تحت تاثیر قرار می دهد، پژوهش حاضر با هدف ارائه مدل ساختاری در تبیین رابطه بین سبک های دلبستگی و نشانگان وسواس فکری-عملی در دختران نوجوان مدارس تیزهوشان(فرزانگان) با میانجی‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌گری شفقت به خود صورت پذیرفت. روش پژوهش: این مطالعه از نوع همبستگی بوده که برای تجزیه تحلیل داده ها ازروش مدل‌یابی معادلات ساختاری استفاده شد. جامعه آماری این پژوهش ،شامل دانش آموزان دختر دوره اول و دوم متوسطه مدارس فرزانگان خمینی شهر ،در سال تحصیلی 1402-1401بود که از میان آنها به روش نمونه گیری در دسترس 220 نفر به عنوان گروه نمونه انتخاب شدند. جهت جمع‌آوری داده‌های پژوهش از سیاهه وسواس فکری-عملی مادزلی توسط هاجسون وراچمن (1977)، پرسشنامه 26سوالی شفقت به خود نف و همکاران (2003) و پرسشنامه دلبستگی کولینز و رید (1990) استفاده شد. به منظور تجزیه تحلیل داده های توصیفی از نرم افزار SPSS 23استفاده شد. داده ها پس از توصیف اولیه و بررسی مفروضه‌ها با استفاده از نرم افزارAMOS26 به روش معادلات ساختاری مورد تجزیه تحلیل قرار گرفت. یافته ها: نتایج پژوهش نشان داد ضریب مسیرکل (مجموع ضرایب مسیر مستقیم و غیر مستقیم ) بین دلبستگی دوسوگرا با نشانگان وسواس فکری- عملی (001/0P= ،371/0β=) مثبت و ضریب مسیرکل بین دلبستگی ایمن با نشانگان وسواس فکری- عملی (001/0 P= ،398/0β=-) منفی و معنادار است. ضریب مسیر بین شفقت به خود و نشانگان وسواس فکری- عملی (001/0 P= ،429/0β=-) نیز منفی و معنادار بود. ضریب مسیر غیر مستقیم بین سبک دلبستگی دوسوگرا با نشانگان وسواس فکری- عملی (001/0 P= ،179/0= β) مثبت و ضریب مسیر غیر مستقیم بین سبک دلبستگی ایمن با نشانگان وسواس فکری- عملی (001/0 P= ،136/0β =-) منفی و معنادار است. نتیجه گیری: بنابراین نتایج براساس مدل پیشنهادی نشان داد شفقت به خود در رابطه سبک های دلبستگی ایمن و دوسوگرا با نشانگان وسواس فکری-عملی نقش میانجی معناداری دارد و با تاکید هر چه بیشتر بر شاخص های شفقت به خود می توان از شدت نشانه های وسواس فکری-عملی در دانش آموزان مدارس تیزهوشان کاست.
Abstract Introduction: Considering the importance of the occurrence of obsessive-compulsive symptoms among students in terms of the fact that it affects their academic, behavioral and social performance and its prevalence, the present study aims to provide a structural model to explain the relationship between attachment styles and obsessive-compulsive symptoms. Intellectual-practical in adolescent girls of gifted schools (Farzangan) took place with the mediating role of self-compassion. Researh method: This study is of correlational type, and the structural equation method (Amos26) was used to analyze the data. The statistical population of this research included the female students of the first and second year of Farzanegan Khomeinishahr schools in the academic year of 1402-1401, from which 220 people were selected as a Maudsley was used by Hodgson-Rachman, the 26-question self-compassion questionnaire by Neff et al. and the attachment questionnaire by Collins and Reed. Results: The results of the research showed that the total path coefficient (sum of direct and indirect path coefficients) between anxious attachment and obsessive-compulsive symptoms (β= 0.371, P=0.001)was positive and the total path coefficient between secure attachment and obsessive-compulsive symptoms (β=-0.398, P=0.001) is negative and significant. The path coefficient between self-compassion and obsessive-compulsive symptoms (β=-0.429, P=0.001) was also negative and significant. Conclusion: the results based on the proposed model showed that self-compassion has a significant mediating role in the relationship between secure and anxious attachment styles with obsessive-compulsive symptoms. By emphasizing the indicators of self-compassion as much as possible, the intensity of the symptoms of intellectual-practical obsession in gifted school students can be reduced. © 2020 The Author(s). This work is published by family and health as an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc/4.0/). Non-commercial uses of the work are permitted, provided the original work is properly cited.
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