مدل ساختاری رابطۀ بین ذهن‌آگاهی و احساس تنهایی اجتماعی-عاطفی: نقش واسطه‌ای هیجان تحصیلی امید
محورهای موضوعی : روان شناسی تحولیاحسان کشت‌ورز کندازی 1 , محبوبه فولادچنگ 2 , فروزان رئیسی 3
1 - دانشجوی دکتری روانشناسی تربیتیواحد مرودشت، دانشگاه آزاد اسلامی مرودشت، ایران
2 - دانشیار گروه روانشناسی تربیتی دانشگاه شیراز
3 - دانشکده روانشناسی دانشگاه فرهنگیان
کلید واژه: احساس تنهایی اجتماعی-عاطفی, هیجان تحصیلی امید, دانشجویان, ذهن‌آگاهی,
چکیده مقاله :
هدف این پژوهش تعیین نقش واسطه‌ای هیجان تحصیلی امید در رابطۀ بین ذهن‌آگاهی و احساس تنهایی اجتماعی-عاطفی بود. جامعۀ آماری پژوهش شامل دانشجویان کارشناسی دانشگاه شیراز بود که در سال تحصیلی 98-1397 مشغول به تحصیل بودند که از بین آن‌ها تعداد 300 دانشجو (137 پسر و 163 دختر) به روش نمونه‌برداری خوشه‌ای تصادفی انتخاب شدند و مقیاس‌های ذهن‌آگاهی نوجوان و بزرگسال (دروتمن، گالوب، اوگانسیان و رید، 2018)، هیجان تحصیلی امید (پکران، گوئتز، تیتز و پری، 2002) و احساس تنهایی اجتماعی-عاطفی (دی‌توماسو، برانن و بست، 2004) را تکمیل کردند. یافته‌ها نشان داد اثر مستقیم ذهن‌آگاهی بر احساس تنهایی اجتماعی-عاطفی معنادار نبود؛ اما اثر مستقیم ذهن‌آگاهی بر هیجان تحصیلی امید و اثر مستقیم هیجان تحصیلی امید بر احساس تنهایی اجتماعی-عاطفی معنادار بود. همچنین، اثر ذهن‌آگاهی بر احساس تنهایی اجتماعی-عاطفی با واسطه‌گری هیجان تحصیلی امید معنادار بود. به‌طور کلی یافته‌های این پژوهش، نقش ذهن‌آگاهی و هیجان تحصیلی امید را در تبیین احساس تنهایی اجتماعی-عاطفی نشان می‌دهند. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که به منظور کاهش احساس تنهایی اجتماعی-عاطفی دانشجویان، باید به ذهن‌آگاهی و امید تحصیلی آن‌ها توجه گردد.
The aim of this study was to investigate the mediating role of academic emotion of hope in the relationship between mindfulness and socio-emotional loneliness.The statistical population of the study included all undergraduate students from Shiraz University who were studying in the academic year 2018-2019, from which 300 students (137boys and163 girls) were selected by random cluster sampling. They completed Adolescent and Adult Mindfulness Scale(AAMS Droutman, Golub, Oganesyan, &Read, 2018), Pekrun, Goetz, Titz, & Perry(2002) academic emotion of hope, and Social and Emotional Loneliness Scale for Adults(SELSA-S, Ditommaso, Brannen, & Best, 2004). The results showed that the direct effect of mindfulness on Feeling of Socio-Emotional Loneliness was not significant; but the direct effect of mindfulness on academic emotion of hope and the direct effect of academic emotion of hope on feeling of Socio-Emotional Loneliness were significant; also, the effect of mindfulness on feeling of Socio-Emotional Loneliness was mediated significantly by academic emotion of hope. In general, the findings revealed the role of mindfulness and academic emotion of hope in explaining feeling of Socio-Emotional Loneliness.Based on the findings of this study, it can be concluded that in order to reduce students' feeling of Socio-Emotional Loneliness, their mindfulness and hope should be considered.
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