رابطه نشانه‌های فزون‌کنشی و ابعاد هویت: نقش واسطه‌ای ذهن‌آگاهی

محورهای موضوعی : روان‌شناسی بالینی

مهران آزادی ¹ , فاطمه ذبیح‌اله‌زاده ²

1 - دانشجوی دکتری
2 - دانشجوی کارشناسی ارشد روانشناسی بالینی

تاریخ دریافت : 1396/03/20 تاریخ پذیرش : 1396/03/20 تاریخ انتشار : 1396/01/01

کلید واژه: دانشجویان, فزون‌کنشی, ذهن‌آگاهی, ابعاد هویت,

چکیده مقاله :

هدف این پژوهش شناخت اثر فزون‌کنشی از طریق ذهن آگاهی بر ابعاد هویت در بزرگسالان بود. بر مبنای یک طرح همبستگی 326 دانشجوی (173 زن، 153 مرد) دانشگاه آزاد اسلامی واحد تهران جنوب در سال تحصیلی 94-93 با روش نمونه‌برداری طبقه‌ای و بر اساس نسبت دانشجویان زن و مرد هر دانشکده به‌کل دانشجویان انتخاب شدند و مقیاس درجه‌بندی اختلال فزون‌کنشی بزرگسالان فرم خودگزارش‌دهی و کوتاه کانرز (CAARS-S:S؛ کانرز، ارهارد و اسپارو، 1999)، مقیاس ذهن‌آگاهی توجه و هشیاری (MAAS؛ براون و رایان، 2003) و پرسشنامه ابعاد هویت (AIQ-IV؛ چیک، اسمیت و تراپ، 2002) را تکمیل کردند. نتایج نشان داد همبستگی بین فزون‌کنشی، ذهن‌آگاهی و ابعاد هویت مثبت و معنادار است. نتایج تحلیل مسیر نشان‌دهنده تأثیر فزون‌کنشی بر ابعاد هویت از طریق ذهن‌آگاهی بود. روابط بین متغیرهای پژوهش حاضر به‌تفصیل مورد بحث و بررسی قرار گرفت.

چکیده انگلیسی:

This study aimed to examine the effects of attention deficit hyperactivity disorder on aspects of identity through mindfulness among adults. The study design was correlational. The sample consisted of 326 students (173 females, 153 males) of Islamic Azad University- South Tehran Branch in 2014/2015 academic year. The sample was selected by stratified sampling and based on the ratio of male and female students per college to total students. The participants completed the Conner’s Adult Attention Deficit Hyperactivity Disorder Rating Scale - Self report & Short Form (CAARS-S:S; Conners, Erhardt & Sparrow, 1999), the Mindful Attention Awareness Scale (MAAS; Brown & Ryan, 2003) and the Aspects of Identity (AIQ-IV; Cheek, Smith & Tropp, 2002). The results indicated that the relationships among attention deficit hyperactivity disorder, aspects of identity, and mindfulness were significant and positive. The results of path analysis indicated that the attention deficit hyperactivity disorder related to aspects of identity through mindfulness. Relationships between variables were discussed in detail. .

منابع و مأخذ:

بارون، ر.، بیرن، د.، و برنسکامب، ن. (2006). روان‎شناسی اجتماعی. ترجمه‌ ی. کریمی، تهران: انتشارات ویرایش (تاریخ انتشار اثر به زبان اصلی، 1388). 

نعمت‎طاوسی، م. (1392). تنیدگی شغلی و بهزیستی عاطفی: اثر واسطه‎ای هسته ارزشیابی­های خود. فصلنامه روان­شناسی تحولی: روان­شناسان ایرانی، 10(38)، 121-103.

Atkins, P. W. B., & Styles, R. (2015). Mindfulness, identity, and work: Mindfulness training creates a more flexible sense of self. In P.W.B. Atkins & J. Reb (Eds.), Mindfulness in organizations: Foundations, research, and applications. Cambridge, UK: Cambridge University Press.

Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94.

Baumeister, R. F. (1999). The self in social psycho-logy. PA: Psychology Press.

Beaumont, S. L. (2011). Identity styles and wisdom during emerging adulthood: Relationships with mindfulness and savoring، identity. An Inter-national Journal of Theory and Research, 11(2), 155-180.

Berzonsky, M. D., & Luyckx, K. (2008). Identity styles, self-reflective cognition, and identity processes: A study or adaptive and maladaptive dimensions of self-analysis. Identity: AnInternational Journal of Theory and Research, 8, 205-219.

Bishop, M., Lau, S., Shapiro, L., Carlson, N. D., Anderson, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: Aproposed operational definition. ClinicalPsychology: Science and Practice, 11, 230–241.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.

Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211-237.

Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, (2), 134–144.

Cantor, D. (2000). The Role of Group Therapy in Promoting Identity Development in ADHD Adolescents. Journal of Psychotherapy in Independent Practice, 1, (2), 53-62.

Carlson, L. E., & Brown, K. W. (2005). Validation of the Mindful Attention Awareness Scale in a cancer population. Journal of Psychosomatic Research, 58, 29-33.

Cheek, J. M., Smith, S. M., & Tropp, L. R. (2002). Relational identity orientation: Afourth scale for the AIQ. Paper presented at the meeting of the Society for Personality and Social Psychology, Savannah, GA.

Cheek, J. M., & Hogan, R. (1981). The structure of identity: Personal and social aspect., Paper presented at the annual meeting of the American Psychological Association, Los Angeles, CA. (Published  in the section "Some Evidence" (pages 351-356) of Hogan & Cheek, 1983).

Conners, C. K., Erhardt, D., & Sparrow, E. (1999). Conners'Adult ADHD Rating Scales (CAARS) Technical Manual. N. Tonawanda, NY: Multi-Health Systems.

Conners, C. (1997). Conners’ rating scales: Revised Technical Manual. North Tonawanda (NY): Multi-Health Systems. 

Cote, J. E., & Levine, C. G. (2002). Identity formation, agency and culture: A social psychological synthesis. Mahwah, NJ: Lawrence Erlbaum.

DelPrado, A. M. A., Church, T., Katigbak, M. S., Miramontes, L. G.,  Whitty, M., Curtis, G. J., Vargas-Flores, J. D. J., Ibáñez-Reyes, J., Ortiz, F. A., & Reyes, J. A. S. (2007). Culture, method, and the content of self-concepts: testing trait, individual- self-primacy, and cultural psychology perspectives. Journal of research in personality, 41(6), 1119-1160.

Erikson, E. H. (1964). Insigth and responsibility. New York: Norton.

Ferreri, F., Lapp, L. K., & Peretti, C. S. (2011). Current research on cognitive aspects of anxiety disorders. Current Opinion in Psychiatry, 24(1), 49-54.

Franz, C. E., & White, K. M. (1985). Individuation and attachment in personality development: Extending Erikson'stheory. Journal of Personality, 53 (2), 224-256.

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2011). Acceptance andcommitment therapy: The process and practice of mindful change. (2 nd) ed. New York: The Guilford Press.

Kouhpaeenejad, M. H., & Gholaminejad, R. (2014). Identity and language learning from post-structuralist perspective. Journal of language teaching and research, 5(1), 199-204.

Lahat, A., Hong, M., & Fox, N. A. (2011).Behavioral inhibition: Is it a risk factor for anxiety? International Reviewof Psychiatry, 23(3), 248-257.

Macey, K. D. G. (2003). Conners’ Adult ADHD Rating Scales (CAARS). By C.K. Conners, D. Erhardt, M. A. Sparrow. New York: Multihealth Systems, Inc., 1999. Book review. Archives of Clinical Neuropsychology 18, 431-437.

Marcia, J. E. (1966). Development and validation of  ego identity status. Journal of Personality and Social Psychology, 3 (5), 551-558.

Novotni, M, & Whiteman, T. (2003). Adult ADHD. Colorado Spring, CO: Pinon Press.

Razmjoo, S. A. (2010). Language and Identity in the Iranian Context: The Impact of Identity Aspects on EFL Learners' Achievement. The Journal of Teaching Language Skills (JTLS), 2 (2), 99-121.

Shames, W., & Alden, P. (2005). The impact of short-term study abroad on the identity development of college students with learning disabilities and/or ADHD. The Interdisciplinary Journal of Study Abroad, 11, 1-31

Schwartz, S. J., Pantin, H., Prado, G., Sullivan, S., & Szapocznik, J. (2005). Family functioning, identity and problem behavior in Hispanic immigrant. The Journal of Early Adolescence, 25(4), 392-420.

Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2012). Mindfulness-based cognitive therapy for depression. New York: Guilford Press.

Smalley, S. L., Loo, S. K., Sigi Hale, T., Shrestha, A., McGough, J., Flook, L., & Reise, S. (2009). Mindfulness and attention deficit hyperactivity disorder. Journal of Clinical Psychology, 65, (10), 1087-1098.

Soler, J., Tejedor, R., Feliu-Soler, A., Pascual, J. C., Cebolla, A., Soriano, J., Alvarez, E., & Perez, V. (2012). Psychometric properties of Spanish version of Mindful Attention Awareness Scale (MAAS). Actas españolas de psiquiatría, 40(1), 19-26.

Tajfel, H. (1998). Social identity and inter-group relations, In. Worchel, S., et al. (Eds.), Social identity international perspectives. London: Sage.

VanDama, N. T., Earleywine, M., & Borders, A. (2010). Measuring mindfulness? An Item Response Theory analysis of the Mindful Attention Awareness Scale. Personalityand Individual Differences, 49, 805-810.

Verni, K. (2007). The potential impact of mindfulness
meditation practices on identity development and psychological stability for adolescents. New Jersey Psychologist, 57)1(, 24-27.

Weijer-Bergsma, E., Formsma, A. R., Bruin, E. I., & Bögels, S. M. (2012). The effectiveness of mindfulness training on behavioral problems and attentional functioning in adolescents with ADHD. Journal of Child and Family Studies, 21 (5), 775-787.

Zylowska, L., Smalley, S. L., & Schwartz, J. M. (2009).  Mindful awareness and ADHD. Part 17 of Clinical Handbook of Mindfulness. Didonna, F. Springer. Department of Psychiatry Casa di Cura Villa Margherita. Arcugnano, Vicenza – Italy.