رابطه فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی: نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان

محورهای موضوعی : تکتونواستراتیگرافی

محمود کامکار عمله ¹ , مسعود حسین چاری ²

1 - دانشگاه شیراز
2 - دانشگاه شیراز

تاریخ دریافت : 1401/11/06 تاریخ پذیرش : 1402/03/02 تاریخ انتشار : 1402/02/01

کلید واژه: سرزندگی تحصیلی, راهبردهای شناختی تنظیم هیجان, فرزندپروری ذهن‌آگاهانه,

چکیده مقاله :

چکیده

مقدمه: پژوهش حاضر با هدف بررسی رابطه فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی در نوجوانان با نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان انجام شد.

روش‌: شرکت‌کنندگان پژوهش شامل 323 نفر از دانش‌آموزان دوره متوسطه اول شهر شیراز (174 دختر و 149 پسر) بودند که به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. برای بررسی متغیرهای پژوهش از پرسشنامه‌های سرزندگی تحصیلی (ABQ)، فرزندپروری ذهن‌آگاهانه (MIPQ) و تنظیم شناختی هیجان (CERQ) استفاده شد. برای بررسی روایی پرسشنامه‌ها از روش تحلیل عامل تأییدی و برای سنجش پایایی از ضریب آلفای کرونباخ استفاده گردید.

یافته‌ها: یافته‌ها نشان داد که فرزندپروری ذهن‌آگاهانه دارای تأثیر مستقیم بر راهبردهای تنظیم شناختی هیجان (راهبردهای سازگار و ناسازگار) و سرزندگی تحصیلی است. راهبردهای سازگار و ناسازگار تنظیم شناختی هیجان نیز دارای اثر مستقیم بر سرزندگی تحصیلی دارد. همچنین، هر دو بعد سازگار و ناسازگار راهبردهای شناختی تنظیم هیجان، نقش واسطه‌ای در بین فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی داشتند.

نتیجه‌گیری: براساس یافته‌های این پژوهش، می‌توان نتیجه گرفت که برای افزایش سرزندگی تحصیلی دانش‌آموزان به فرزندپروری ذهن‌آگاهانه و راهبردهای شناختی تنطیم هیجان آن‌ها توجه شود.

کلید واژه‌ها: راهبردهای شناختی تنظیم هیجان، سرزندگی تحصیلی، فرزندپروری ذهن‌آگاهانه.

چکیده انگلیسی:

Introduction: The present study was conducted with the aim of investigating the relationship between mindful parenting and academic buoyancy in adolescents with the mediating role of cognitive emotion regulation strategies.

Method: The participants of the research included 323 students of Shiraz city middle schools (174 girls and 149 boys) who were selected by multi-stage cluster random sampling. To examine the research variables the following questionnaires were used : The Academic Buoyancy Questionnaire (ABQ), Mindfulness in Parenting Questionnaire (MIPQ), and The Cognitive Emotion Regulation Questionnaire (CERQ). Confirmatory factor analysis method was used to check the validity of the questionnaires and Cronbach's alpha coefficient was used to measure the reliability.

Results: The findings showed that mindful parenting has a direct effect on cognitive emotion regulation strategies (adaptive and maladaptive strategies) and academic buoyancy. adaptive and maladaptive strategies of cognitive emotion regulation also have a direct effect on academic buoyancy. Also, both adaptive and maladaptive dimensions of emotion regulation cognitive strategies had a mediating role between mindful parenting and academic buoyancy.

Conclusion: Based on the findings of this research, it can be concluded that in order to increase the academic buoyancy of students, attention should be paid to mindful parenting and cognitive strategies to regulate their emotions.

منابع و مأخذ:

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