رابطهی سبکهای دلبستگی با طرد اجتماعی ادراک شده در دانشجویان: نقش میانجی دشواری تنظیم هیجان
محورهای موضوعی : روانشناسیمحمد عرفان تحسیری 1 , نرگس سپه کار 2 , امین برازنده 3 *
1 - دانشجوی کارشناسی ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران
2 - دانشجوی کارشناسی ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران
3 - استادیار، عضو هیئت علمی دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران
کلید واژه: طرد اجتماعی, تنظیم هیجان, سبکهای دلبستگی, دانشجویان,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطه میان سبکهای دلبستگی با طرد اجتماعی در دانشجویان بر اساس نقش میانجی دشواری تنظیم هیجان صورت گرفت. روش پژوهش حاضر توصیفی از نوع همبستگی بر اساس الگوی معادلات ساختاری بود. جامعه آماری مورد مطالعه را دانشجویان دانشکده روانشناسی و علومتربیتی دانشگاه آزاد اصفهان که در سال 1403-1402 مشغول به تحصیل بودهاند، تشکیل داده است. با استفاده از روش نمونهگیری تصادفی تعداد 250 نفر به عنوان نمونه انتخاب شدند که به مقیاس دشواری در تنظیم هیجان (گرتز و روئمر، 2004) پرسشنامه طرد اجتماعی (هـوف و ورومـن، 2011) و پرسشنامه سبک دلبستگی بزرگسال (کولینز و رید،1990) پاسخ دادند. بعد از جمعآوری اطلاعات، دادهها با استفاده از نرمافزار آماری AMOS مورد تجزیه و تحلیل قرار گرفت. نتایج پژوهش نشان داد که دلبستگی ایمن بهطور منفی و معناداری طرد اجتماعی را پیشبینی میکند .(β = -0.304, p < 0.001) همچنین، دلبستگی اجتنابی نیز رابطه منفی و معناداری با طرد اجتماعی داشت .(β = -0.154, p = 0.016) در مقابل، دلبستگی اضطرابی تأثیر معناداری بر طرد اجتماعی نداشت .(β = -0.064, p = 0.318) علاوه براین، دشواری در تنظیم هیجان نیز نقش میانجی معناداری در رابطه بین سبکهای دلبستگی و طرد اجتماعی ایفا کرد .(p < 0.05)بر اساس این نتایج میتوان گفت دشواری تنظیم هیجان و سبکهای دلبستگی عوامل موثری در تجربهی طرد اجتماعی در افراد میباشد، بنابراین آموزش تنظیم هیجان را میتوان به عنوان مداخلهای مؤثر در کاهش پیامدهای منفی سبکهای دلبستگی ناایمن در جهت پیشگیری از تجربهی طرد اجتماعی و همچنین تسهیل سازگاری فرد پس از تجربهی طرد اجتماعی در نظر گرفت.
The present study aimed to investigate the relationship between attachment styles and social exclusion among university students, considering the mediating role of emotion regulation difficulties. A descriptive, correlational research design utilizing structural equation modeling (SEM) was adopted. The target population included students from the Faculty of Psychology and Educational Sciences at the University of Isfahan, who were enrolled during the 2023–2024 academic year. Using random sampling, 250 students were selected and completed the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), the Social Exclusion Questionnaire (Hoof & Vromen, 2011), and the Adult Attachment Style Questionnaire (Collins & Read, 1990). Data were analyzed using AMOS statistical software. The results showed that secure attachment (β = -0.304, p < 0.001) and avoidant attachment (β = -0.154, p = 0.016) were significant negative predictors of social exclusion, while anxious attachment was not a significant predictor (β = -0.064, p = 0.318). Furthermore, difficulties in emotion regulation significantly mediated the relationship between attachment styles and social exclusion (p < 0.05). These findings highlight the significant roles of attachment styles and emotion regulation difficulties in individuals’ experiences of social exclusion. Accordingly, interventions focusing on emotion regulation training may serve as effective strategies to mitigate the negative consequences of insecure attachment styles, prevent experiences of social exclusion, and promote adaptive functioning following social exclusion.
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