الگوی معادلات ساختاری مهارت‌های ذهن‌آگاهی، تنظیم هیجان و حساسیت اضطرابی با اضطراب اجتماعی نوجوانان

الموضوعات :

مرضیه اسماعیلیان ¹ (کارشناس ارشد روان‌شناسی بالینی، دانشگاه خوارزمی، تهران، ایران.)
شهرام محمدخانی ² (دانشیار گروه روان‌شناسی بالینی، دانشگاه خوارزمی، تهران، ایران.)
جعفر حسنی ³ (دانشیار گروه روان‌شناسی بالینی، دانشگاه خوارزمی، تهران، ایران.)

تاريخ الإرسال : 29 الأحد , ذو القعدة, 1436 تاريخ التأكيد : 19 الثلاثاء , صفر, 1442 تاريخ الإصدار : 10 السبت , شوال, 1442

الکلمات المفتاحية: اضطراب اجتماعی, تنظیم هیجان, مهارت‌های ذهن‌آگاهی, حساسیت اضطرابی,

ملخص المقالة :

پژوهش حاضر با هدف مدل‌یابی روابط ساختاری مهارت‌های ذهن‌آگاهی، تنظیم هیجان و حساسیت اضطرابی با اضطراب اجتماعی نوجوانان انجام شد. جامعۀ پژوهش شامل همۀ نوجوانان 12 تا 14 سال شهر اصفهان در سال تحصیلی 1395-1394 بود که درنهایت 480 نفر از آن‌ها بر اساس فرمول برآورد حجم نمونه کلاین، به‌طور تصادفی به‌عنوان نمونه انتخاب شدند. برای گردآوری داده‌ها از چک‌لیست تنظیم هیجانی (Shields, & Cicchetti,1998)، پرسش‌نامۀ اضطراب اجتماعی (La Gerca & Lopez, 1998)، مقیاس ذهن‌آگاهی و پذیرش کودکان (Baer, Smith, Gregory, Allen, 2005) و پرسشنامه حساسیت اضطرابی (Silverman, Fleisig, Rabian, Peterson, 1991) استفاده گردید. تجزیه‌وتحلیل داده‌ها با استفاده از نرم‌افزارهای AMOS و SPSS و به روش تحلیل مسیر انجام شد. ضرایب همبستگی نشان داد که بین تنظیم هیجان و اضطراب اجتماعی (p=0/001)، ذهن‌آگاهی و اضطراب اجتماعی (p=0/034) و حساسیت اضطرابی و اضطراب اجتماعی (p=0/001) به‌طور مستقیم همبستگی معناداری وجود داشت (p=0/001). ضرایب رگرسیون نشان داد که حساسیت اضطرابی با میانجیگری تنظیم هیجان به میزان ۱/۰ شدت اضطراب اجتماعی را پیش‌بینی می‌کند (p=0/001). شدت اضطراب اجتماعی از طریق ذهن‌آگاهی و با میانجیگری تنظیم هیجان به میزان ۰۴/۰ قابل پیش‌بینی بود. به‌طورکلی نتایج پژوهش نشان داد رابطه معناداری بین حساسیت اضطرابی، ذهن‌آگاهی، تنظیم هیجانی و اضطراب اجتماعی وجود دارد و همچنین حساسیت اضطرابی و ذهن‌آگاهی از طریق تنظیم هیجان قادر به پیش‌بینی معنادار اضطراب اجتماعی در نوجوانان دارای اختلال اضطراب اجتماعی هستند.

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