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.
BabapourKheiroddin, J., poursharifi, H., Hashemi, T., & Ahmadi, E. (2013). The relationship of meta-cognition and mindfulness components with obsessive beliefs in students. Journal of School Psychology, 1(4), 23-38. [In Persian].
Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness.Assessment,13(1), .27-45
Barani, H., Sheikholeslami, R. (2020). Causal explana- tion of social- emotional loneliness of undergraduate students of shiraz university base on mindfulness and moral disengagement. Journal of Educational Psychology Studies, 17(38), 1-24.
Bitsika, V., Sharpley, C. F., & Holmes, V. (2010). Refine- ment and evaluation of the effects of university study on Lifestyle Questionnaire (EUSLQ) upon studentsâ anxiety and depression. The Journal of Student Wellbeing, 4(1), 35-48.
Brunes, A., Hansen, M. B., & Heir, T. (2019). Loneliness among adults with visual impairment: Prevalence, asso- ciated factors, and relationship to life satisfaction. Health and Quality of Life Outcomes, 17(1), 24-31.
Byrne, B. M. (2001). Structural equation modeling with AMOS, EQS, and LISREL: Comparative approaches to testing for the factoraial validity of a measuring in- strument. International Journal of Testing, 1(1), 55-86.
Cacioppo, J., & William, P. (2008). Loneliness: Human nature and the need for social connection. New con- nection. New York: Norton.
Canli, T., Wen, R., Wang, X., Mikhailik, A., Yu, L., Fleis-
relapse/recurrence in major depressive disorder with ei- ther mindfulness-based cognitive therapy or cognitive therapy. Consulting and Clinical Psychology, 86(2), .200-204
Feldman, D. B., Davidson, O. B., Ben-Naim, S., Maza, E., & Margalit M. (2016). Hope as a mediator of loneli- ness and academic self-efficacy among students with and without learning disabilities during the transition to college, Learning Disabilities Research and Practice, .63-74 ,)2(31
Gall, T. L., Evans, D. R., & Bellerose, S. (2000). Transition to frst-year University: Patterns of change in adjust- ment across life domains and time. Journal of Social and Clinical Psychology, 19(4), 544-567.
Gentina, E., & Chen, R. (2019). Digital natives’ coping with loneliness: Facebook or face-to-face? Information & Management, 56(6), 1031-1038.
Ghasemi-Jobaneh, R., Zahrakar, K., Hamdami, M., & Ka- rimi, K. (2016). Role of spiritual health and mindful- ness in psychological capital of students of university of Guilan. Quarterly Journal of Research in Medical Education, 8(2), 27-36. [In Persian].
Goetz, T., Zirngibl, A., Pekrun, R, & Hall, N. (2003). Emo- tions, learning and achievement from an educational psychological perspective. In P. Mayring & C. V. Rhoe- neck (Eds.), Learning and emotions: The influence of affective factors on classroom learning (pp. 9-28). Frankfurt am Main: Peter Lang.
Hawkley, L. C., & Cacioppo, J. T. (2010). Loneliness mat- ters: A theoretical and empirical review of consequenc- es and mechanisms. Annals of Behavioral Medicine, .227–218 ,)2(40
Heidari, P., & Nemat Tavousi, M. (2020). Brain-behavio- ral systems and loneliness: The mediating role of social anxiety. Journal of Developmental Psychology: Irani- an Psychologists, 17(65), 3-14. [In Persian].
Hysing, M., Petrie, K. J., Bøe, T., Lønning, K. J., & Sivert- sen, B. (2020). Only the lonely: A study of loneliness among university students in Norway. Clinical Psy- chology in Europe, 2(1), 1-16.
Izadpanah Kakhak, M., Samari, A., & Tozandehjani, H. (2019). The role of loneliness and positive meta-emo- tion in predicting life expectancy of elderly men. Iranian Journal of Psychiatric Nursing, 7(4), 25-31. [In Persian].
chman, D., & Bennett, D. A. (2017). Differential tran- scriptome expression in human nucleus accumbens as a function of loneliness. Molecular Psychiatry, 22(7), 1069
Cheavens, J. S., Heiy, J. E., Feldman, D. B., Benitez, C., & Rand, K. L. (2019). Hope, goals, and pathways: Further validating the hope scale with observer ratings. Journal of Positive Psychology, 14(4), 452-462.
Chena, J., Huebner, E. S. & Tian, L. (2020). Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator. Learning and Individual Differences, 78, .110-120
Chiang, K. J., Chu, H., Chang, H. J., Chung, M. H., Chen, C. H., Chiou, H. Y., & Chou, K. R. (2010). The effects of reminiscence therapy on psychological well‐being, depression, and loneliness among the institutionalized aged. International Journal of Geriatric Psychia- try: Journal of the Psychiatry of Late Life and Allied Sciences,25(4), 380-388.
Dami, Z. A., Tameon, S. M., & Saudale, J. (2020). The predictive role of academic hope in academic procrasti- nation among students: a mixed methods study. Peda- gogika, 137(1), 208-229.
Diehl, K., Jansen, C., Ishchanova, K., & Hilger-Kolb, J. (2018). Loneliness at universities: determinants of emotional and social loneliness among students. Inter- national Journal of Environmental Research and Pub- lic Health, 15(9), 1- 14.
DiTommaso, E., & Spinner, B. (1997). Social and emo- tional loneliness: A re-examination of Weiss’ typology of loneliness. Personality and Individual Differences, .417-427 ,)3(22
Ditommaso, E., Brannen, C., & Best, L. A. (2004). Meas- urement and validity characteristics of the short version of the social and emotional loneliness scale for adults. Educational and Psychological Measurement, 64(1), .99-119
Droutman, V., Golub, I., Oganesyan, A., & Read, S. (2018). Development and initial validation of the Adolescent and Adult Mindfulness Scale (AAMS). Personality and Individual Differences, 123, 34-43.
Farb, N., Anderson, A., Ravindran, A., Hawley, L., Irving, J., Mancuso, E., & Segal, Z. V. (2018). Prevention of
Malinowski, P., & Lim, H. J. (2015). Mindfulness at work: Positive affect, hope, and optimism mediate the rela- tionship between dispositional mindfulness, work en- gagement, and well-being. Mindfulness, 6(6), 1250- .1262
Margalit, M. (2012). Children’s resilience, loneliness and hope: The positive psychology perspectives. Journal of Psychology and Education, 7(1), 45-54.
Movahedzadeh, B., & Shahvaisi, S. (2017). The effect of mindfulness-based cognitive therapy on depression, quality of life and hope in Qorveh County Relief Com- mittee Clients. Journal of New Advances in Behavioral Sciences, 2(11), 1-16. [In persian].
Munoz, R. T., Hoppes, S., Hellman, C. M., Brunk, K. L., Bragg, J. E., & Cummins, C. (2018). The effects of mindfulness meditation on hope and stress. Research on Social Work Practice, 28(6), 696-707.
Najafi, M., Dabiri, S., Dehshiri, Gh., & Jafari, N. (2013). The role of hope, loneliness feeling and their compo- nents in prediction of elders’ life satisfaction. Journal of Consulting Research, 12(47), 99-114. [In persian].
O’Day, E. B., Morrison, A. S., Goldin, P. R., Gross, J. J., & Heimberg, R. G. (2019). Social anxiety, loneliness, and the moderating role of emotion regulation. Journal of Social and Clinical Psychology, 38(9), 751-773.
Park, H. J., & Dhandra, T. K. (2017). Relation between dis- positional mindfulness and impulsive buying tendency: Role of trait emotional intelligence. Personality and In- dividual Differences, 105(17), 208-212.
Pekrun, R. & Stephens, E. J. (2010). Achievement emo- tions: A control-value approach. Social Personality Compass, 4, 225-238.
Pekrun, R. (2000). A social cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Mo- tivational psychology of human development (pp. 143- 163). Oxford, UK: Elsevier.
Pekrun, R. (2006). The control–value theory of achieve- ment emotions: Assumptions corollaries, and implica- tions for educational research and practice. Educational Psychology Review, 18(4), 315–341.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emo- tions Questionnaire (AEQ). User’s manual. Munich, Ger- many. Department of Psychology, University of Munich.
Jokar, B, & Salimi, A. (2011). Psychometric properties of Adult Social and Emotional Loneliness Scale Short Form Scale. International Journal of Behavioral Sciences, 5(4), 311-317. [In Persian].
Kabat-Zinn, J. (2019). Mindfulness for all: The wisdom to transform the world. New York: Hachette Books.
Kadivar, P., Farzad, V., Kavousian, J., & Nikdel, F. (2009). Validiting the Pekruns Achievement Emotion Ques- tionnaire. Educational Innovations, 8(4), 7-38. [In Persian].
Karl, J. A. & Fischer, R. (2020). Revisiting the five-facet structure of mindfulness. Measurement Instruments for the Social Sciences, 2(7), 1-16.
Keshtvarz Kondazi, E. (2018). Future education accord- ing to upstream documents. Shiraz: Persepolis Publications. [In Persian].
Keshtvarz Kondazi, E., & Ojinejad, A. (2020). The mediat- ing role of academic self-regulation in the relationship between mindfulness and non-productive academic behavior. Psychological Methods and Models, 11(39), 95-120. [In Persian].
Keshtvarz Kondazi, E., Rezaei Fard, A., & Tomaj, A. (2021). The mediating role of academic self-concept in the relationship between academic hope and counter- productive academic behavior. Journal of Psychology, 99(25), 490-510. [In Persian].
Keshtvarz Kondazi, E., Sohrabi, N., & Ismaili, B. (2022). Causal explanation of students’ lack of education based on mindfulness and academic self-concept. Journal of Teaching and Learning Studies, 13(2), 218-240. [In Persian].
Kline, R. B. (2016). Methodology in the social sciences. Principles and practice of structural equation mode- ling (4th ed.). New York, NY, US: Guilford Press.
Lim, M. H., Rodebaugh, T. L., Zyphur, M. J., & Gleeson, J. F. M. (2016). Loneliness over time: The crucial role of social anxiety. Journal of Abnormal Psychology, .620-630 ,)5(125
Lopez, S. J., Snyder, C. R., & Teramoto-Pedrotti, J. T. (2003). Hope: Many definitions, many measures. In S. J. Lopez & C. R. Snyder (Eds.), Positive psychological assess- ment: A handbook of models and measures (pp. 91-107). Washington, DC: American Psychological Association.
Seligman, M. E. (2019). Positive psychology: A personal his- tory. Annual Review of Clinical Psychology, 15(1), 1-23.
Snyder, C. R. (2000). Handbook of hope: Measures, and applications. San Diego, CA: Academic Press.
Snyder, C. R., & Lopez, J. (2002). Handbook of positive psycholoy. New York: Oxford University Press.
Snyder, C. R., Shorey, H. S., Cheavens, J., Mann-Pulvers, K. M., Adams, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820-826.
Taei, Z., Radfar., M., MogadamTabriz, F., & Sheikhei, N. (2015). The effect of dimensions of social support on hope and loneliness in patients breast cancer. Journal of Nursing and Midwifery, 13(6), 473-480. [In persian].
Vanhalst, J., Klimstra, T. A., Luyckx, K., Scholte, R. H., Engels, R. C., & Goossens, L. (2012). The interplay of lonliness and depressive symptoms across adoles- cence: Exploring the role of personality traits. Journal of Youth and Adolescence, 41(6), 776- 787.
Vezula, E. C. (2014). Ethical Development: Theories and applications. Translated by M. A. Akbari Dehkordi. Tehran: Mehrab Publications. [In persian].
Wampold, B. E., Duncan, B. L., Miller, S. D., & Hubble, M. A. (2010). The heart and soul of change: Deliver- ing what works in therapy (2nd Ed.). Washington DC: American Psychological Association.
Yanguas, J., Pinazo-Henandis, S., & Tarazona-Santabal- bina, F. J. (2018). The complexity of loneliness. Acta bio-medica: Atenei Parmensis, 89(2), 302-314.
Yotsidi, V., Pagoulatou, A., Kyriazos, T., & Stalikas, A. (2018). The role of hope in academic and work envi- ronments: An integrative literature review. Psychology, .385-402 ,)3(9
Zhang, N., Fan, F. M., Huang, S. Y., & Rodriguez, M. A. (2018). Mindfulness training for loneliness among Chinese college students: A pilot randomized con- trolled trial. International Journal of Psychology, .373-378 ,)5(53
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., Hochstadt, M., & Molfenter, S. (2004). Beyond test anxiety: De- velopment and validation of the Test Emotions Ques- tionnaire (TEQ). Anxiety, Stress & Coping: An Inter- national Journal, 17(3), 287–316.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Aca- demic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.
Ponzetti, J. (1990). Loneliness among college students. Family Relations, 39(3), 336-340.
Purwandari, D. A, Suryana, Y., Kusman, M., & Yunizar. (2016). Mindfulness, hope and compassion on a small group. International Journal of Economics, Commerce and Management, 8(5), 480- 489.
Qualter, P., Vanhalst, J. Harris, R., Van Roekel, E., Lodder, G., Bangee, M., &Verhagen, M. (2015). Loneliness across the life span. Perspective on Psychological Science, 10(2), 250-264.
Rice, K. G. (1992). Separation-individuation and adjust- ment to college: A longitudinal study. Journal of Counseling Psychology, 39(2), 203- 213.
Richardson, T., Elliott, P., & Roberts, R. (2017). Relation- ship between loneliness and mental health in students. Journal of Public Mental Health, 16(2), 48-54.
Rook, K. (1996). Toward a more differentiated view of loneliness. In S. Duck (Ed.), Handbook of personal relationships: Theory research and interventions (2nd ed.). New York: John Wiley & Sons.
Rosenstreich, E., & Margalit, M. (2015). Loneliness, mindfulness, and academic achievements: A modera- tion effect among first-year college students. The Open Psychology Journal, 8(1), 138- 145.
Santisi, G., Lodi, E., Magnano, P., Zarbo, R., & Zammitti, A. (2020). Relationship between psychological capital and quality of life: The role of courage. Sustainability, .52-38 ,)13(12
