رابطه ذهن‌آگاهی و رفتار جامعه‌پسند دانشجویان: نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان
محورهای موضوعی : فصلنامه زن و جامعه
1 - دانشجوی دکتری روان‌شناسی تربیتی، پردیس بین‌الملل دانشگاه شیراز ـ شیراز ـ ایران.
2 - بخش روان شناسی تربیتی ـ دانشکده علوم تربیتی و روان شناسی ـ دانشگاه شیراز ـ شیراز ـ ایران.
کلید واژه: زنان, تنظیم شناختی هیجان, ذهن‌آگاهی, رفتار جامعه‌پسند,
چکیده مقاله :
هدف این پژوهش، بررسی نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان در رابطة بین ذهن‌آگاهی و رفتار جامعه‌پسند بود. روش پژوهش همبستگی و جامعه آماری پژوهش همة دانشجویان زن کارشناسی دانشگاه شیراز بودند که در سال 97-1396 در این دانشگاه مشغول به تحصیل بودند. شرکت‌کنندگان 237 نفر بودند که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند و ابزار پژوهش شامل مقیاس چندبعدی رفتار جامعه‌پسند، مقیاس ذهن‌آگاهی نوجوانان و بزرگسالان و پرسشنامه تنظیم شناختی هیجان را تکمیل کردند. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج نشان داد که ذهن‌آگاهی به طور مستقیم و مثبت پیش‌بینی کنندة معنی‌دار رفتار جامعه‌پسند، راهبردهای انطباقی و غیر انطباقی تنظیم شناختی هیجان است. همچنین راهبردهای انطباقی تنظیم شناختی هیجان توانستند در رابطه میان ذهن‌آگاهی و رفتار جامعه‌پسند نقش واسطه‌گری معنی‌داری داشته باشند اما راهبردهای غیر انطباقی شناختی تنظیم هیجان واسطه معنی‌دار رابطه بین ذهن‌آگاهی و رفتار جامعه‌پسند نبودند. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که افزایش ذهن‌آگاهی منجر به استفاده بیشتر از راهبردهای انطباقی تنظیم شناختی هیجان شده و از این طریق موجبات افزایش رفتار جامعه‌پسند دانشجویان زن را فراهم می‌آورد.
The purpose of this study was to investigate the mediating role of cognitive emotion regulation strategies in the relationship between mindfulness and prosocial behavior. The research method was correlational and the statistical population of the study was all undergraduate female students of Shiraz University in the academic year 2018-2019. Participants were 237 students selected by multi-stage random cluster sampling and completed the research instruments consisted of multidimensional scale of prosocial behavior, adolescent and adult mindfulness scale and cognitive emotion regulation questionnaire. Data were analyzed by structural equation modeling method. The findings showed that mindfulness was a positive and significant predicator of prosocial behavior, adaptive and non-adaptive cognitive emotion regulation strategies. Also, adaptive strategies of cognitive emotion regulation played a mediator role in the relationship between mindfulness and prosocial behavior. But non-adaptive cognitive emotion regulation strategies could not play a mediator role in relation of mindfulness to prosocial behavior. Based on this research results, it can be concluded that more students’ mindfulness results in more use of their adaptive cognitive emotion regulation strategies and thus enhances their prosocial behavior.
-Aldao, A., & Nolen-Hoeksema, S. (2012). The influence of context on the implementation of adaptive emotion regulation strategies. Behavior Research and Therapy, 50, 493–501.
-Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217-237.
-Atkins, P., Donald, J., Ciarrochi, J., Van Zanden, B., Duinived, J. & Sahder, B. (2014). Does being mindful increase prosocial behaviour? A systematic review and meta-analysis. (Institute for Positive Psychology and Education).
-Aydinli, A., Bender, M., & Chasiotis, A. (2013). Helping and volunteering across cultures: Determinants of prosocial behavior. Online Readings in Psychology and Culture, 5(3), 6.
-Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology Science and Practice, 10(2), 125-143.
-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. Doi: 10.1177/1073191105283504
-Basharpoor, S., Mohammadi, N., & Asadi-Shishehgaran, S. (2017). The effectiveness of mindfulness based stress reduction program on quality of life of female-headed households. Quartely Journal of Woman and Society, 8(30), 1014. (In Persian).
-Benita, M., Levkovitz, T., & Roth, G. (2016). Integrative emotion regulation predicts adolescents' prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14-20.
-Berry, D. R., & Brown, K. W. (2017). Reducing separateness with presence: How mindfulness catalyzes intergroup prosociality. In J. C. Karremans & E. K. Papies (Eds.) Mindfulness in social psychology. New York, NY, US: Routledge/Taylor & Francis Group.
-Berry, D. R., Cairo, A. H., Goodman, R. J., Quaglia, J. T., Green, J. D., & Brown, K. W. (2018). Mindfulness increases prosocial responses toward ostracized strangers through empathic concern. Journal of Experimental Psychology: General, 147(1), 93.
-Besharat, M. A., & Bazzazian, S. (2014). Psychometric properties of the ccognitive emotion regulation questionnaire in a sample of Iranian population. Advances in Nursing & Midwifery, 24(84), 61-70. (In Persian).
-Bowen, S., Witkiewitz, K., Clifasefi, S. L., Grow, J., Chawla, N., Hsu, S. H. & Larimer, M. E. (2014). Relative efficacy of mindfulness-based relapse prevention, standard relapse prevention, and treatment as usual for substance use disorders: a randomized clinical trial. JAMA psychiatry, 71(5), 547-556.
-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, 822–848.
-Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18, 211–237.
-Cameron, C. D., & Fredrickson, B. L. (2015). Mindfulness facets predict helping behavior and distinct helping-related emotions. Mindfulness, 6(5), 1211-1218.
-Caprara, G.V., Kanacri, B. P. L., Gerbino, M., Zuffiano, A., & Alessandri, G. (2014). Positive effects of promoting prosocial behavior in early adolescence: Evidence from a school-based intervention. International Journal of Behavioral Development, 1-11.
-Carlo, G., McGinley, M., Hayes, R., Batenhorst, C., & Wilkinson, J. (2007). Parenting styles or practices? Parenting, sympathy, and prosocial behaviors among adolescents. The Journal of Genetic Psychology, 168(2), 147-176.
-Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560-572.
-Condon, P. (2017). Mindfulness, compassion, and prosocial behaviour. In J. C. Karremans & E. K. Papies (Eds.), mindfulness in social psychology (pp. 132-146). Routledge.
-Donald, J. N., Atkins, P. W. B., Parker, P. D., Christie, A. M., & Ryan, R. M. (2016). Daily stress and the benefits of mindfulness: Examining the daily and longitudinal relations between presentmoment awareness and stress responses. Journal of Research in Personality, 65, 30–37.
-Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W., Marshall, S. L., & Ciarrochi, J. (2018). Does your mindfulness benefit others? A systematic review and meta‐analysis of the link between mindfulness and prosocial behaviour. British Journal of Psychology, 110(1), 101-125.
-Droutman, V., Golub, I., Oganesyan, A., & Read, S. (2018). Development and validation of the Adolescent and Adult Mindfulness Scale (AAMS). Personality and Individulal Differences, 123, 34-43.
-Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. Cambridge University Press.
-Farb, N. A. S., Segal, Z. V., Mayberg, H., Bean, J., Mckeon, D., Fatima, Z., & Anderson, A. K. (2007). Attending to the present: Mindfulness meditation reveals distinct neural modes of self-reference Social Cognitive and Affective Neuroscience, 2, 313–322.
-Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44.
-Frewen, P. A., Evans, E. M., Maraj, N., Dozois, D. J. A., & Partridge, K. (2008). Letting go: Mindfulness and negative automatic thinking. Cognitive Therapy and Research, 32(6), 758-774.
-Garland, E. L., Gaylord, S. A., Fredrickson, B. L. (2011). Positive reappraisal mediates the stress-reductive effects of mindfulness: an upward spiral process. Mindfulness, 2:59-67.
-Garnefski, N., & Kraaij, V. (2006). Cognitive emotion regulation questionnaire: Development of a short 18-item version (CERQ-short). Personality and Individual Differences, 41, 1045-1053.
-Garnefski, N., & Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personaliyt and Individual Differences, 30, 1311-1327.
-Greco, L., Baer, R. A., & Smith, G. T. (2011). Assessing mindfulness in children and adolescents: Development ad validation of the child and adolescent mindfulness measure (CAMM). Psychological Assessment, 23, 6060-614.
-Gross, J. J. (2001). Emotion regulation in adulthood: Timing is everything. Current Directions in Psychological Science, 10, 214-219.
-Hastings, P. D., Utendale, W. T., & Sullivan, C. (2007). The socialization of prosocial development. Handbook of socialization: Theory and Research, 638-664.
-Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2011). Acceptance and commitment therapy: The process and practice of mindful change. Guilford Press.
-Hein, S., Röder, M., & Fingerle, M. (2016). The role of emotion regulation in situational empathy‐related responding and prosocial behaviour in the presence of negative affect. International Journal of Psychology, 53(6), 477-485. Doi: 10.1002/ijop.12405.
-Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537-559.
-Hunter, J., & McCormick, D. W. (2008). Mindfulness in the workplace: An exploratory study. In S. E. Newell (Facilitator), Weickian Ideas. Symposium conducted at the annual meeting of the Academy of Management, Anaheim, CA.
-Iani, L., Lauriola, M., Chiesa, A., & Cafaro, V. (2018). Associations between mindfulness and emotion Regulation: The key role of describing and nonreactivity. Mindfulness, 1-10.
-Janowski K., Lucjan P. (2012). Worry and mindfulness: the role in anxiety and depressive symptoms. European Psychiatry (Abstracts of the 20th European Congress of Psychiatry). 27 (Supplement 1), 133 -145.
-John, O. P., & Gross, J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of Personality, 72(6), 1301-1333.
-Junkin, S. E. (2007). Yoga and self-esteem: exploring change in middle-age women [Dissertation]. Saskatoon, Canada; University of Saskatchewan, 42-46.
-Karim, A. R., Sharafat, T., & Mahmud, A. Y. (2013). Cognitive emotion regulation in children is attributable to parenting style, not to family type and child’s gender. International Scholarly and Scientific Research & Innovation, 7(2), 318-325.
-Kaviani, H., & Hatami, N. (2016). Link between mindfulness and personality-related factors including empathy, theory of mind, openness, pro-social behaviour and suggestibility. Clinical Depression, 2(4), 1-4.
-Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P.,... & Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12(2), 338.
-Khatibi, M. (2019). The relation of personality to prosocial behavior: The mediating role of mindfulness and cognitive emotion regulation strategies [Doctoral Dissertation]. Department of Educational Psychology, School of Education & Psychology, Shiraz University, Shiraz, Iran. (In Persian).
-Kieviet-Stijnen, A., Visser, A., Garssen, B., & Huding, W. (2008). Mindfulness-based stress reduction training for oncology patient: patients’ appraisal and changes in well-being. Patient. Education Counseling, 72(3), 436–442.
-Kirk, E., Pine, K., Wheatley, L., Howlett, N., Schulz, J., & Fletcher, B. (2015). A longitudinal investigation of the relationship between maternal mind‐mindedness and theory of mind. British Journal of Developmental Psychology, 33(4), 434-445.
-Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press.
-Knafo-Noam, A., Uzefovsky, F., Israel, S., Davidov, M., & Zahn-Waxler, C. (2015). The prosocial personality and its facets: Genetic and environmental architecture of mother-reported behavior of 7-year-old twins. Frontiers in Psychology, 6, 1-9.
-Leahy, R. L. (2012). Introduction: Emotional Schemas, Emotion Regulation, and Psychopathology. International Journal of Cognitive Therapy, 5(4), 359-361.
-Lockwood, P. L., Seara-Cardoso, A., & Viding, E. (2014). Emotion regulation moderates the association between empathy and prosocial behavior. PloS one, 9(5), e96555.
-Mackenzie, C. S., Poulin, P. A., & Seidman-Carlson, R. (2006). A brief mindfulness-based stress reduction intervention for nurses and nurse aides. Applied nursing research, 19(2), 105-109.
-Markiewicz, D., Doyle, A. B., & Brendgen, M. (2001). The quality of adolescents' friendships: Associations with mothers' interpersonal relationships, attachments to parents and friends, and prosocial behaviors. Journal of Adolescence, 24(4), 429-445.
-Mennin, D. S., & Fresco, D. M. (2014). Emotion regulation therapy. Handbook of emotion regulation, 2, 469-490.
-Nielson, M., Padilla-Walker, L., & Holmes, E. K. (2017). How do men and women help? Validation of a multidimensional measure of prosocial behavior. Journal of Adolesceence, 56, 91-105.
-Pickard, J. A., Caputi, P., & Grenyer, B. F. (2016). Mindfulness and emotional regulation as sequential mediators in the relationship between attachment security and depression. Personality and Individual Differences, 99, 179-183.
-Quaglia, J. T., Goodman, R. J., & Brown, K. W. (2015). From mindful attention to social connection: The key role of emotion regulation. Cognition and Emotion, 29(8), 1466-1474.
-Roemer, L., Orsillo, S. U., & Salters-Pedneault, K. (2008). Efficacy of Acceptance based behavior therapy for generalized anxiety disorder: Evaluation in a randomized controlled trial. Journal of Consulting and Clinical Psychology, 76(6), 1083-1089.
-Sayers, W., Creswell, J., & Taren, A. (2015). The emerging neurobiology of mindfulness and emotion processing. In B. D. Ostafin, B. F. Meier, & M. D. Robinson, Handbook of mindfulness and self-regulation. Springer.
-Sedaghatkhah, A., & Behzadipoor, S. (2017). Predicting the quality of marital relationship on the base of relationship beliefs, mindfulness and psychological flexibility. Quartely Journal of Woman and Society, 8(30), 57-77. (In Persian).
-Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373-386.
-Sharifi, M., Fathizadeh, M. S., Bahrami, F., Jazayeri, R. S., & Etemadi, O. (2019). The effectiveness of mindfulness-integrated transactional analysis therapy on marital quality of women with interpersonal dependency. Quartely Journal of Woman and Society, 9(36), 177-196. (In Persian).
-Silke, C., Brady, B., Boylan, C., & Dolan, P. (2018). Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review. Children and Youth Services Review, 94, 421-436.
-Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on Psychological health: Areview of empirical studies. Clinical Psychology Review, 31(6), 1041-1056.
-Song, J. H., Colasante, T., & Malti, T. (2017). Helping yourself helps others: Linking children’s emotion regulation to prosocial behavior through sympathy and trust. Emotion, 18(4), 518-527.
-Soto, J. A., Perez, C. R., Kim, Y. H., Lee, E. A., & Minnick, M. R. (2011). Is expressive suppression always associated with poorer psychological functioning? A crosscultural comparison between European Americans and Hong Kong Chinese. Emotion, 11, 1450–1455.
-Teper, R., Segal, Z.V., & Inzlicht, M., (2013). Inside the Mindful Mind: How Mindfulness Enhances Emotion Regulation Through Improvements in Executive Control. Current Directions in Psychological Science, 22, 449-454.
-Viglas, M., & Perlman, M. (2018). Effects of a mindfulness-based program on young children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and Family Studies, 27(4), 1150-1161.
-Weinstein, N., & Ryan, R. M. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on well-being for the helper and recipient. Journal of Personality and Social Psychology, 98, 222-244.
-Xiao, S. X., Spinrad, T. L., & Carter, D. B. (2018). Parental emotion regulation and preschoolers’ prosocial behavior: The mediating roles of parental warmth and inductive discipline. The Journal of Genetic Psychology, 179(5), 246-255.
-Zaskonda, H. (2010). Pro-social traits and tendencies of students of helping professions. Czech Republic: University of South Bohemia, 1-122.
_||_