بررسی ارتباط بین ذهن آگاهی با عملکرد انعکاسی و بدتنظیمی هیجانی با نقش میانجی تنیدگی
محورهای موضوعی : روش ها و مدل های روانشناختی
سامیه نیک خواه
1
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مریم کدخدائی
2
1 - دانشگاه ازاد اصفهان
2 - گروه روان شناسی، واحد مبارکه، دانشگاه ازاد اسلامی، اصفهان، ایران
کلید واژه: عملکرد انعکاسی, بدتنظیمی هیجانی, ذهن آگاهی, تنیدگی, دانشآموزان.,
چکیده مقاله :
مقدمه: بحرانهای متعدد در دوره نوجواني با رشد شناختي و اجتماعي سریع و غیرمتناسب همراه است. در این دوره نقش ذهن آگاهی در آرامش روانی و کاهش تنیدگی حائز اهمیت است. هدف پژوهش حاضر بررسی رابطه ذهن آگاهی با عملکرد انعکاسی و بدتنظیمی هیجانی با نقش میانجی تنیدگی در بین دانشآموزان دوره متوسطه دوم شهر اصفهان بود.
روش: روش پژوهش توصیفی از نوع همبستگی می‌باشد. نمونه پژوهش با روش تصادفی خوشه‌ای 406 نفر انتخاب شدند. ابزار گردآوری اطلاعات شامل مقیاس عملکرد انعکاسی، پرسشنامه بدتنظیمی هیجانی، سیاهه ذهن آگاهی و پرسشنامه تنیدگی بود. تحلیل داده‌ها به روش مدل‌سازی معادلات ساختاری انجام شده است.
یافتهها: نتایج نشان داد که همه مسیرهای عملکرد انعکاسی به تنیدگی، بدتنظیمی هیجانی به تنیدگی و ذهن آگاهی به تنیدگی مستقیم و استاندارد معنیدار میباشند. همچنین ماتریس کوواریانس بین سایر خرده مقیاس‌های مربوط به متغیرهای پژوهش با تنیدگی معنادار نشان میدهد. به‌طورکلی تنیدگی نقش میانجی را بین ذهن آگاهی با عملکرد انعکاسی و بدتنظیمی هیجانی ایفا کرد.
نتیجهگیری: با توجه به نتایج به‌دست‌آمده، متخصصان و مشاوران فعال در حوزه مداخله قادر خواهند بود برنامه‌هایی را برای کاهش بدتنظیمی هیجانی و تقویت عملکرد انعکاسی طراحی و اجرا کنند.
Introduction: Numerous crises in adolescence are associated with rapid and disproportionate cognitive and social development. In this period, the role of mindfulness in mental peace and reducing stress is important. The purpose of the present study was to investigate the relationship between mindfulness with reflective performance and emotional dysregulation with the mediating role of stress among secondary school students in Isfahan.
Methods: The descriptive research method was a correlation type. Four hundred and six (406) participants were selected by random cluster method. The data collection tools included reflective performance scale, emotional dysregulation questionnaire, and mindfulness list and stress questionnaire. Data analysis was done by Structural Equation Modeling Method.
Findings: The results showed that all the paths of reflexive performance to stress, emotional dysregulation to stress and mindfulness to stress were direct and significant. Also, the covariance matrix among other subscales related to research variables showed significant effects. In general, stress played a mediating role between mindfulness with reflective performance and emotional dysregulation.
Conclusion: experts and consultants interested in the field of intervention can prepare and implement interventions to improve reflective capacity and reduce emotional dysregulation based on the results obtained.
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