تأثیر تنظیم هیجان، نشخوار خشم و خود انتقادی بر ناسازگاری اجتماعی با میانجی‌گری شفقت به خود و انعطاف‌پذیری روان‌شناختی در دانش‌آموزان مقطع متوسطه دوم
محورهای موضوعی : تربیتی
الهام آریا زنگنه
1
(
دانشجوی دکترای روان‌شناسی، گروه روان‌شناسی، واحداهواز، دانشگاه آزاد اسلامی،اهواز، ایران
)
محمدرضا برنا
2
(
استادیار، گروه روان‌شناسی، واحداهواز،دانشگاه آزاد اسلامی،اهواز، ایران
)
رضا جوهری فرد
3
(
استادیار، گروه روان‌شناسی، واحداهواز،دانشگاه آزاد اسلامی، اهواز، ایران
)
کلید واژه: دانش‌آموزان مقطع متوسطه دوم, ناسازگاری اجتماعی, تنظیم هیجانی, شفقت به خود, نشخوار خشم,
چکیده مقاله :
هدف این پژوهش بررسی تأثیر تنظیم هیجان، نشخوار خشم و خود انتقادی بر ناسازگاری اجتماعی با میانجی گری شفقت به خود و انعطاف پذیری روان شناختی در دانش آموزان مقطع متوسطه دوم شهر اهواز بود. طرح پژوهش توصیفی از نوع همبستگی و از طریق الگویابی معادلات ساختاری (SEM) بود. جامعه آماری پژوهش شامل تمامی دانش آموزان مقطع متوسطه دوم شهر اهواز در سال تحصیلی 1400-1399 بود (مجموعاً، 49744 دانش آموز). از این جامعه، 850 دانش آموز به روش نمونه‌گیری خوشه ای چندمرحله ای جهت بررسی فرضیه‌های پژوهش انتخاب شدند. ابزار مورد استفاده در این پژوهش شامل مقیاس‌های تنظیم هیجانی Gross and John (2003)، نشخوار خشم Sukhodolsky et al. (2001)، سطوح خود انتقادی Thompson and Zuroff (2004)، شفقت به خود Neff (2003)، پذیرش و عمل Bond et al. (2011) و رشد اجتماعی Weitzman (1990) بود. بررسی برازش الگوی پیشنهادی پژوهش با استفاده از الگویابی معادلات ساختاری (SEM) و با کمک نرم‌افزارهای SPSS و AMOS ویراست 24 انجام گرفت. جهت آزمودن اثرات غیرمستقیم از روش بوت‌استراپ استفاده شد. یافته‌ها نشان‌دهنده برازش مطلوب الگوی نهایی با داده‌ها بودند. نتایج نشان داد که تنظیم هیجانی، نشخوار خشم و خود انتقادی تأثیر مستقیم بر ناسازگاری اجتماعی دانش آموزان دارند (05/0p<). همچنین، یافته‌های پژوهش حاکی از آن بود که تنظیم هیجانی، نشخوار خشم و خود انتقادی تأثیر غیرمستقیم بر ناسازگاری اجتماعی با میانجی گری شفقت به خود و انعطاف پذیری روان شناختی دارند (05/0p<). با توجه به نتایج پژوهش، تنظیم هیجانی، نشخوار خشم، خود انتقادی، شفقت به خود و انعطاف پذیری روان شناختی از مهم ترین متغیرهای اثرگذار بر ناسازگاری اجتماعی نوجوانان است که باید در زمان تدوین و اجرای مداخلات به این متغیرها توجه داشت.
This study aimed to investigate the effect of emotion regulation, anger rumination, and self-criticism on social maladaptation by the mediating role of self-compassion and psychological flexibility in high school students of Ahvaz. The research design was descriptive-correlational through structural equation modeling (SEM). The statistical population of the study included all high school students in Ahvaz in the academic year 2020-2021 (In total, 49,744 students). From this population, 850 students were selected by the multi-stage cluster sampling method to test the research hypotheses. The instruments used in this study included the Gross and John’ Emotion Regulation Scale (2003), Sukhodolsky et al.’ Anger Rumination Scale (2001), Thompson and Zuroff’ Levels of Self-Criticism Scale (2004), Neff’ Self-Compassion Scale (2003), Bond et al.’ Acceptance and Action Questionnaire (2011), and Weitzman’ Social Development Scale (1990). The goodness of fit of the proposed model was examined through structural equation modeling (SEM), using SPSS-24 and Amos-24 software packages. The indirect effects were tested by the Bootstrap procedure. The results showed a good fit of the final model with the data. The results showed that emotional regulation, anger rumination, and self-criticism have direct effects on students' social maladaptation (p<0.05). The findings also showed that self-compassion and psychological flexibility mediate the effects of predictor variables on social maladaptation (p<0.05). According to the research results, emotional regulation, anger rumination, self-criticism, self-compassion, and psychological flexibility are the most important variables affecting adolescents' social maladaptation that should be considered when formulating and implementing interventions.
Abdolahi, H. (2018). Investigating the relationship between emotional regulation and emotional dysfunction with action flexibility of drug addicts. Second International Conference on Psychology and Social Studies, Tehran, Iran. [Persian]
Alikhani Mohammadabad, A. (2020). The effectiveness of emotion regulation training in perceived stress, forgiveness and self-compassion in betrayed women. Thesis of M.S. in Psychology, Department of Psychology, Shandiz Institute of Higher Education. [In Persian]
Arshi, S. (2021). Predicting social adjustment based on the ability to solve social problems and self-compassion in adolescents. 2nd Congress of New Findings in the Field of Family, Mental Health, Disorders, Prevention, and Education. Tehran, Iran. [In Persian]
Ashori, M., & Rashidi, A. (2019). Effectiveness of cognitive emotion regulation strategies training on cognitive flexibility in deaf students. Empowering Exceptional Children, 10(2), 250-259. [Persian]
Aziz Mohammadi, S., Rakebi, N., Kamran Koochesfehani, S., & Asadi, H. (2019). Role of self-compassion and distress tolerance in the social health of female household heads. Journal of Disability Studies, 56(9), 1-8. [In Persian]
Bano, A., & Nasser, N. (2014). Social adjustment and academic achievement of primary graders. Pakistan Journal of Social Sciences, 34(1), 217-227.
Barzegari, A., Jahandari, P., Mahmoodpour, A., & Naderi, R. (2018). The mediating role of self-compassion in terms of rumination and depression symptoms in veterans with post-traumatic stress disorder. Journal of Nurse and Physician within War, 6(19), 32-40. [In Persian]
Basir Shabestari, S., Shirinbak, I., Sefidi, F., & Sherkat Daliri, H. (2014). Evaluation of the relationship between educational development and social adjustment among Qazvin dental students in 2010-11. Journal of Education Development in Medical Sciences, 6(11), 1-10. [In Persian]
Besharat, M. A., Nia, M. E., & Farahani, H. (2013). Anger and major depressive disorder: the mediating role of emotion regulation and anger rumination. Asian Journal of Psychiatry, 6(1), 35-41. [In Persian]
Besharat, M. A., Ramesh, S., & Nogh, H. (2018). The predicting role of worry, anger rumination and social loneliness in adjustment to coronary artery disease. Iranian Journal of Cardiovascular Nursing, 6(4), 6-15. [In Persian]
Bond, F. W., Hayes, S. C., Baer, R. A., Carpenter, K. M., Guenole, N., Orcutt, H. K., Waltz, T., & Zettle, R. D. (2011). Preliminary psychometric properties of the Acceptance and Action Questionnaire-II: A revised measure of psychological inflexibility and experiential avoidance. Behavior therapy, 42(4), 676–688.
China, F. T. (2015). The relationship between social support, social adjustment, academic adjustment, and academic performance among college students in Tanzania. Ph.D. Thesis of Social Sciences, Faculty of Education, University of Tanzania.
Colquitt, J. A. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386-400.
Cunningham, C. A., Weber, B. A., Roberts, B. L., Hejmanowski, T. S., Griffin, W. D., & Lutz, B. J. (2014). The role of resilience and social support in predicting post deployment adjustment in otherwise healthy Navy personnel. Military Medicine, 179(9), 979-985.
Darabi, S., & Khakeshvar, F. (2019). The role of intolerance and perfectionism in cognitive flexibility of gifted students in Ferdows. 4th International Conference on New Research in the Field of Educational Sciences and Psychology and Social Studies in Iran, Tehran, Iran. [In Persian]
de la Fuente-Anuncibay, R., González-Barbadillo, Á., Ortega-Sánchez, D., Ordóñez-Camblor, N., & Pizarro-Ruiz, J. P. (2021). Anger rumination and mindfulness: Mediating effects on forgiveness. International Journal of Environmental Research and Public Health, 18, 1-15.
Eifert, G. H., & Forsyth, J. P. (2011). The application of acceptance and commitment therapy to problem anger. Cognitive and Behavioral Practice, 18(2), 241-250.
Engelberg, E., & Sjoberg, L. (2004). Emotional intelligence, affect intensity, and social adjustment. Personality and Individual Differences, 37(3), 533-542.
Ghezelseflo, M., Mirahmadi, L., & Jazayeri, R. (2015). Relationship between deterministic thinking and self-compassion among master students in Isfahan University (2013-2014). Journal of Rafsanjan University of Medical Sciences, 13(11), 1049-1060. [In Persian]
Gilbert, P., Clarke, M., Hempel, S., Miles, J. N., & Irons, C. (2004). Criticizing and reassuring oneself: An exploration of forms, styles and reasons in female students. The British Journal of Clinical Psychology, 43(1), 31-50.
Gilbert, P., & Procter, S. (2006). Compassionate mind training for people with high shame and self-criticism: Overview and pilot study of a group therapy approach. Clinical Psychology & Psychotherapy, 13(6), 353-379.
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-20). The Guilford Press.
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362.
Hashemian, F., Shafi Abadi, A., & Soudani, M. (2008). Effect of anger control skills training on individual-social adjustment of first-grade female secondary education students in Mahshahr. Knowledge & Research in Applied Psychology, 10(35), 1-14. [In Persian]
Hulbert-Williams, N. J., & Storey, L. (2016). Psychological flexibility correlates with patient-reported outcomes independent of clinical or sociodemographic characteristics. Supportive Care in Cancer: Official Journal of the Multinational Association of Supportive Care in Cancer, 24(6), 2513-2521.
Hupfeld, J., & Ruffieux, N. (2011). Validation of a German version of the Self-Compassion Scale (SCS-D). Psychology and und Psychotherapy: Forschung und Praxis, 40(2), 115-123.
Karimifar, M., Dinparvar, E., Rouholamini, M. S., & Besharat, M. A. (2017). The effectiveness of teaching emotion regulation based on Gross model on the amount of social and emotional adaptation among young men. Advances in Cognitive Sciences, 19(1), 25-37. [In Persian]
Kord, B., & Karimi, S. (2017). The prediction of emotional regulation based on the students' Self-Compassion and body image. Journal of Educational Psychology Studies, 14(28), 207-230. [In Persian]
Madhi, M., & Ghamarani, A. (2020). The effectiveness of self-compassion-based parenting training on behavioral problems and self-concept in children with intellectual and developmental disability. Journal of Applied Psychological Research, 11(3), 1-18. [In Persian]
Malekpour, F., Mehrabizadeh, M., & Rahimi, M. (2017). The causal relationship of types of self-absorption and maladaptive perfectionism with depression through the mediating role of self-criticism in university students. Journal of Psychological Studies, 13(3), 25-42. [In Persian]
Mashreghi Kavijani, S., Khodabakhshi-Koolaee, A., Hamidy Pour, R., & Mosalanejad, L. (2015). The association between moral intelligence and social adjustment with coping style among medicines residents of universities of Tehran. Journal of Education & Ethic in Nursing, 4(4), 33-41. [In Persian]
Narimani, M., Abbasi, M., Abolghasemi, A., & Ahadi, B. (2013). A study comparing the effectiveness of acceptance/ commitment by emotional regulation training on adjustment in students with dyscalculia. Journal of Learning Disabilities, 2(4), 154-176. [In Persian]
Neff, K. D., Rude, S. S., & Kirkpatrick, K. L. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41(4), 908-916.
Nolen-Hoeksema, S. (2000). The role of rumination in depressive disorders and mixed anxiety/depressive symptoms. Journal of Abnormal Psychology, 109(3), 504-511.
Nourali, H., Hajiyakhchali, A., Shehniyailagh, M., & Maktabi, G. (2018). The effects of teaching cognitive regulation of emotion strategies on social adjustment and well-being of male gifted students. Journal of Psychological Achievements, 25(2), 91-110. [In Persian]
Otani, K., Suzuki, A., Matsumoto, Y., Shibuya, N., Sadahiro, R., & Enokido, M. (2014). Correlations of interpersonal sensitivity with negative working models of the self and other: evidence for link with attachment insecurity. Annals of general psychiatry, 13(1), 1-4.
Pourabdol, S., Roshan, R., Yaghubi, H., & Gholami Fesharaki, M. (2020). The relationship between intensity of anger and its expression in competitive athletes: The mediating role of psychological inflexibility. Sport Psychology Studies, 9(32), 97-116. [In Persian]
Putra, A. A., Aminah, N. S., Marjuki, A., & Pamungkas, Z. S. (2020). The profile of student’s problem solving skill using analytical problem solving test (apst) on the topic of thermodynamic. Journal of Physics, 1567(Conference Series), 1-8.
Rajabi, G., & Abasi, G. (2012). Investigating the relationship between self-criticism, social anxiety and fear of failure with shyness in students. Research in Clinical Psychology and Counseling, 1(2), 171-182. [In Persian]
Saffari Nia, M., Dehestani, M., & Fetri, A. (2018). The mediating effect of empathy, rumination, and anger on the relationship between narcissism and lack of interpersonal forgiveness. Social Cognition, 6(2), 143-154. [In Persian]
Sarkohaki, T., & Homaei, R. (2016). Examination relationship between emotional intelligence, social adjustment and differentiation with resilience in female students of Ramhormz Islamic Azad University. Scientific Journal of Social Psychology, 4(41), 61-72. [In Persian]
Steward, T., Picó-Pérez, M., Mata, F., Martínez-Zalacaín, I., Cano, M., Contreras-Rodríguez, O., Fernández-Aranda, F., Yucel, M., Soriano-Mas, C., & Verdejo-García, A. (2016). Emotion regulation and excess weight: Impaired affective processing characterized by dysfunctional insula activation and connectivity. PloS one, 11(3), 1-17.
Sukhodolsky, D. G., Golub, A., & Cromwell, E. N. (2001). Development and validation of the Anger Rumination Scale. Personality and Individual Differences, 31(5), 689-700.
Thompson, R., & Zuroff, D. C. (2004). The Levels of Self-Criticism Scale: Comparative self-criticism and internalized self-criticism. Personality and Individual Differences, 36(2), 419-430.
Voci, A., Veneziani, C. A., & Fuochi, G. (2019). Relating mindfulness, heartfulness, and psychological well-being: The role of self-compassion and gratitude. Mindfulness, 10(2), 339-351.
Vulpe, A., & Dafinoiu, I. (2012). Positive emotions, coping strategies and ego-resiliency: A mediation model. Procedia-Social and Behavioral Sciences, 33, 308-312.
Waldeck, D., Pancani, L., Holiman, A., Karekla, M., & Tyndall, I. (2021). Adaptability and psychological flexibility: Overlapping constructs? Journal of Contextual Behavioral Science, 19, 72-78.
Weitzman, M., Gortmaker, S., & Sobol, A. (1990). Racial, social, and environmental risks for childhood asthma. American Journal of Diseases of Children, 144(11), 1189-1194.
Yarnell, L. M., & Neff, K. D. (2013). Self-compassion, interpersonal conflict resolutions, and well-being. Self and Identity, 12(2), 146-159.
Zarin Khah, E., & Doost Mohammadi, A. (2021). Predicting self-criticism and self-compassion with shyness by mediating role of self-extinction in students. 7th National Conference on Modern Studies and Research in the Field of Educational Sciences, Psychology and Counseling in Iran, Qazvin, Iran. [In Persian]
Zhang, H., Watson-Singleton, N. N., Pollard, S. E., Pittman, D. M., Lamis, D. A., Fischer, N. L., Patterson, B., & Kaslow, N. J. (2019). Self-criticism and depressive symptoms: Mediating role of self-compassion. Omega, 80(2), 202-223.
_||_
