نقش واسطه‌ای تاب‌آوری روان‌شناختی در رابطه بین ارزیابی‌های شناختی و راهبردهای مقابله شناختی با رفتارهای سلامت و بهزیستی هیجانی
محورهای موضوعی : روان‌شناسی تربیتی
1 - استادیار دانشگاه شهید بهشتی
2 - دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران
کلید واژه: ارزیابی‌های شناختی, راهبردهای مقابله شناختی, تاب‌آوری روان‌شناختی, رفتارهای سلامت,
چکیده مقاله :
این پژوهش با هدف آزمون تعیین نقش واسطه‌ای تاب‌آوری روان‌شناختی در رابطه بین ارزیابی‌های شناختی و راهبردهای مقابله شناختی با رفتارهای سلامت و بهزیستی هیجانی بود روش این پژوهش همبستگی بود و برای این منظور از طریق روش نمونه‌برداری در دسترس 500 دانشجو (250 پسر و 250 دختر) انتخاب شدند و به پرسشنامه نظم‌جویی شناختی هیجان (گارنفسکی، کرایج و اسپیناون، 2001)، مقیاس ارزیابی تنیدگی (رویلی، رویسچ، جاریکا و واگن، 2005)، مقیاس تاب‌آوری نوجوان (اُشیو، ناکایا، کانیکو و ناگامنی، 2002)، نیمرخ سبک زندگی ارتقاءدهنده سلامت (والکر، سیچریست و پندر، 1995) و فهرست عواطف مثبت و منفی (واتسون، کلارک و تلگن، 1988) پاسخ دادند. نتایج نشان داد که مدل مفروض واسطه‌مندی کامل تاب‌آوری روان‌شناختی در رابطه ارزیابی‌های شناختی و راهبردهای مقابله شناختی با رفتارهای سلامت و بهزیستی هیجانی در دانشجویان با داده‌ها برازندگی مطلوبی داشت. نتایج تخصیص جنسی روابط در مدل مفروض بر حسب مقادیر کواریانس‌های ساختاری، وزن‌های ساختاری و وزن‌های اندازه‌گیری در دانشجویان زن و مر هم‌ارز بودند. نتایج این پژوهش نشان می‌دهد که در بین دانشجویان بخشی از پراکندگی مشترک دوایر مفهومی ارزیابی‌های شناختی و راهبردهای مقابله با رفتارهای سلامت و بهزیستی هیجانی از طریق تاب‌آوری قابل تبیین است.
چکیده انگلیسی:
This study examined the mediating effect of psychological resilience on the relationship between cognitive appraisal processes and with health behaviors and emotional well-being among male and female university students. In a sample consisting of 500 university students (250 male and 250 female), the Cognitive Emotion Regulation Questionnaire, the Stress Appraisal Measure, Adolescent Resilience Scale, Health-Promoting Lifestyle Profile and the Positive and Negative Affect Schedule were administered. Results showed that the completely mediated model of psychological resilience on the relationship between cognitive appraisal processes and coping strategies with health behaviors and emotional well-being had good fit to data. Also, the results of the gender specificity of structural relations showed that structural relations were equivalent for both groups (male and female) based on structural covariances, structural weights and measurement weights. In sum, these finding show that the part of available variance in health behaviors and emotional well-being in the context of prediction these behavioral and emotional models by cognitive appraisals and cognitive coping strategies, accounted for male and female university students' psychological resilience.
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Cheah, C. S. L., Yu, J., Liu, J., & Coplan, R. J. (2019). Children’s cognitive appraisal moderates associa- tions between psychologically controlling parenting and children’s depressive symptoms. Journal of Ado- lescence, 76, 109-119.
Chulakarn, N., & Chaimongkol, N. (2021). Factors af- fecting resilience among early adolescents living in homes for children: A model testing. Children and Youth Services Review, 120, 105737.
Desatnik, A., Bel-Bahar, T., & Fearon, P. (2021). Emo- tion regulation in adolescents: Influences of internal representations of relationships – An ERP study. In- ternational Journal of Psychophysiology, 160, 1-9.
Dias P. C., & Cadime, I. (2017). Protective factors and resilience in adolescents: The mediating role of self- regulation. Psicología Educativa, 23, 37–43.
Droppert, K., Downey, L., & Stough, C. (2019). Differ- entiating the contributions of emotional intelligence and resilience on adolescent male scholastic perfor- mance. Personality and Individual Differences, 145, .75-81
Fathian-Dastgerdi, Z., khoshgoftar, M., Tavakoli, B., & Jaleh, M. (2021). Factors associated with preventive behaviors of COVID-19 among adolescents: Apply- ing the health belief model. Research in Social and Administrative Pharmacy, 3, 106434.
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Gage, S. H., & Patalay, P. (2021). Associations between adolescent mental health and health-related behav- iors in 2005 and 2015: A population cross-cohort study. Journal of Adolescent Health, 15, 110114.
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Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Neg- ative life events, cognitive emotion regulation, and emotional problems. Personality and Individual Dif- ferences, 30, 1311-1327.
Gashtasbi, Z., Shokri, O., Fathabadi, J., & Sharifi, M. (2017). The effect of attributional retraining program on achievement emotions and academic engagement among university students. Journal of Research in School and Virtual Learning, 4 (16), 23-38. [In Per- sian].
Gower, T., Rancher, C., Campbell, J., Mahoney, A., Jackson, M., McDonald, R., & Jouriles, E. N. (2020). Caregiver and divine support: Associations with re- silience among adolescents following disclosure of sexual abuse. Child Abuse & Neglect, 109, 104681.
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Haddow, S., Taylor, E. P., & Schwannauer, M. (2021). Positive peer relationships, coping and resilience in young people in alternative care: A systematic review. Children and Youth Services Review, 122, 105861.
Hamdan-Mansour, A., & Hamdan-Mansour, A. H. M. (2015). Correlates of resilience among university stu- dents. European Psychiatry, 30, 28–31.
Hosinabadi, M., & Shokri, O. (2015). Examining the gender-based equivalence of factorial structure of the Cognitive Emotion Regulation Questionnaire- Short Form. Journal of Developmental Psychology: Irani- an Psychologists, 12 (46), 199-211. [In Persian].
Hu, T., Zhang, D., & Wang, J. (2015). A meta-analysis of the trait resilience and mental health. Personality and Individual Differences, 76, 18-27.
Kline, R. B. (2005). Principles and practices of struc- tural equation modeling (2nd Eds.). New York: Guil- ford.
Kooshki, E., Ghanbari, S., Shokri, O., & Fathabadi, J. (2023). Development of psychological empowerment comprehensive package and its effectiveness on uni- versity students’ health-oriented academic lifestyle behaviors. Journal of Developmental Psychology: Iranian Psychologists, 19 (75), 237-256. [In Persian].
Kooshki, E., Shokri, O., Ghanbari, S., & Fathabadi, J. (2019). A meta-analysis of the effectiveness of the Penn Resilience Program (PRP) in reducing psycho- logical distress and improving explanatory style in students. Journal of Research in School and Virtual Learning, 3 (27), 9-22. [In Persian].
Kraaij, V., & Garnefski, N. (2019). The Behavioral Emotion Regulation Questionnaire: Development, psychometric properties and relationships with emo- tional problems and the Cognitive Emotion Regula- tion Questionnaire. Personality and Individual Dif- ferences, 137, 56-61.
Krass, P., Zimbrick-Rogers, C., Iheagwara, C., Ford, C. A., & Calderoni, M. (2020). COVID-19 outbreak among adolescents at an inpatient behavioral health hospital. Journal of Adolescent Health, 67 (4), 612- .614
Kwon, T. (2020). Social stigma, ego-resilience, and depressive symptoms in adolescent school dropouts. Journal of Adolescence, 85, 153-163.
Lazarus, R. S. (2006) Stress and emotion: A new syn- thesis. New York: Springer.
Lehikoinen, A., Ranta-Nilkku, E., & Kiuru, N. (2019). The role of adolescents’ temperament in their posi- tive and negative emotions as well as in psychophysi- ological reactions during achievement situations. Learning and Individual Differences, 69, 116-128.
Mansoori, E., Shokri, O., Pourshahriar, H., Pouretemad, H. R., & Rahiminejad, P. (2014). Effectiveness of Pennsylvania Resilience Program on university stu- dents’ attributional styles and psychological adjust- ment. Journal of Applied Psychology, 2(30), 85-105.
Masina, T., Madžar, T., Musil, V., & Miloševic, V. (2017). Differences in health-promoting lifestyle profile among Croatian medical students according to gender and year of study. Acta Clinica Croatica,
.84-91 ,56
McCauley, D. M., Weymouth, B. B., Feinberg, M. E., & Fosco, G. M. (2019). Evaluating school and peer protective factors in the effects of interparental con- flict on adolescent threat appraisals and self-efficacy. Journal of Adolescence, 71, 28-37.
Meyers, L. S., Gamest. G., & Goarin, A. J. (2016). Ap- plied multivariate research, design and interpreta- tion. Thousand oaks, London, New Deihi: Sage pub- lication.
Mo, P. K. H., Chan, V. W. Y., & Lau, J. T. F. (2018). The role of social support on emotion dysregulation and Internet addiction among Chinese adolescents: A structural equation model. Addictive Behaviors, 82, .86-93
Mohebi, S., Shokri, O., & Pourshahriar, H. (2018). Ef- fect of resilience education on cognitive appraisals, coping and emotions. Journal of Developmental Psy- chology: Iranian Psychologists, 15 (57), 83-99. [In Persian].
Mohsin, A., & Firdous, N. (2018). Lifestyle behavioral patterns among male and female university students of Pakistan. Journal of Asian Development, 4 (1), 15- .43
Mwangi, C. N., MuriithiIreri, A., Mwaniki, E. W., & Wambugu, S. K. (2018). Relationship among type of school, academic resilience and academic achieve- ment among secondary school students in Kiambu County, Kenya. International Journal of Social Sci- ences, 3(3), 1092-1107.
Mwangi, C. N., Okatcha, F. M., Kinai, T. K., & Ireri, A. M (2015). Relationship between academic resilience and academic achievement among secondary school students in Kiambu County, Kenya. International Journal of School and Cognitive Psychology, 2, 1-5.
Niu, Y., Jiang, X., Ashong, Z., Hou, J., Bai, Y., Bai, G., Xu, J., Ren, W., & Geng, G. (2021). Developing a re- silience intervention approach for adolescents living with natural hazards risks: A pilot randomized con- trolled trial. International Journal of Disaster Risk Reduction, 58, 102190.
Oshio, A., Nakaya, M., Kaneko, H., & Nagamine, S. (2002) [Development and validation of an Adoles- cent Resilience Scale]. [Japanese Journal o/Coun- seling Science], 35, 57-65. [In Japanese with English
abstract].
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