الگوی معادلات ساختاری مهارت‌های ذهن‌آگاهی، تنظیم هیجان و حساسیت اضطرابی با اضطراب اجتماعی نوجوانان
محورهای موضوعی : تربیتیمرضیه اسماعیلیان 1 , شهرام محمدخانی 2 , جعفر حسنی 3
1 - کارشناس ارشد روان‌شناسی بالینی، دانشگاه خوارزمی، تهران، ایران.
2 - دانشیار گروه روان‌شناسی بالینی، دانشگاه خوارزمی، تهران، ایران.
3 - دانشیار گروه روان‌شناسی بالینی، دانشگاه خوارزمی، تهران، ایران.
کلید واژه: اضطراب اجتماعی, تنظیم هیجان, مهارت‌های ذهن‌آگاهی, حساسیت اضطرابی,
چکیده مقاله :
پژوهش حاضر با هدف مدل‌یابی روابط ساختاری مهارت‌های ذهن‌آگاهی، تنظیم هیجان و حساسیت اضطرابی با اضطراب اجتماعی نوجوانان انجام شد. جامعۀ پژوهش شامل همۀ نوجوانان 12 تا 14 سال شهر اصفهان در سال تحصیلی 1395-1394 بود که درنهایت 480 نفر از آن‌ها بر اساس فرمول برآورد حجم نمونه کلاین، به‌طور تصادفی به‌عنوان نمونه انتخاب شدند. برای گردآوری داده‌ها از چک‌لیست تنظیم هیجانی (Shields, & Cicchetti,1998)، پرسش‌نامۀ اضطراب اجتماعی (La Gerca & Lopez, 1998)، مقیاس ذهن‌آگاهی و پذیرش کودکان (Baer, Smith, Gregory, Allen, 2005) و پرسشنامه حساسیت اضطرابی (Silverman, Fleisig, Rabian, Peterson, 1991) استفاده گردید. تجزیه‌وتحلیل داده‌ها با استفاده از نرم‌افزارهای AMOS و SPSS و به روش تحلیل مسیر انجام شد. ضرایب همبستگی نشان داد که بین تنظیم هیجان و اضطراب اجتماعی (p=0/001)، ذهن‌آگاهی و اضطراب اجتماعی (p=0/034) و حساسیت اضطرابی و اضطراب اجتماعی (p=0/001) به‌طور مستقیم همبستگی معناداری وجود داشت (p=0/001). ضرایب رگرسیون نشان داد که حساسیت اضطرابی با میانجیگری تنظیم هیجان به میزان ۱/۰ شدت اضطراب اجتماعی را پیش‌بینی می‌کند (p=0/001). شدت اضطراب اجتماعی از طریق ذهن‌آگاهی و با میانجیگری تنظیم هیجان به میزان ۰۴/۰ قابل پیش‌بینی بود. به‌طورکلی نتایج پژوهش نشان داد رابطه معناداری بین حساسیت اضطرابی، ذهن‌آگاهی، تنظیم هیجانی و اضطراب اجتماعی وجود دارد و همچنین حساسیت اضطرابی و ذهن‌آگاهی از طریق تنظیم هیجان قادر به پیش‌بینی معنادار اضطراب اجتماعی در نوجوانان دارای اختلال اضطراب اجتماعی هستند.
The aim of this study was to investigate the structural relationships between mindfulness skills, emotion regulation and anxiety sensitivity with social anxiety in adolescents. The study population included all adolescents 12-14 years old in Isfahan city in the academic year 2015-2016, and finally 480 of them were randomly selected as the sample based on the Klein sample size estimation formula. For data gathering the following questionnaire were use. Emotion regulation checklist ((Shields, & Cicchetti, 1998)) , social anxiety (La Gerca & Lopez, 1998), child acceptance mindfulness measure (Baer, Smith, Gregory, Allen, 2005) and Anxiety Sensitivity Inventory (Silverman, Fleisig, Rabian, & Peterson, 1991). Data analysis was run by SPSS and AMOS software and path analysis method. Results showed significant relationships between social anxiety and emotion regulation (r=-0/22), mindfulness and social anxiety (r=-0/11) and anxiety sensitivity and social anxiety (r=0/41). Regression coefficients indicated that anxiety sensitivity predicted social anxiety by mediating role of emotion regulation (β=0/1) and also mindfulness skills were able to predict social anxiety by emotion regulation (β=0/04). So result demonstrated that emotion regulation is a good mediator between anxiety sensitivity and mindfulness with social anxiety.
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