Document Type : Research Paper
Authors
1
Department of Clinical Psychology, Faculty of Medical Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
2
Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Sabzevar Branch, Hakim Sabzevari University, Sabzevar, Iran.
Abstract
The purpose of this study was to investigate the structural relationships of suicidal ideation based on dark personality traits and basic psychological needs, with Difficulties in Emotion Regulation serving as a mediating factor. A descriptive-correlational methodology (structural equations) was implemented in this investigation. The statistical population of this research comprised all male high school students in Ardabil city during the first semester of the academic year 2023-2024. 168 individuals have been selected as available sampling from this society. The Suicidal Ideation Questionnaire (SIQ), Difficulty in Emotional Regulation (DERQ), Dark Personality Traits (DPTQ), and Basic Psychological Needs (BPNQ) questionnaires were employed in this investigation. SPSS-25 and Smart PLS-3 software were employed to analyze the data. The structural equation model’s findings indicated that suicidal ideation is significantly positively and directly influenced by dark personality traits, such as narcissism (β=0.410), antisociality (β=350), Machiavellianism (β=0.327), and Difficulties in Emotion Regulation (β=0.328). Conversely, the need for competence (β=0.459), need for affiliation (β=0.409), and need for autonomy (β=0.421) has a significant direct and negative effect on suicidal ideation. Additionally, the indirect impact of psychological needs (β=0.13-0.16) and gloomy personality traits (β=0.17-0.19) on suicidal ideation through Difficulties in Emotion Regulation was significantly significant (P<0.001). Given the substantial influence of dark personality traits, basic psychological needs, and Difficulties in Emotion Regulation on suicidal ideation, it is recommended that preventive programs be developed and implemented in schools and counseling centers. These programs should concentrate on the development of emotion regulation skills, the reinforcement of basic psychological needs, and the identification of high-risk personality traits.
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