ارائۀ مدل ساختاری پیش‌بینی بهزیستی روان‌شناختی براساس ذهن‌آگاهی با میانجی‌گری معنای زندگی و تنظیم شناختی هیجان در دانش‌آموزان دختر کنکوری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد مشاوره مدرسه، گروه روان‌شناسی تربیتی و مشاوره، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 استادیار، گروه روان‌شناسی تربیتی و مشاوره، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

3 دانشیار، گروه روان‌شناسی تربیتی و مشاوره، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

4 دانشجوی دکتری مشاوره، گروه مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

چکیده

هدف مطالعۀ حاضر ارائۀ مدل ساختاری پیش‌بینی بهزیستی روان‌شناختی براساس ذهن‌آگاهی با میانجی‌گری معنای زندگی و تنظیم شناختی هیجان در دانش‌آموزان کنکوری بود. مطالعه به‌لحاظ هدف بنیادی و به‌لحاظ شیوۀ جمع‌آوری اطلاعات همبستگی و از نوع مدلسازی معادلات ساختاری بود. جامعۀ آماری دانش‌آموزان دختر کنکوری مدارس مقطع متوسطۀ دوم شهر تهران در سال تحصیلی 1402-1401 بودند که به روش نمونه‌گیری دردسترس انتخاب شدند و درنهایت 271 آزمودنی در پژوهش شرکت کردند. ابزارهای پژوهش شامل مقیاس بهزیستی روان‌شناختی (PWS)، پرسشنامۀ نظم‌جویی شناختی هیجان (CERQ)، پرسشنامۀ معنا در زندگی (MLQ) و پرسشنامۀ پنج‌وجهی ذهن‌آگاهی (FFMQ) بودند. تجزیه و تحلیل اطلاعات با استفاده از آزمون‌های آماری همبستگی پیرسون و روش معادلات ساختاری با نرم‌افزارهای ‌SPSS24 و AMOS24 انجام گرفت. یافته‌ها نشان داد میان بهزیستی روان‌شناختی با ذهن‌آگاهی، معنای زندگی و تنظیم شناختی هیجان رابطۀ مثبت و معنادار برقرار است (0/01>P). همچنین براساس نتایج پژوهش، نقش میانجی معنا در زندگی و تنظیم شناختی هیجان در رابطۀ ذهن‌آگاهی و بهزیستی روان‌شناختی مثبت و معنادار شد (0/01>P). براساس یافته‌ها می‌توان نتیجه گرفت ذهن‌آگاهی امکان ارزیابی مجدد مثبت و افزایش خودآگاهی را فراهم می‌کند و این فرایندها به دستیابی به معنا در زندگی و بهبود بهزیستی روان‌شناختی در بین دانش‌آموزانی که با فشارهای دوران کنکور مواجه هستند، کمک می‌کنند.

کلیدواژه‌ها


عنوان مقاله [English]

Presenting a Structural Model for Predicting Psychological Well-Being Based on Mindfulness with the Mediation of The Meaning in Life and Cognitive Regulation of Emotion in Female Entrance Examination Students

نویسندگان [English]

  • Shakiba Ahmadi 1
  • Abbas Javaheri Mohammadi 2
  • Hosein Keshavarz Afshar 3
  • Seyyed Mohammad Mahdi Reiskarami 4
1 Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
2 Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
3 Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
4 Department of counseling, Faculty of Psychology and Educational Sciences, University of Allameh -Tabataba’i, Tehran, Iran.
چکیده [English]

The purpose of this study was to present a structural model for predicting psychological well-being in entrance exam students, which was based on mindfulness and mediated by the cognitive regulation of emotion and the meaning of life. It was of the structural equation modeling type in terms of the fundamental intent and the method of collecting correlational data. The statistical population consisted of female students attending secondary institutions in Tehran from 2022 to 2023. These students were selected using the available sampling method, and a total of 271 subjects participated in the research. Psychological well-being scale (PWS), cognitive emotion regulation questionnaire (CERQ), meaning in life questionnaire (MLQ), and five-dimensional mindfulness questionnaire (FFMQ) are included in the research instruments. SPSS24 and AMOS24 software were employed to conduct data analysis using the Pearson correlation and structural equation methods. The results indicated a positive and significant relationship between psychological well-being, mindfulness, the meaning of life, and the cognitive regulation of emotion (P<0.01). Furthermore, the research findings indicated that the mediating role of cognitive regulation of emotion and meaning in life in the relationship between mindfulness and psychological well-being was both positive and significant (P<0.01). The results suggest that mindfulness facilitates positive re-evaluation and increases self-awareness, which contribute to the improvement of psychological well-being and the attainment of meaning in life for students who are experiencing the pressures of the entrance exam period.

کلیدواژه‌ها [English]

  • Cognitive Emotion Regulation
  • Entrance Exam Students
  • Meaning in Life
  • Mindfulness
  • Psychological Well-being
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  • تاریخ دریافت: 18 فروردین 1403
  • تاریخ بازنگری: 05 تیر 1403
  • تاریخ پذیرش: 23 تیر 1403
  • تاریخ اولین انتشار: 04 مرداد 1403
  • تاریخ انتشار: 01 مهر 1403