تدوین مدل اضطراب اجتماعی دانش‌آموزان براساس کمال‌گرایی سازش‌نایافته و اجتناب تجربه‌ای با نقش واسطه‌ای دشواری در تنظیم هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روان‌شناسی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 گروه مشاوره، دانشکدۀ علوم‌تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

3 گروه روان‌شناسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان ، خرم آباد، ایران.

چکیده

پژوهش حاضر با هدف تدوین مدل اضطراب اجتماعی دانش‌آموزان براساس کمال‌گرایی سازش‌نایافته و اجتناب تجربه‌ای و نقش واسطه‌ای دشواری در تنظیم هیجان انجام شد. روش پژوهش توصیفی-همبستگی از نوع مدلسازی معادلات ساختاری بود. جامعۀ آماری پژوهش شامل کلیۀ دانش‌آموزان دورۀ متوسطۀ شهرستان خرم‌آباد در سال تحصیلی 1403-1402 بود که به روش نمونه‌گیری خوشه‌ای تصادفی، 160 پسر و 190 دختر (350 دانش‌آموز) انتخاب شدند و پرسشنامه‌های اضطراب اجتماعی (SPIN)، کمال‌گرایی (PI)، اجتناب تجربه‌ای (AAQ) و دشواری در تنظیم هیجان (DERS) را تکمیل کردند. برای تحلیل داده‌های توصیفی و همبستگی از نرم‌افزار SPSS-22 و برای تحلیل مسیر از نرم‌افزار AMOS-26 استفاده شد. یافته‌ها نشان داد کمال‌گرایی سازش‌نایافته (0/34₌β؛ 0/01>p) و اجتناب تجربه‌ای (0/42=β؛ 0/01>p) اثر مستقیم، مثبت و معناداری بر اضطراب اجتماعی دارد. همچنین کمال‌گرایی سازش‌نایافته (0/31₌β؛ 0/01>p) و اجتناب تجربه‌ای (0/54₌β؛ 0/01>p) اثر مستقیم با دشواری در تنظیم هیجان دارند. درنهایت دشواری در تنظیم هیجان دارای اثر مستقیم و معنادار بر اضطراب اجتماعی است (0/19₌β؛ 0/01>p). به‌طورکلی نتایج مشخص کرد مدل پژوهش از برازش مطلوبی برخوردار است. به‌علاوه آزمون بوت‌استرپ نقش غیرمستقیم دشواری در تنظیم هیجان و نقش غیرمستقیم این عامل روان‌شناختی را بر اضطراب اجتماعی دانش‌آموزان تأیید کرد؛ بنابراین پیشنهاد می‌شود در مدارس برای کنترل اضطراب اجتماعی دانش‌آموزان مداخلات و آموزش‌های لازم در جهت تنظیم هیجان، برقراری ارتباط مؤثر با دیگر دانش‌آموزان و خودآگاهی انجام شود.

کلیدواژه‌ها

عنوان مقاله [English]

Development of a Student Social Anxiety Model Based on Uncompromising Perfectionism and Experiential Avoidance with a Mediating Role of Difficulty in Emotion Regulation

نویسندگان [English]

  • Mohamad Hatami Nejad 1
  • Mohammadreza Noroozi Homayoon 2
  • Masoud Sadeghi 3
  • Esmail Sadri Damirchi 2
1 Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.
2 Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
3 Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran.
چکیده [English]

The current research was conducted to formulate students' social anxiety models based on uncompromising perfectionism, experiential avoidance, and the mediating role of difficulty in emotion regulation. The method of descriptive-correlational research was structural equation modeling. The statistical population of the research included all high school students in Khorramabad city. 350 students were selected by random cluster sampling method, and social anxiety questionnaires (SPIN), perfectionism (PI), experience avoidance (AAQ), and difficulty in emotion regulation (DERS) were completed. SPSS22 software and Amos26 path analysis were used to analyze descriptive and correlational data. The results showed that the proposed model has a good fit, and the findings also showed that uncompromising perfectionism and experiential avoidance both directly and indirectly play a mediating role in regulating emotion and social anxiety in students. Is a transition. The results of the Bootstrap test confirmed the indirect role of difficulty in emotion regulation and the indirect effect of this psychological factor on students' social anxiety. Therefore, according to the results obtained from the research, it can be concluded that to control the level of social anxiety of students, necessary interventions and training should be done to regulate emotions, establish effective communication with other students, and increase self-awareness.

کلیدواژه‌ها [English]

  • Social Anxiety
  • Experiential Avoidance
  • Perfectionism
  • Difficulty Regulating Emotion
  • Students

مراجع

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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 16، شماره 2
تیر 1404
صفحه 15-32

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  • تاریخ دریافت: 05 اردیبهشت 1403
  • تاریخ بازنگری: 05 تیر 1403
  • تاریخ پذیرش: 30 تیر 1403
  • تاریخ اولین انتشار: 08 آذر 1403
  • تاریخ انتشار: 01 تیر 1404

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