تأثیر تنظیم هیجان، نشخوار خشم و خود انتقادی بر ناسازگاری اجتماعی با میانجی‌گری شفقت به خود و انعطاف‌پذیری روان‌شناختی در دانش‌آموزان مقطع متوسطه دوم

دانش و پژوهش در روان شناسی کاربردی

دوره 23، شماره 4 - شماره پیاپی 90، اسفند 1401، صفحه 51-67   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2021.1932554.3021

نویسندگان

الهام آریا زنگنه¹؛ محمدرضا برنا^{* 2}؛ رضا جوهری فرد³

¹دانشجوی دکترای روان‌شناسی، گروه روان‌شناسی، واحداهواز، دانشگاه آزاد اسلامی،اهواز، ایران

²استادیار، گروه روان‌شناسی، واحداهواز،دانشگاه آزاد اسلامی،اهواز، ایران

³استادیار، گروه روان‌شناسی، واحداهواز،دانشگاه آزاد اسلامی، اهواز، ایران

چکیده

هدف این پژوهش بررسی تأثیر تنظیم هیجان، نشخوار خشم و خود انتقادی بر ناسازگاری اجتماعی با میانجی­گری شفقت به خود و انعطاف­پذیری روان­شناختی در دانش­آموزان مقطع متوسطه دوم شهر اهواز بود. طرح پژوهش توصیفی از نوع همبستگی و از طریق الگویابی معادلات ساختاری (SEM) بود. جامعه آماری پژوهش شامل تمامی دانش­آموزان مقطع متوسطه دوم شهر اهواز در سال تحصیلی 1400-1399 بود (مجموعاً، 49744 دانش­آموز). از این جامعه، 850 دانش­آموز به روش نمونه‌گیری خوشه­ای چندمرحله­ای جهت بررسی فرضیه‌های پژوهش انتخاب شدند. ابزار مورد استفاده در این پژوهش شامل مقیاس‌های تنظیم هیجانی Gross and John (2003)، نشخوار خشم Sukhodolsky et al. (2001)، سطوح خود انتقادی Thompson and Zuroff (2004)، شفقت به خود Neff (2003)، پذیرش و عمل Bond et al. (2011) و رشد اجتماعی Weitzman (1990) بود. بررسی برازش الگوی پیشنهادی پژوهش با استفاده از الگویابی معادلات ساختاری (SEM) و با کمک نرم‌افزارهای SPSS و AMOS ویراست 24 انجام گرفت. جهت آزمودن اثرات غیرمستقیم از روش بوت‌استراپ استفاده شد. یافته‌ها نشان‌دهنده برازش مطلوب الگوی نهایی با داده‌ها بودند. نتایج نشان داد که تنظیم هیجانی، نشخوار خشم و خود انتقادی تأثیر مستقیم بر ناسازگاری اجتماعی دانش­آموزان دارند (05/0p<). همچنین، یافته‌های پژوهش حاکی از آن بود که تنظیم هیجانی، نشخوار خشم و خود انتقادی تأثیر غیرمستقیم بر ناسازگاری اجتماعی با میانجی­گری شفقت به خود و انعطاف­پذیری روان­شناختی دارند (05/0p<). با توجه به نتایج پژوهش، تنظیم هیجانی، نشخوار خشم، خود انتقادی، شفقت به خود و انعطاف­پذیری روان­شناختی از مهم­ترین متغیرهای اثرگذار بر ناسازگاری اجتماعی نوجوانان است که باید در زمان تدوین و اجرای مداخلات به این متغیرها توجه داشت.

کلیدواژه‌ها

تنظیم هیجانی؛ نشخوار خشم؛ شفقت به خود؛ ناسازگاری اجتماعی؛ دانش‌آموزان مقطع متوسطه دوم

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