پیش‌بینی شایستگی هیجانی- اجتماعی بر اساس دشواری تنظیم هیجان و سرسختی روان‌شناختی والدین در دانش‌آموزان دوره دوم دبستان: نقش میانجی‌گر انعطاف‌پذیری روان‌شناختی والدین

محورهای موضوعی : تکتونواستراتیگرافی

سهیلا دهقانی ¹ (دانشجوی کارشناسی ارشد روان‌شناسی تربیتی، گروه روان شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.)
مریم کدخدایی ² (استادیار گروه روان‌شناسی، واحد مبارکه، دانشگاه آزاد اسلامی، اصفهان، ایران.)

تاریخ دریافت : 1402/09/14 تاریخ پذیرش : 1403/03/09 تاریخ انتشار : 1403/02/01

کلید واژه: سرسختی روان‌شناختی, شایستگی هیجانی- اجتماعی, دشواری تنظیم هیجان, انعطاف‌پذیری روان‌شناختی,

چکیده مقاله :

زمینه و هدف: هدف این پژوهش پیش­بینی شایستگی هیجانی- اجتماعی در دانش­آموزان دوره دوم دبستان بر اساس دشواری تنظیم هیجان و سرسختی روان‌شناختی والدین با نقش میانجی­گر انعطاف‌پذیری روان‌شناختی والدین بود. روش­: روش پژوهش توصیفی- همبستگی و جامعه آماری شامل کلیه دانش­آموزان مقطع دوم ابتدایی مشغول به تحصیل در سال تحصیلی 1403- 1402 و والدین‌شان در شهرستان باغ بهادران بود. 328 شرکت‌کننده به روش نمونه­گیری تصادفی خوشه­ای انتخاب شدند. ابزار پژوهش پرسش‌نامه شایستگی هیجانی- اجتماعی دانش‌آموزان ژو و ای، مقیاس دشواری در تنظیم هیجان گرتز و روئمر، مقیاس سرسختی روان‌شناختی کوباسا و و همکاران و نسخه دوم پرسش‌نامه پذیرش و عمل بود. داده­ها با روش مدل­یابی معادلات ساختاری تحلیل شد. یافته­ ها: یافته‌های پژوهش نشان داد که مقدار اثر مستقیم و غیرمستقیم سرسختی روان‌شناختی بر شایستگی هیجانی- اجتماعی معنادار است. مقدار اثر مستقیم و غیرمستقیم دشواری تنظیم هیجان بر شایستگی هیجانی- اجتماعی نیز معنادار است. مقدار اثر مستقیم سرسختی روان‌شناختی بر انعطاف‌پذیری روان‌شناختی و مقدار اثر دشواری تنظیم هیجان بر انعطاف‌پذیری روان‌شناختی معنادار می‌باشد. مقدار اثر انعطاف‌پذیری روان‌شناختی بر شایستگی هیجانی- اجتماعی نیز معنادار است. نتیجه­ گیری: یافته­های این پژوهش، نقش دشواری تنظیم هیجان، سرسختی روان‌شناختی و انعطاف‌پذیری روان‌شناختی والدین را در تبیین شایستگی هیجانی- اجتماعی آشکار می‌سازد. هم‌چنین، نقش میانجی متغیر انعطاف­ پذیری روان‌شناختی والدین در رابطه بین سایر متغیرها تأیید شد.

چکیده انگلیسی:

Background and purpose: The purpose of this research was to predict social-emotional competence in the second-year primary school students based on the difficulty of emotional regulation and psychological hardiness of parents with the mediator role of parents' psychological flexibility. Methods: The research method-correlation and the statistical population included all the students of the second level of elementary school studying in the academic year 2023-2024 and their parents in Bagh Bahadran city. 328 participants were selected by cluster random sampling method. The research tools are the Zhou and Ee’s Students' Social-Emotional Competence Questionnaire (SECQ), the Gertz and Roemer's Difficulties in Emotional Regulation Scale (DERS), the Kubasa's Psychological Hardiness Scale (HS) and Acceptance and Action Questionnaire (AAQ-II). The data was analyzed by structural equation modeling. Findings: The research findings showed that direct and indirect effects of psychological hardiness on social-emotional competence are significant. The direct and indirect effects of difficulty emotion regulation on social-emotional competence are also significant. The direct effect of psychological hardiness on psychological flexibility and the effect of difficulty in emotion regulation on psychological flexibility are significant. The effect of psychological flexibility on social-emotional competence is also significant. Conclusion: The findings of this research reveal the role of emotional regulation difficulty, psychological hardiness and psychological flexibility of parents in explaining social-emotional competence. Also, the mediating role of parents' psychological flexibility variable in the relationship between other variables was confirmed.

منابع و مأخذ:

1- Imamgholivand F, Kadivar P, Sharifi HP. Psychometric Indexes Students’ of the Social Emotional Competence Questionnaire ((SECQ). Q. Educ. Meas. 2018; 9(33): 79–101. [https://doi.org/10.22054/jem.2019.32968.1767] [In Persian]  

2- Saeedi KS, Abolghasemi A, Akbary B. Research Paper: The Effectiveness of Positive Thinking and Self-compassion Training on Cognitive Flexibility and Cognitive Failure in Girls With Primary Dysmenorrhea. Casp. J. Neurol. Sci, 2020; 6(1): 45–56. [doi: 10.32598/CJNS.6.20.221.1] [In Persian]

3- Davidson LA, Crowder MK, Gordon RA, Domitrovich CE, Brown RD, Hayes BI. A continuous improvement approach to social and emotional competency measurement. J. Appl. Dev. Psychol. 2017; 55: 93–106. [doi: 10.1016/j.appdev.2017.03.002]

4- Zhou M, Ee J. Development and validation of the social emotional competence questionnaire (SECQ). The International Journal of Emotional Education. 2012; 4: 27-42.

5- Gratz KL, Roemer L. Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. J. Psychopathol. Behav. Assess. 2004; 26(1): 41–54. [doi: 10.1023/B:JOBA.0000007455.08539.94]

6- Staats S, Van Der Valk, IE, Meeus WHJ, Branje SJT. Longitudinal Transmission of Conflict Management Styles Across Inter-Parental and Adolescent Relationships J. Res. Adolesc. 2018; 28(1): 169–185. [doi: 10.1111/jora.12324]

7- Nekouee NS, Khademi-Ashkezari M, Hashemi Z. Development of a Package for Training Executive Functions and Examining its effectiveness on Response Inhibition and Emotional Regulation. Educ. Psychol. 2022; 18(66) 193–216. [https://doi.org/10.22054/jep.2023.63185.3455] [In Persian]

8- Ghanbarizarandi Z, Hasani J, Mohammadkhani S, Hatami M. The assessment of difficulty in emotion regulation and craving based on the sensitivity of brain-behavioral systems and levels of loneliness. Neuropsychology. 2018; 4(13): 47–66. [20.1001.1.24765023.1397.4.13.4.8] [In Persian]

9- Ghaempour Z, Esmailian M, Sarafraz M. Emotion regulation in adolescents: the predicting role of family function and attachment. Thoughts Behav. Clin. Psychol. 2019; 14(51): 1–16. [In Persian]

10- Walter O, Shenaar-Golan V. Effect of the Parent–Adolescent Relationship on Adolescent Boys’ Body Image and Subjective Well-Being. Am. J. Mens. Health. 2017; 11(4): 920–929. [doi: 10.1177/1557988317696428]

11- Momenjoo N, Rabbani R, Mirzaei Fandokht O, Ramezani Ghahderijani Z. Role of Religious Coping and Moral Intelligence in Predicting Students’ Psychological Hardiness during the Coronavirus Epidemic. Pajouhan Sci J. 2021; 19(4): 25–32. [http://psj.umsha.ac.ir/article-1-790-fa.html] [In Persian]

12- Asghari Ebrahimabad M, Mamizade M. An Investigation into the Role of Psychological Flexibility and Hardiness in Explaining Soldiers’ Psychological Well-Being. Research in Clinical Psychology and Counseling. 2018; 8(1): 37-51. doi: 10.22067/ijap.v8i1.67658

13- Rasool R. Psychological Hardiness among Undergarduate Students. Int. J. Soc. Relev. Concern. 2020; 8(10): 80–84. [doi: 10.26821/ijsrc.8.10.2020.8905]

14- Dockx J, De Fraine B, Vandecandelaere M. Tracks as frames of reference for academic self-concept. J. Sch. Psychol. 2019; 72: 67–90. [doi: 10.1016/j.jsp.2018.12.006]

15- Skomorovsky A, Sudom K. Role of Hardiness in the Psychological Wellbeing of Canadian Forces Officer Candidates. Military Medicine. 2011; 176: 7-12.

16- Ng SM, Lee TMC. The mediating role of hardiness in the relationship between perceived loneliness and depressive symptoms among older. Aging Ment. Heal. 2020; 24(5): 805–810. [doi: 10.1080/13607863.2018.1550629]

17- Chaghoosaz M, Asghari M, Reyhani M. Predicting students’ tendency to risky behaviors based on psychological toughness, coping styles, and psychological resilience. J. Psychol. New Ideas. 2020; 6(10): 1–13. [http://jnip.ir/article-1-338-fa.html] [In Persian]

18- Bahadori E, Khaeir M. The Relationship between Psychological Hardiness with Family Flexibility and Coping styles with Stress. Psychological Models and Methods. 2012; 2(7): 1-18.

19- Landi G, Pakenham KI, Boccolini G, Grandi S, Tossani E. Health Anxiety and Mental Health Outcome During COVID-19 Lockdown in Italy: The Mediating and Moderating Roles of Psychological Flexibility. Front. Psychol. 2020; 11: 109–118. [doi: 10.3389/fpsyg.2020.02195]

20- Shabannezhad A, Fazlali M, Mirzaian B. The mediating role of emotion regulation difficulty in the relationship between psychological flexibility and loneliness in infertile women. IJPN 2021; 9 (4) :74-83. [In Persian]

21-Bernstein, B. Packard, M H. Stressed Out! For Parents: How to Be Calm, Confident & Focused. 1 th ed. Familius. 2014.

22- Kobasa SC, Maddi SR, Kahn S. Hardiness and health: A prospective study. J. Pers. Soc. Psychol. 1982; 42(1): 168–177. [doi: 10.1037/0022-3514.42.1.168]

23- Marsh HW, Xu KM,  Parker P, Hau KT. Moderation of the Big-Fish-Little-Pond Effect: Juxtaposition of Evolutionary (Darwinian-Economic) and Achievement Motivation Theory Predictions Based on a Delphi Approach. Educ. Psychol. Rev. 2021; 33(4): 1353–1378. [doi: 10.1007/s10648-020-09583-5]

24- Ren X, Ren X, Yan Z, Lu S, Zhou X. Parental Psychological Flexibility and Children’s Behavior Problems in Rural Areas in Northeast China: The Mediation of Children’s Emotion Regulation. Int. J. Environ. Res. Public Health. 2022; 19(23): 15788. [doi: 10.3390/ijerph192315788]

25- Flujas-Contreras JM, García-Palacios A, Gómez I. Parenting Intervention for Psychological Flexibility and Emotion Regulation: Clinical Protocol and an Evidence-Based Case Study. Int. J. Environ. Res. Public Health. 2022; 19(9): 5014. [doi: 10.3390/ijerph19095014]

26- Qian G, Wu Y, Wang W, Li L, Hu X, Li R,  Liu Ch, et al., Parental psychological control and adolescent social problems: The mediating effect of emotion regulation. Front. Psychiatry. 2022; 13: 995211. [doi: 10.3389/fpsyt.2022.995211]

27- Wang R, Li H, Sang B, Zhao Y. Emotion regulation as a mediator on the relationship between emotional awareness and depression in elementary school students. Front. Psychol. 2023; 14: 1127246. [doi: 10.3389/fpsyg.2023.1127246]

28- Seyed Mousavi PS, Kazemi Askarani H, Panaghi L. The moderating role of parental emotion regulation in the relationship between marital conflict and child emotion socialization. Rooyesh-e-Ravanshenasi J. 2021; 10(8): 125–134. [DOR: 20.1001.1.2383353.1400.10.8.9.3] [In Persian]

29- Carreras J, Carter AS, Heberle A, Forbes D, Gray SAO. Emotion Regulation and Parent Distress: Getting at the Heart of Sensitive Parenting among Parents of Preschool Children Experiencing High Sociodemographic Risk. J. Child Fam. Stud. 2019; 28(11): 2953–2962. [doi: 10.1007/s10826-019-01471-z]

30- Hayes SC, Luoma J, Bond FW, Masuda A, Lillis J. 13 Acceptance and commitment therapy: Model, processes, and outcomes. Act Context Canonical Pap. Steven C. Hayes. 2015; 44(1): 249–279. [doi: 10.4324/9781315745138-25]

31- Azizi A, Mirzaei A, Shams J. Correlation between Distress Tolerance and Emotional Regulation With Students Smoking Dependence. Hakim Res. J. 2010; 13 (1): 11–18. [http://hakim.tums.ac.ir/article-1-608-fa.html] [In Persian]

32- Kobasa SC, Personality and resistance to illness. Am. J. Community Psychol. 1979; 7(4): 413–423. [doi: 10.1007/BF00894383]

33- Kobasa SC, Stressful life events, personality, and health: An inquiry into hardiness. J. Pers. Soc. Psychol. 1979; 37(1): 1–11.[doi: 10.1037/0022-3514.37.1.1]

34- Khodabandelou M, Salehian MH. The effect of psychological toughness and self-efficacy in the acquisition of the martial arts leg kick skill. Ido Mov. Cult. 2023; 23(2): 6–12. [doi: 10.14589/ido.23.2.2] [In Persian]

35- Bond FW, Hayes SC, Baer RA, Carpenter KM, Guenole N, Orcutt HK, Waltz T, Zettle RD. Preliminary Psychometric Properties of the Acceptance and Action Questionnaire-II: A Revised Measure of Psychological Inflexibility and Experiential Avoidance. Behav. Ther. 2011; 42(4): 676–688. [doi: 10.1016/j.beth.2011.03.007]

36- Abasi E. Fti L. Molodi R. Zarabi H. Psychometric properties of Persian Version of Acceptance and Action Questionnaire –II. Psychological Models and Methods. 2012; 3(10): 65–80.

37- Zinsser KM, Gordon RA, Jiang X. Parents’ socialization of preschool-aged children’s emotion skills: A meta-analysis using an emotion-focused parenting practices framework. Early Child. Res. Q. 2021; 55: 377–390. [doi: 10.1016/j.ecresq.2021.02.001]

38- Zhuang, Miao; Wei, Xueyan; Jin, Xinyi.  Mother’s Parental Psychological Flexibility and Children’s Self-reliance Behaviors in Chinese Primary School: The Mediating Role of Resilience Journal of Child and Family Studies; New York Vol. 32, Iss. 5,  (May 2023): 1360-1370. [doi:10.1007/s10826-023-02575-3]

39-Salehi H, Hoseinian S, Yazdi S.M. The Relationship Cognitive Flex ibility and Self-Differentiation with Successful Marriage: The Mediating Role of Cognitive Emotion Regulation. The Quarterly Journal of Woman and Family Studies. 2022; 3(3): 80–101. [doi: 10.22051/jwfs.2021.34813.2635][In Persian]

40- Du Paul GJ, Evans SW, Mautone JA, Owens JS, Power TJ. Future Directions for Psychosocial Interventions for Children and Adolescents with ADHD. J. Clin. Child Adolesc. Psychol. 2020; 49(1): 134–145. [doi: 10.1080/15374416.2019.1689825]

41-Wang C, Zhang T, Xu W, Ruan H, Tang J. Social capital, technological empowerment, and resilience in rural china. Int. J. Environ. Res. Public Health. 2021; 18(22): 11883. [doi: 10.3390/ijerph182211883]