رابطه ذهن‌آگاهی و رفتار جامعه‌پسند دانشجویان: نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان
محورهای موضوعی : فصلنامه زن و جامعه
مینا خطیبی
1
(دانشجوی دکتری روان‌شناسی تربیتی، پردیس بین‌الملل دانشگاه شیراز ـ شیراز ـ ایران.)
فریده یوسفی
2
(بخش روان شناسی تربیتی ـ دانشکده علوم تربیتی و روان شناسی ـ دانشگاه شیراز ـ شیراز ـ ایران.)
کلید واژه: زنان, تنظیم شناختی هیجان, ذهن‌آگاهی, رفتار جامعه‌پسند,
چکیده مقاله :
هدف این پژوهش، بررسی نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان در رابطة بین ذهن‌آگاهی و رفتار جامعه‌پسند بود. روش پژوهش همبستگی و جامعه آماری پژوهش همة دانشجویان زن کارشناسی دانشگاه شیراز بودند که در سال 97-1396 در این دانشگاه مشغول به تحصیل بودند. شرکت‌کنندگان 237 نفر بودند که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند و ابزار پژوهش شامل مقیاس چندبعدی رفتار جامعه‌پسند، مقیاس ذهن‌آگاهی نوجوانان و بزرگسالان و پرسشنامه تنظیم شناختی هیجان را تکمیل کردند. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج نشان داد که ذهن‌آگاهی به طور مستقیم و مثبت پیش‌بینی کنندة معنی‌دار رفتار جامعه‌پسند، راهبردهای انطباقی و غیر انطباقی تنظیم شناختی هیجان است. همچنین راهبردهای انطباقی تنظیم شناختی هیجان توانستند در رابطه میان ذهن‌آگاهی و رفتار جامعه‌پسند نقش واسطه‌گری معنی‌داری داشته باشند اما راهبردهای غیر انطباقی شناختی تنظیم هیجان واسطه معنی‌دار رابطه بین ذهن‌آگاهی و رفتار جامعه‌پسند نبودند. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که افزایش ذهن‌آگاهی منجر به استفاده بیشتر از راهبردهای انطباقی تنظیم شناختی هیجان شده و از این طریق موجبات افزایش رفتار جامعه‌پسند دانشجویان زن را فراهم می‌آورد.
The purpose of this study was to investigate the mediating role of cognitive emotion regulation strategies in the relationship between mindfulness and prosocial behavior. The research method was correlational and the statistical population of the study was all undergraduate female students of Shiraz University in the academic year 2018-2019. Participants were 237 students selected by multi-stage random cluster sampling and completed the research instruments consisted of multidimensional scale of prosocial behavior, adolescent and adult mindfulness scale and cognitive emotion regulation questionnaire. Data were analyzed by structural equation modeling method. The findings showed that mindfulness was a positive and significant predicator of prosocial behavior, adaptive and non-adaptive cognitive emotion regulation strategies. Also, adaptive strategies of cognitive emotion regulation played a mediator role in the relationship between mindfulness and prosocial behavior. But non-adaptive cognitive emotion regulation strategies could not play a mediator role in relation of mindfulness to prosocial behavior. Based on this research results, it can be concluded that more students’ mindfulness results in more use of their adaptive cognitive emotion regulation strategies and thus enhances their prosocial behavior.
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