Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1402
10
1
gregorian
2024
1
1
22
10
online
1
fulltext
fa
نقش میانجی تنظیم شناختی هیجان در رابطه اجتناب تجربهای با نشانههای اضطراب اجتماعی
در دانشجویان: یک مطالعه توصیفی
The Mediating Role of Cognitive Emotion Regulation in the Relationship between Experiential Avoidance and Social Anxiety Symptoms in College Students: A Descriptive Study
روانپزشكي
روانپزشكي
پژوهشي
Research
<span style="font-size:10pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><a name="_Hlk113374001"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">زمینه و هدف: </span></span></span></b></a><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">اضطراب اجتماعی بهعنوان یکی از مطرح­ترین نشانه­ های روانی در دانشجویان مشاهده می­شود. هدف این پژوهش تعیین نقش </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">میانجی تنظیم شناختی هیجان در رابطه بین نشانه­ های اضطراب اجتماعی با اجتناب تجربه ­ای در دانشجویان بود.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">مواد و روش ­ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> در این پژوهش توصیفی، تعداد ۲۵۳ نفر از دانشجویان دانشگاه محقق اردبیلی در سال تحصیلی ۱۴۰۲-۱۴۰۱ به روش نمونهگیری تصادفی خوشهای انتخاب و مورد مطالعه قرار گرفتند. برای جمع­ آوری داده ­ها از پرسشنامههای اضطراب اجتماعی </span></span></span>Conor<span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> و همکاران، پرسشنامه پذیرش و عمل نسخه دوم و </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">فرم کوتاه پرسشنامه تنظیم شناختی هیجان </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">(</span></span></span>Cognitive Emotion Regulation Questionnaire<span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">) استفاده شد. داده ­های بهدست آمده با استفاده از روشهای آماری مدلیابی معادلات ساختاری و همبستگی </span></span></span>Pearson<span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> مورد تجزیه</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">و</span></span></span> <span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">تحلیل قرار گرفت.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">یافته ­ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> بر اساس یافته ­ها، </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">اجتناب تجربه­ای</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">(001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">، 31/0=</span></span></span><span lang="AR-SA" style="line-height:110%"><span style="font-family:"Cambria",serif">β</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">)، تنظیم شناختی هیجان مثبت</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">(001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">، 29/0=</span></span></span><span lang="AR-SA" style="line-height:110%"><span style="font-family:"Cambria",serif">β</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">)</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> و تنظیم شناختی هیجان منفی </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">(001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">، 37/0=</span></span></span><span lang="AR-SA" style="line-height:110%"><span style="font-family:"Cambria",serif">β</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">)</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">بر اضطراب اجتماعی اثر مستقیم داشتند. هم­چنین، اجتناب تجربهای از طریق تنظیم شناختی هیجان منفی (001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">، 130/0=</span></span></span><span lang="AR-SA" style="line-height:110%"><span style="font-family:"Cambria",serif">β</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">) </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">و تنظیم شناختی هیجان مثبت </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">(001/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">، 122/0=</span></span></span><span lang="AR-SA" style="line-height:110%"><span style="font-family:"Cambria",serif">β</span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">) بر اضطراب اجتماعی اثر غیرمستقیم داشت.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">نتیجهگیری:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> نتایج مطالعه حاضر نشان داد که اجتناب تجربه ­ای به طور مستقیم و غیرمستقیم با میانجیگری تنظیم شناختی هیجان در ایجاد و حفظ اضطراب اجتماعی نقش دارد. مداخلاتی در جهت کاهش اجتناب تجربهای و مدیریت هیجانی و در دانشجویان پیشنهاد میگردد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:110%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin"">واژههای کلیدی:</span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""> اضطراب اجتماعی، اجتناب تجربهای، تنظیم شناختی هیجان، دانشجویان</span></span></span><span lang="AR-SA" style="font-size:1.0pt"><span style="line-height:110%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:150%">Background and Objectives:</span></span></b></a><span style="font-size:9.0pt"><span style="line-height:150%"> Social anxiety is seen as one of the most prominent psychological symptoms in students. The aim of this study was to determine the mediating role of cognitive emotion regulation in the relationship between social anxiety symptoms and experiential avoidance in college students.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Materials and Methods: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">In this descriptive research, 253 students of Mohaghegh Ardabili University were selected and studied in the academic year 2022-2023 by cluster random sampling method. To collect data, the Social Anxiety Questionnaire of Conor et al., the Acceptance and Action Questionnaire – version 2, and the short form of the Cognitive Emotion Regulation Questionnaire were used. The obtained data were analyzed using the statistical methods of structural equations modeling and Pearson’s correlation.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Results:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> According to the findings, experiential avoidance (β=0.31, p<0.001), cognitive regulation of positive emotion (β=0.29, p<0.001), and cognitive regulation of negative emotion (β=0.37, p<0.001) had a direct effect on social anxiety. Also, experiential avoidance through cognitive regulation of negative emotion (β=0.130, p<0.001) and cognitive regulation of positive emotion (β=0.122, p<0.001) had an indirect effect on social anxiety</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Conclusion:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> The results showed that experiential avoidance plays a role in creating and maintaining social anxiety directly and indirectly through the mediation of cognitive emotion regulation. Interventions to reduce experiential avoidance and emotional management in students are recommended.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%">Key words:</span></span></b><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%"> Social anxiety, Experiential avoidance, Cognitive emotion regulation, Students</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Funding: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">This study was funded by University of Mohaghegh Ardabili.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Conflict of interest: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">None declared.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Ethical approval: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">The Ethics Committee of University of Mohaghegh Ardabili approved the study (IR.UMA.REC.1402.028).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">How to cite this article:</span></span></b><b> </b><span style="font-size:9.0pt"><span style="line-height:150%">Mikaeili Niloofar, Narimani Mohammad, Marhamati Fatemeh</span></span><b><span style="font-size:12.0pt"><span style="line-height:150%">. </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">The Mediating Role of Cognitive Emotion Regulation in the Relationship Between Experiential Avoidance and Social Anxiety Symptoms in College Students: A Descriptive Study</span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:150%">. </span></span><i><span style="font-size:9.0pt"><span style="line-height:150%">J Rafsanjan</span></span></i><span style="font-size:9.0pt"><span style="line-height:150%"> <i>Univ Med Sci</i> 2024; 22 (10): 1037-52. [Farsi]</span></span> <b><span style="font-size:8.0pt"><span style="line-height:150%"></span></span></b></span></span></span></span></span><br>
اضطراب اجتماعی, اجتناب تجربهای, تنظیم شناختی هیجان, دانشجویان
Social anxiety, Experiential avoidance, Cognitive emotion regulation, Students
1037
1052
http://journal.rums.ac.ir/browse.php?a_code=A-10-6391-1&slc_lang=fa&sid=1
Niloofar
Mikaeili
نیلوفر
میکاییلی
nmikaeili@uma.ac.ir
6900319475328460056076
6900319475328460056076
Yes
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی
Mohammad
Narimani
محمد
نریمانی
narimani@uma.ac.ir
6900319475328460056077
6900319475328460056077
No
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی
Fatemeh
Marhamati
فاطمه
مرحمتی
faateme.marhamati@gmail.com
6900319475328460056078
6900319475328460056078
No
University of Mohaghegh Ardabili
دانشگاه محقق اردبیلی