نوع مقاله : پژوهشی

نویسندگان

1 استادیار/دانشگاه فردوسی مشهد

2 دانش آموخته کارشناسی ارشد /دانشگاه فردوسی مشهد

3 دانشیار/دانشگاه فردوسی مشهد

چکیده

هدف: بررسی نقش باورهای فراشناختی و نشانگان شناختی-توجهی در پیش‌بینی اضطراب اجتماعی دانشجویان دختر با میانجیگری عدم تحمل بلاتکلیفی و تحمل ابهام بود.
روش: روش پژوهش حاضر توصیفی از نوع همبستگی بود و شیوه‌ی نمونه‌گیری، در دسترس و هدفمند بود. جامعه آماری پژوهش شامل کلیه‌ی دانشجویان دختر دانشگاه فردوسی مشهد بود که در سال 98-97 در حال تحصیل بودند. انتخاب نمونه با بهره‌گیری از جدول مورگان و فرمول کوکران 200 نفر تعیین گردید. ابزارهای پژوهش شامل مقیاس اضطراب اجتماعی واتسون و فرند، مقیاس عدم تحمل بلاتکلیفی کارلتون، مقیاس تحمل ابهام مکلین، مقیاس نشانگان شناختی-توجهی و پرسشنامه فراشناخت ولز بود.
یافته‌ها: برای تحلیل داده‌ها از تحلیل مسیر استفاده گردید و نتایج حاکی از آن بود که سندرم شناختی-توجهی بر علائم اضطراب اجتماعی دانشجویان دختر تأثیر مثبت و معناداری دارد. همچنین تأثیر مثبت و معناداری بین باورهای فراشناختی با اضطراب اجتماعی مشاهده گردید. نتایج نشان داد که در نظر گرفتن عدم تحمل بلاتکلیفی، تحمل ابهام، نشانگان شناختی-توجهی و باورهای فراشناختی در برنامه‌های آموزشی و مداخلات روان‌شناختی، در پیشگیری از اختلالات هیجانی، کاهش و درمان آن‌ها مؤثر است.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the Relationship between Metacognitive Beliefs and Cognitive-Attentional Syndrome with Social Anxiety of Female Students: The Mediating Role of Uncertainty Intolerance and Ambiguity Tolerance

نویسندگان [English]

  • Majid Moeenizadeh 1
  • Elaheh Molavi 2
  • Mohammad javad Asghari ebrahimabad 3

1 Assistant Prof.Ferdowsi University of Mashhad

2 Master Graduated Ferdowsi University of Mashhad

3 Associate Prof.Ferdowsi University of Mashhad

چکیده [English]

Purpose: The aim of this study was to investigate the role of metacognitive beliefs and cognitive-attentional symptoms in predicting social anxiety of female students through mediation of uncertainty intolerance and ambiguity tolerance.
Method: The method of the present study was descriptive-correlational. The statistical population of the study consisted of all female students studying at Ferdowsi University of Mashhad in 2018-19 from which 200 students were selected as the research sample using convenience sampling method. Research instruments included Watson and Friend Social Anxiety Scale, Carlton Uncertainty Intolerance Scale, McLean Ambiguity Tolerance Scale, Cognitive-Attention Syndrome Scale, and the Wells Metacognition Questionnaire.
Findings: Path analysis was used to analyze the data and the results showed that cognitive-attention syndrome has a positive and significant effect on the symptoms of social anxiety in female students. Also, a positive and significant effect was observed between metacognitive beliefs and social anxiety. The results showed that considering intolerance of uncertainty, tolerance of ambiguity, cognitive-attention syndrome and metacognitive beliefs in educational programs and psychological interventions are effective in preventing, reducing and treating emotional disorders.

کلیدواژه‌ها [English]

  • Metacognitive Beliefs
  • Cognitive-Attentional Syndrome
  • Social anxiety
  • Uncertainty Intolerance and Ambiguity Tolerance
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