نوع مقاله : پژوهشی

نویسندگان

1 دانشجو/دانشکده علوم انسانی، دانشگاه آزاد اسلامی نجف آباد، نجف آباد، ایران.

2 استادیار/ گروه روانشناسی، واحد نجف آباد، دانشگاه آزاد اسلامی، نجف آباد، ایران.

چکیده

هدف: هدف از پژوهش حاضر، ارائه مدل ‌ساختاری باورهای فراشناختی با ذهن آگاهی دانشجویان مبتلا به اختلال فوبی ‌اجتماعی با میانجیگری حساسیت ‌اضطرابی بود.
روش‌: این پژوهش از نوع همبستگی و در غالب یک طرح مدل‌یابی معادلات ساختاری انجام گرفت. جامعه آماری این پژوهش کلیه‌ی دانشجویان دختر مقطع کارشناسی دانشگاه آزاد نجف‌آباد بودند که در سال 98-97 انتخاب واحد کرده بودند.  از  این تعداد و از طریق نمونه‌گیری در دسترس 500 نفر از دانشجویانی که تمایل به همکاری داشتند انتخاب شدند و به سوالات چهار پرسشنامه فوبی ‌اجتماعی کانور و همکاران (17 سؤالی)، باورهای فراشناختی ولز و کارترایت (30 سؤالی)، ذهن آگاهی فرایبورگ (14 سؤالی) و حساسیت اضطرابی (16 سؤالی) پاسخ دادند. به منظور تجزیه‌وتحلیل داده‌های پژوهش، از نرم‌افزار Amos و مدل‌سازی به شیوه معادلات ساختاری استفاده شد.
یافته‌ها: نتایج این پژوهش نشان داد که مدل ساختاری باورهای فراشناختی با ذهن آگاهی دانشجویان مبتلا به اختلال فوبی ‌اجتماعی با میانجیگری حساسیت اضطرابی با داده‌های تجربی برازش دارد. اثر مستقیم باورهای فراشناختی بر ذهن آگاهی، باورهای فراشناختی بر حساسیت ‌اضطرابی و اثر مستقیم حساسیت اضطرابی بر ذهن ‌آگاهی استاندارد معناداراست.‌ همچنین اثر استاندارد ‌‌غیرمستقیم باورهای فراشناختی بر ذهن ‌آگاهی دانشجویان مبتلا به فوبی ‌اجتماعی از طریق حساسیت اضطرابی معنادار است.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the Structural Model of the relationship between Metacognitive Beliefs and Mindfulness of Students with Social Phobia: The Mediating Role of Anxiety Sensitivity

نویسندگان [English]

  • Fateme Hadipour 1
  • Hasan Rezaei-Jamalouei 2

1 Student / Faculty of Humanities, Islamic Azad University of Najafabad, Najafabad, Iran.

2 َAssistant Prof.Department of Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran

چکیده [English]

Purpose: The aim of this study was to test a structural model of metacognitive beliefs with mindfulness of students with social phobia by taking the mediating role of anxiety sensitivity into consideration.
Method: This research was a correlational study in the form of a structural equation modeling design. The Statistical population of the study consisted of all the female undergraduate students of Najafabad Azad University who had taken academic courses in 2019-2020. Among them, 500 students who were willing to participate were selected through convenient sampling method. They were then asked to complete four questionnaires of Social Phobia Inventory (SPIN: Connor et al, 2000), Metacognition Questionnaire (MCQ: Wells & Cartwright-Hatton, 2004); the short form of Freiburg Mindfulness Inventory (FMI: Walach et al, 2006), and Anxiety Sensitivity Index (ASI: Floyd et al., 2005). The data were analyzed using structural equation modeling by Amos software.
Findings: The results showed that the structural model of metacognitive beliefs with mindfulness of students with social phobia through the mediating role of anxiety sensitivity fits the emprical data. The direct effect of metacognitive beliefs on mindfulness and anxiety sensitivity, and the direct effect of anxiety sensitivity on standard mindfulness are significant. The indirect standard effect of metacognitive beliefs on mindfulness of students with social phobia through anxiety sensitivity is also significant.

کلیدواژه‌ها [English]

  • Keywords: Metacognitive Beliefs
  • mindfulness
  • anxiety sensitivity
  • social phobia
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