پیش‌بینی خودشناسی انسجامی بر اساس خودشفقت‌ورزی، خودیابی و ذهن‌آگاهی با نقش واسطه‌ای خودتنظیمی شناختی هیجانی در دانشجویان

فصلنامه علمی روش ها و مدل های روانشناختی

دوره 12، شماره 46، بهمن 1400، صفحه 99-112   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jpmm.2022.28152.3412

نویسندگان

مریم حسینی مطلق¹؛ زهراء آذری²؛ سجاد امینی منش^{* 3}

¹کارشناسی ارشد روان‌شناسی بالینی، گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.

²دانشجوی دکتری روان‌شناسی و آموزش کودکان استثنایی، گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

³استادیار، گروه روان‌شناسی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.

تاریخ دریافت: 15 خرداد 1400،  تاریخ بازنگری: 19 مهر 1400،  تاریخ پذیرش: 16 بهمن 1400 

چکیده

مقدمه: تلاش در راستای دست‌یابی به خودی یکپارچه امری ضروری و چالش انگیز است. هدف از این پژوهش پیش‌بینی خودشناسی انسجامی بر اساس خودشفقت‌ورزی، خودیابی و ذهن‌آگاهی با نقش واسطه‌ای خودتنظیمی شناختی هیجانی در دانشجویان بود.
روش: روش پژوهش همبستگی و به طور خاص از نوع تحلیل مسیر بود. جامعه آماری شامل تمامی دانشجویان دانشگاه آزاد واحد شیراز در سال تحصیلی 1400-1399 بود. نمونه آماری 250 نفر از این افراد بودند که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب و به پرسشنامه‌های خودشناسی انسجامی، خودشفقت‌ورزی، خودیابی، ذهن‌آگاهی و خودتنظیمی شناختی هیجانی پاسخ دادند.
یافته­ها: نتایج بیانگر برازش مطلوب مدل پیشنهادی بود. به گونه‌ای که که اثر غیر مستقیم خودشفقت‌ورزی، خودیابی، ذهن‌آگاهی از راه خودتنظیمی شناختی هیجانی بر خودشناسی انسجامی معنی دار بود.
نتیجه­گیری: بر اساس یافته‌های پژوهش می‌توان نتیجه گیری کرد که خودتنظیمی شناختی هیجانی در ارتباط بین خودشفقت‌ورزی، خودیابی، ذهن‌آگاهی با خودشناسی انسجامی نقش واسطه‌ای ایفا می‌کند.

کلیدواژه‌ها

واژه‌های کلیدی: خودشناسی انسجامی؛ خودشفقت‌ورزی؛ خودیابی و ذهن‌آگاهی؛ خودتنظیمی

عنوان مقاله [English]

Predicting integrative self- knowledge based on self-compassion, self-discovery and mindfulness with the mediating role of emotional cognitive self-regulation in the university students

نویسندگان [English]

Mariam Hosseini Motlagh¹؛ Zahra Azari²؛ Sajad Aminimanesh³

¹Master clinical psychology, Dep. Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

²PhD Student in Exceptional Child Psychology, Dep. Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran

³Assistant Prof., Dep. Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran.

چکیده [English]

Abstract
Introduction: The aim of this study was to predict integrative self- knowledge based on self-compassion, self-discovery and mindfulness with the mediating role of emotional cognitive self-regulation in the university students.
Materials and Methods: The research method was correlational and specifically path analysis. The statistical population included all students of Shiraz Branch of Azad University in the academic year 2020-2021. The statistical sample consisted of 250 people who were selected by multi-stage cluster sampling and answered the questionnaires of self- knowledge, self-compassion, self-discovery, mindfulness, emotional cognitive self-regulation.
Findings: The results showed a good fit of the proposed model. The indirect effect of self-compassion, self-discovery, and mindfulness through emotional cognitive self-regulation of integrative self- knowledge was significant. Based on the research findings, it can be concluded that emotional cognitive self-regulation plays a mediating role in the relationship between self-compassion, self-discovery, mindfulness and integrative self- knowledge.
Conclusion: According to the results, it seems necessary to consider emotional cognitive self-regulation as the influential factor promoting integrative self- knowledge.

کلیدواژه‌ها [English]

Integrative Self- Knowledge, Self-compassion, Self-discovery and Mindfulness, Self-Regulation

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