رابطه فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی: نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 10، دوره 14، شماره 51، اردیبهشت 1402، صفحه 139-154   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jpmm.2023.31433.3750

نویسندگان

محمود کامکار عمله؛ مسعود حسین چاری^*

دانشگاه شیراز

تاریخ دریافت: 06 بهمن 1401،  تاریخ بازنگری: 13 اردیبهشت 1402،  تاریخ پذیرش: 02 خرداد 1402 

چکیده

چکیده

مقدمه: پژوهش حاضر با هدف بررسی رابطه فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی در نوجوانان با نقش واسطه‌ای راهبردهای شناختی تنظیم هیجان انجام شد.

روش‌: شرکت‌کنندگان پژوهش شامل 323 نفر از دانش‌آموزان دوره متوسطه اول شهر شیراز (174 دختر و 149 پسر) بودند که به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. برای بررسی متغیرهای پژوهش از پرسشنامه‌های سرزندگی تحصیلی (ABQ)، فرزندپروری ذهن‌آگاهانه (MIPQ) و تنظیم شناختی هیجان (CERQ) استفاده شد. برای بررسی روایی پرسشنامه‌ها از روش تحلیل عامل تأییدی و برای سنجش پایایی از ضریب آلفای کرونباخ استفاده گردید.

یافته‌ها: یافته‌ها نشان داد که فرزندپروری ذهن‌آگاهانه دارای تأثیر مستقیم بر راهبردهای تنظیم شناختی هیجان (راهبردهای سازگار و ناسازگار) و سرزندگی تحصیلی است. راهبردهای سازگار و ناسازگار تنظیم شناختی هیجان نیز دارای اثر مستقیم بر سرزندگی تحصیلی دارد. همچنین، هر دو بعد سازگار و ناسازگار راهبردهای شناختی تنظیم هیجان، نقش واسطه‌ای در بین فرزندپروری ذهن‌آگاهانه و سرزندگی تحصیلی داشتند.

نتیجه‌گیری: براساس یافته‌های این پژوهش، می‌توان نتیجه گرفت که برای افزایش سرزندگی تحصیلی دانش‌آموزان به فرزندپروری ذهن‌آگاهانه و راهبردهای شناختی تنطیم هیجان آن‌ها توجه شود.

کلید واژه‌ها: راهبردهای شناختی تنظیم هیجان، سرزندگی تحصیلی، فرزندپروری ذهن‌آگاهانه.

کلیدواژه‌ها

راهبردهای شناختی تنظیم هیجان؛ سرزندگی تحصیلی؛ فرزندپروری ذهن‌آگاهانه

عنوان مقاله [English]

The Relationship Between Mindful Parenting and Academic Buoyancy : The Mediating Role of Cognitive Emotion Regulation Strategies

نویسندگان [English]

mahmoud kamkar amaleh؛ masoud Hosseinchari

Shiraz university

چکیده [English]

Introduction: The present study was conducted with the aim of investigating the relationship between mindful parenting and academic buoyancy in adolescents with the mediating role of cognitive emotion regulation strategies.

Method: The participants of the research included 323 students of Shiraz city middle schools (174 girls and 149 boys) who were selected by multi-stage cluster random sampling. To examine the research variables the following questionnaires were used : The Academic Buoyancy Questionnaire (ABQ), Mindfulness in Parenting Questionnaire (MIPQ), and The Cognitive Emotion Regulation Questionnaire (CERQ). Confirmatory factor analysis method was used to check the validity of the questionnaires and Cronbach's alpha coefficient was used to measure the reliability.

Results: The findings showed that mindful parenting has a direct effect on cognitive emotion regulation strategies (adaptive and maladaptive strategies) and academic buoyancy. adaptive and maladaptive strategies of cognitive emotion regulation also have a direct effect on academic buoyancy. Also, both adaptive and maladaptive dimensions of emotion regulation cognitive strategies had a mediating role between mindful parenting and academic buoyancy.

Conclusion: Based on the findings of this research, it can be concluded that in order to increase the academic buoyancy of students, attention should be paid to mindful parenting and cognitive strategies to regulate their emotions.

کلیدواژه‌ها [English]

Academic buoyancy, Cognitive emotion regulation strategies, Mindful parenting

مراجع

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