بررسی رابطه باورهای فراشناختی و نشانگان شناختی-توجهی با اضطراب اجتماعی دانشجویان دختر: نقش تعدیل‌کننده عدم تحمل بلاتکلیفی و تحمل ابهام

پژوهش های روان شناسی بالینی و مشاوره

مقاله 1، دوره 10، شماره 2 - شماره پیاپی 20، اسفند 1399، صفحه 5-24   

نوع مقاله: پژوهشی

شناسه دیجیتال (DOI): 10.22067/tpccp.2021.36722.0

نویسندگان

مجید معینی زاده^{* 1}؛ الهه مولوی²؛ محمدجواد اصغری ابراهیم آباد³

¹استادیار/دانشگاه فردوسی مشهد

²دانش آموخته کارشناسی ارشد /دانشگاه فردوسی مشهد

³دانشیار/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

باورهای فراشناختی؛ نشانگان شناختی–توجهی؛ اضطراب اجتماعی؛ عدم تحمل بلاتکلیفی و تحمل ابهام

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