الگوی ساختاری روابط ذهن ­آگاهی، خودتعیین گری، شفقت به خود و ناگویی هیجانی در دانش ­آموزان دختر دارای سابقه خودزنی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد مشاوره مدرسه، دانشکده علوم تربیتی و روانشناسی، دانشگاه اردکان، اردکان، ایران

2 دانشیار گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه اردکان، اردکان، ایران

3 استادیار گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه اردکان، اردکان، ایران

چکیده

چکیده
این پژوهش با هدف بررسی الگوی ساختاری روابط ذهن­آگاهی، خودتعیین‌گری، شفقت به خود و ناگویی هیجانی در دانش­آموزان دارای سابقه­ خودزنی انجام شد. پژوهش حاضر، از نوع همبستگی بود که به روش مدل­یابی معادلات ساختاری انجام شد. جامعه­ این پژوهش شامل کلیه دانش­آموزان دختر دوره­ متوسطه فولادشهر در سال 99-1398 بود. از بین جامعه، نمونه‌ای به اندازه 91 نفر با استفاده از روش نمونه‌گیری هدفمند انتخاب و به پرسشنامه­های ذهن‌آگاهی فرایبورگ، شفقت به خود ریس و همکاران، خودتعیین­گری ایلاردی، لئون، کسر و رایان و ناگویی هیجانی بگبی، پارکر و تیلور پاسخ دادند. داده‌ها با  معادلات ساختاری با استفاده از نرم­افزار PLS تحلیل شدند. یافته­ها نشان داد که ذهن آگاهی بر شفقت به خود و خودتعیین­گری تأثیر مستقیم مثبت و بر ناگویی هیجانی تأثیرمستقیم منفی داشت (01/0>p ). خودتعیین­گری نیز بر شفقت به خود تأثیر مستقیم مثبت و بر ناگویی هیجانی تأثیر مستقیم منفی داشت (01/0>p ). با این وجود، بررسی روابط غیرمستقیم نشان داد که ذهن‌آگاهی بطور غیرمستقیم ازطریق افزایش خودتعیین‌گری منجر به کاهش ناگویی هیجانی و افزایش شفقت به خود در نوجوانان دختر دارای سابقه خودزنی می شود (01/0>p ). بنابراین می‌توان نتیجه گرفت که خودتعیین‌گری در رابطۀ بین ذهن‌آگاهی و شفقت خود و همچنین در رابطۀ بین ذهن‌آگاهی و  ناگویی هیجانی در دانش آموزان دارای سابقه خودزنی نقش میانجی معنی‌دار دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Structural Modelling of the Relationship between Mindfulness, Self-Determination, Self-Compassion and Alexithymia in Girl Students Engaged in Self-Injury

نویسندگان [English]

  • nasim shahsiah 1
  • Yasser Rezapour Mirsaleh 2
  • Mohammad Hadi Safi 3
1 MA Student, School Counseling, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran
2 PhD, Associate Professor, Department of Counseling, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran (Corresponding author, email: y.rezapour@ardakan.ac.ir)
3 PhD, Assistant Professor, Department of Counseling, Faculty of Humanities and Social Sciences, Ardakan University, Ardakan, Iran
چکیده [English]

The aim of this study was to investigate the structural modeling of the relationship between mindfulness, self-determination, self-compassion and alexithymiaamong female students who engage in self-injury. The present research was conducted with a correlational method that performed by structural equation modeling. The study population consisted female high school students in Fooladshahr in 2019-2020. Using purposeful sampling method, 91 subjects were selected and completed Freiburg's mindfulness questionnaire, self-compassion, self-determination scale, and alexithymia. Data were analyzed by structural equation modeling using SMART-PLS software. Findings showed that mindfulness had a direct positive effect on both self-compassion and self-determination and had a direct negative effect on alexithymia. Moreover, self-determination had a direct positive effect on self-compassion and had a negative direct effect on alexithymia (p < 0.01). However, investigating indirect relationships showed that mindfulness indirectly by increase self-determination resulted in increasing self-compassion and decreeing alexithymiain girl adolescents who engage in self-injury (p < 0.01). Therefore, it can be concluded that self-determination plays a significant mediating role in the relationship between mindfulness and self-compassion and also in the relationship between mindfulness and alexithymia among girl students who engage in self-injury.

کلیدواژه‌ها [English]

  • self-harm
  • Self-Determination
  • Mindfulness
  • alexithymia
  • Self-Compassion
منابع
بشارت، محمدعلی؛ زاهدی تجریشی، کمیل؛ نوربالا، احمدعلی (1392). ﻣﻘﺎﯾﺴﻪ ﻧﺎﮔﻮﯾﯽ ﻫﯿﺠﺎﻧﯽ و راﻫﺒﺮدﻫﺎی ﺗﻨﻈﯿﻢ ﻫﯿﺠﺎن در ﺑﯿﻤﺎران ﺟﺴﻤﺎﻧﯽﺳﺎزی، ﺑﯿﻤﺎران اﺿﻄﺮاﺑﯽ و اﻓﺮاد ﻋﺎدی. روانشناسی معاصر، 8(2)، 16-3.
حبیبی، مجتبی؛ غرایی، بنفشه؛ عاشوری، احمد (1392). کارایی بالینی مقیاس های اعتباری و بالینی پرسش نامه ی شخصیتی چندوجهی‎ مینه سوتا نوجوانی‏‏(‏ MMPI-A‏):‏‎‎ مقایسه ی نیم رخ روانی در گروه بالینی با هنجار و تعیین نمره ی برش‏. مجله اصول بهداشت روانی، 15(60)، 301-311.‎
حسینیان، سیمین؛ نوری پور لیاولی، رقیه؛ قنبری پیرکاشانی، نیکزاد؛ حسین زاده اسکویی، سعید (1398). اثربخشی آموزش مبتنی بر ذهن آگاهی بر رفتارهای خود آسیب رسان و عوامل محافظت‌کننده سوءمصرف مواد در نوجوانان کانون اصلاح و تربیت. فصلنامه علمی و پژوهشی اعتیادپژوهی، 13(54)، 205-228.‎
خانی پور، حمید؛ برجعلی، احمد؛ فلسفی نژاد، محمدرضا (1395). خود‌جرحی بدون‌خودکشی در نوجوانان بزهکار و نوجوانان با سابقه بدرفتاری دوران کودکی: انگیزه‌ها و احتمال خودکشی. روانشناسی افراد استثنایی، 6(21)، 59-79.‎
داوری، علی؛ رضازاده، آرش (1392). مدل سازی معادلات ساختاری با نرم افزار PLS. تهران: سازمان انتشارات جهاد دانشگاهی، ص 187-220.
رضایی، نازیلا؛ سهرابی، احمد؛ ذوقی پایدار، محمدرضا (1397). اثربخشی درمان مبتنی برشفقت بر تکانش‌پذیری، حساسیت بین فردی وخودزنی در افراد دارای اختلال شخصیت مرزی. دانش و پژوهش در روان شناسی کاربردی، 19(4)، 44-55.‎
سالمی خامنه، علیرضا؛ قربانی، سارا؛ متحدی، علیرضا ( 1397). بررسی اثربخشی رفتاردرمانی دیالکتیک بر تنظیم هیجان، عاطفه مثبت و منفی، رفتار پرخاشگرانه و خودزنی دانش آموزان دختر 13 تا 16 ساله. مجله علمی سازمان نظام پزشکی جمهوری اسلامی ایران، 36(4)، 213-220.
عاشوری، محمد؛ قاسم زاده، سوگند (1397). اثربخشی آموزش ایمن‌سازی روانی بر ناگویی هیجانی، خودتعیین‌گری و جهت‌گیری زندگی نوجوانان با آسیب شنوایی. مطالعات روانشناختی، 14(2)، 7-23.‎
نریمانی، احمد (1380). ﺑﺮﺭﺳﻰ ﻋﻠﻞ ﺭﻭﺍﻧﻰ، ﺍﺟﺘﻤﺎﻋﻰ ﻭﺷﻨﺎﺧﺘﻰ ﺁﺳﻴﺐ ﭘﺬﻳﺮﻯ ﺍﺟﺘﻤﺎﻋﻰ دﺧﺘﺮﺍﻥ ﻧﻮﺟﻮﺍﻥ ﺷﻬﺮ ﺗﻬﺮﺍﻥ. پایان ﻧﺎﻣﻪ ﻛﺎﺭﺷﻨﺎﺳﻰ ﺍﺭﺷﺪ، دﺍﻧﺸﮕﺎﻩ ﺁﺯﺍﺩ  ﺍﺳﻼﻣﻰ ﻭﺍﺣﺪ  ﺗﻬﺮﺍﻥ ﻣﺮﻛﺰ، ﺗﻬﺮﺍﻥ.
Baer, R. A., G. T. Smith, E. Lykins, D. Button, J. Krietemeyer, S. Sauer, et al.( 2008). Construct validity of the five facet mindfulness questionnaire in meditating and nonmeditating samples. Assessment, 15 (3), 329–342.
Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: the kentucky inventory of mindfulness skills. Assessment, 11, 191–206.
Bagby, R. M., Parker, J. D., & Taylor, G. J. (1994). The twenty-item Toronto Alexithymia Scale—I. Item selection and cross-validation of the factor structure. Journal of Psychosomatic Research, 38(1), 23-32.
Bekker, M. H. J., Bachrach, N., & Croon, M. A. (2007). The relationships of antisocial behavior with attachment styles, autonomy-connectedness, and alexithymia. Journal of Clinical Psychology, 63, 507–527.
Bergen-Cico, D., & Cheon, S. (2014). The mediating effects of mindfulness and self-compassion on trait anxiety. Mindfulness, 5(5), 505-519.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822-848.
Deborde, A., Berthoz, S., Godart, N., Perdereau, F., Corcos, M., Jeammet, P. (2006). Relations between alexithymia and anhedonia: a study in eating disordered and control subjects. L'Encephale, 32, 83-91.
Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. In: Intrinsic motivation and self-determination in human behavior (pp. 11-40). Springer, Boston, MA.
Deci, E. L., & Ryan, R. M. (2017). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self‐determination theory perspective. Journal of personality, 62(1), 119-142.
Dubey, A. Pandey, R., & Mishra, K. (2010). Role of emotion regulation difficulties and positive/negative affectivity in explaining alexithymia-health relationship an overview. Journal of Social Science Research, 7, 20-31.
Galla, B. M. (2016). Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents. Journal of adolescence, 49, 204-217.
Gilbert, P., McEwan, K., Gibbons, L., Chotai, S., Duarte, J., & Matos, M. (2012). Fears of compassion and happiness in relation to alexithymia, mindfulness, and self-criticism. Psychology and Psychotherapy: Theory, Research and Practice, 85(4), 374-390.
Guertin, C., Barbeau, K., & Pelletier, L. (2018). Examining fat talk and self-compassion as distinct motivational processes in women’s eating regulation: A self-determination theory perspective. Journal of Health Psychology, 1-13.
Guttman, H., & Laporte, L. (2002). Alexithymia, empathy and psychological symptoms in a family context. Comprehensive Psychiatry, 43, 448-455.
Hill, C. L. M., and Updegra, J. A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12, 81–90.
Ho, F. L. (2016). Self-determination theory: The roles of emotion and trait mindfulness in motivation. Unpublished Thesis, Linnaeus University.
Ilardi, B.C., Leon, D., Kasser, T., & Ryan, R.M. (1993). Employee and supervisor rating of motivation: Main effect and discrepancies associated with job satisfaction and adjustment in a factory setting. Journal of Applied Social Psychology, 23, 1789-1805.
Kabat Zinn, j. (2003). Mindfulness -Based interventions in context: Past, Present, and Future. Journal of Research in Personality, 41, 906–911.
Klonsky, E. D. (2007). The functions of deliberate self-injury: A review of the evidence. Clinical Psychology Review, 27(2), 226-239. 
Kok, R., Kirsten, D. K., & Botha, K. F. (2011). Exploring mindfulness in self-injuring adolescents in a psychiatric setting. Journal Of Psychology In Africa, 21(2), 185-195.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & OrRga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279.
Lee, W. K. (2016). Psychological characteristics of self-harming behavior in Korean adolescents. Asian Journal of Psychiatry, 23, 119-124.
Levesque, C., & Brown, K. W. (2007). Mindfulness as a moderator of the effect of implicit motivational self- concept on day-to-day behavioral motivation.  Motivation and Emotion, 31, 284–299.
Leweke, F., Leichsenring, F., Kruse, J., & Hermes, S. (2012). Is alexithymia associated with specific mental disorders. Psychopathology, 45(1), 22–28.
Li, X., & Hao, C. (2019). The Relationship Between Parental Attachment and Mobile Phone Dependence Among Chinese Rural Adolescents: The Role of Alexithymia and Mindfulness. Frontiers in Psychology, 10, 598.
Lundh, L. G., & Simonsson-Sarnecki, M. (2001). Alexithymia, emotion, and somatic complaints. Journal of Personality, 69, 483–510.
Lyvers, M., Makin, C., Toms, E., Thorberg, F. A., & Samios, C. (2014). Trait mindfulness in relation to emotional self-regulation and executive function. Mindfulness, 5, 619 –625.
Mattila, A. K., Saarni, S. I., Salminen, J. K., Huhtala, H., Sintonen, H., & Joukamaa, M. (2009). Alexithymia and health-related quality of life in a general population. Psychosomatics, 50(1), 59–68.
Mughal, F., Babatunde, O., Dikomitis, L., Shaw, J., Townsend, E., Troya, M. I., & Chew-Graham, C. A. (2019). Self-harm in young people: the exceptional potential of the general practice consultation.
Neff, K, D., Kirkpatrick, K. L., Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of research in personality, 41(1):139-54.  
Neff, K. D. (2016). The Self-Compassion Scale is a Valid and Theoretically Coherent Measure of Self compassion. Mindfulness, 7(1), 264–27.
Neff, K. D., & Dahm, K. A. (2015). Self-compassion: What it is, what it does, and how it relates to mindfulness. In: Handbook of mindfulness and self-regulation (pp. 121-137). Springer, New York, NY.
Neff, K. D., & Pommier, E. (2013). The relationship between self-compassion and otherfocused concern among college undergraduates, community adults, and practicing meditators. Self and Identity, 12(2), 160-176.
Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and identity, 4(3), 263-287.
Neff, K. D., Mcgehee, P. (2010). Self-compassion and Psychological Resilience Among Adolescents and Young Adults. Self and Identity, 9, 225-240.
Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. The Journal for Specialists in Group Work, 37(4), 297-311.
Nock, M. K., Joiner, T. E., Gordon, K. H., Lloyd-Richardson, E., Prinstein, M. J. (2007). Non-suicidal self-injury among adolescents: Diagnostic correlates and relation to suicide attempts. Psychiatry Research, 144, 144, 65–72.
Paivio, S. C., & McCulloch, C. R. (2004). Alexithymia as a mediator between childhood trauma and self-injurious behaviors. Child Abuse & Neglect, 28(3), 339–354.
Pandey, P., Saxena, P., & Dubey, A. (2011). Emotion regulation difficulties in  alexithymia and mental health. Europe’s Journal of Psychology, 7, 604 623.
Paul, N. A., Stanton, S. J., Greeson, J. M., Smoski, M. J., & Wang, L. (2013). Psychological and neural mechanisms of trait mindfulness in reducing depression vulnerability. Social cognitive and affective neuroscience, 8(1), 56-64.
Poulsen, Anne A., Rodger, Sylvia & Ziviani, Jenny, M. (2006). “Understanding children’s motivation from a self-determination theoretical perspective: implications for practice”, Australian Occupational Therapy Journal, 56 (2), 78-86.
Raes, F., Pommier, E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the self-compassion scale. Clinical psychology & psychotherapy, 18(3), 250-255.
Ross, S. Heath, N. (2002). A study of the frequency of self-mutilation in a community sample of adolescents. Journal of Youth and Adolescence, 31(1), 67-77.
Ruffault, A., Bernier, M., Juge, N., & Fournier, J. F. (2016). Mindfulness may moderate  the relationship between intrinsic motivation and physical activity: A  cross-sectional study. Mindfulness, 7(2), 445-452.
Shapiro, S. L., Brown, K. W., Thoresen, C., & Plante, T. G. (2011). The moderation of mindfulness-based stress reduction effects by trait mindfulness: results from a randomized controlled trial. Journal of clinical psychology, 67(3), 267-277.
Shapiro, S. L., Carlson, L. E., Astin, L. E., Astin, J.A., &  Freedman, B. (2006). Mechanisms of  mindfulness. Journal of Clinical Psychology, 62, 373–386.
Speranza, M., Loas, G., Wallier, J., & Corcos, M. (2007). Predictive value of alexithymia in patients with eating disorders: A 3-year prospective study. Journal of Psychosomatic Research, 63, 365–371.
Swannell, S., Martin, G., Page, A., Hasking, P., Hazell, P., Taylor, A., & Protani, M. (2012). Child maltreatment, subsequent non-suicidal self-injury and the mediating roles of dissociation, alexithymia and self-blame. Child abuse & neglect, 36(7-8), 572-584.
Taylor, G., Lachance, L. and Gregoire, S. (2015). Mindfulness, mental health and emotion regulation among workers. International Journal of Wellbeing, 5(4), 96119.
Teasdale, J. D., Segal, Z. V., & Williams, J. M. G. (2003). Mindfulness training and problem formulation. Clinical psychology: Science and practice, 10(2), 157-160.
Tiwari, S., & Garg, P. (2019). Promoting Basic Need Satisfaction at Workplace: The Relevance of Mindfulness in Support of Job Performance of Employees. Journal of Business Research, 8(1), 1-15.
Van Dam,  N. T., Sheppard, S. C., Forsyth, J. P., & Earleywine. M. (2011). Self-compassion is a better predictor than mindfulness of symptom severity and quality of life in mixed anxiety and depression. Journal of Anxiety Disorder, 25(1):123-30.
Zhao, L., Lu, Y., Wang, B., & Huang, W. (2011). What makes them happy and curious online? An empirical study on high school students’ Internet use from a self-determination theory perspective. Computers & Education, 56(2), 346-356.
Zlotnick, C. Shea, M.T., Pearlstein, T., Simpson, E., Costello, E., Begin, A. (1996). The relationship between dissociative symptoms, alexithymia, impulsivity, sexual abuse, and self-mutilation. Comprehensive Psychiatry, 37, 12-16.