رابطه ذهنی‌سازی و سبک‌های دلبستگی با مهارت‌های اجتماعی نوجوانان: نقش میانجی تنظیم هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجو دکتری، گروه روان‌شناسی، دانشکده علوم انسانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران

2 گروه روان‌شناسی، دانشکده علوم انسانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران

10.22034/jmpr.2025.64640.6536

چکیده

این پژوهش با هدف تعیین رابطه ذهنی سازی و سبک‌های دلبستگی با مهارت‌های اجتماعی نوجوانان با میانجی‌گری تنظیم هیجان صورت گرفت. طرح پژوهش حاضر توصیفی از نوع همبستگی بود. جامعه آماری پژوهش تمامی نوجوانان دوره متوسطه اول شهرستان قم در سال تحصیلی 1403-1402 بودند که از میان آن‌ها نمونه‌ای به حجم 245 نفر (129 دختر و 116 پسر) به شیوه نمونه‌گیری تصادفی خوشه‌ای انتخاب شده و مقیاس تجدید نظر شده سبک‌های دلبستگی (RAAS)، پرسشنامه کارکرد تأملی (RFQ)، چک‌لیست تنظیم هیجانی (ERC-S) و پرسشنامه مهارت‌های اجتماعی نوجوانان (MESSY) را تکمیل کردند. برای تحلیل داده‌ها از روش تحلیل مسیر استفاده شد. نتایج نشان داد ذهنی سازی (0/19=β) و سبک دلبستگی ایمن (0/13=β) به صورت مثبت و سبک‌های دلبستگی ناایمن اجتنابی (0/08=β) و ناایمن دوسوگرا (0/12=β) به‌طور منفی مهارت‌های اجتماعی نوجوانان را پیش‌بینی می‌کنند (0/01>p)؛ همچنین نتایج حاکی از آن بود که ذهنی سازی و سبک‌های دلبستگی به‌صورت غیرمستقیم و به‌واسطه تنظیم هیجان می‌توانند مهارت‌های اجتماعی نوجوانان را به‌طور معنی‌دار پیش‌بینی کنند (0/05>p). بر اساس یافته‌های پژوهش چنین استنباط می‌شود که تنظیم هیجان در رابطه ذهنی سازی و سبک‌های دلبستگی با مهارت‌های اجتماعی نوجوانان نقش میانجی دارد. بر این اساس می‌توان انتظار داشت که با ارتقای ظرفیت ذهنی سازی، افزایش دلبستگی ایمن و کارآمدی فرآیندهای تنظیم هیجان، مهارت‌های اجتماعی نوجوانان نیز بهبود یابد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Relationship Between Mentalization and Attachment Styles with Social Skills of Adolescents: The Mediating Role of Emotion Regulation

نویسندگان [English]

  • Fateme Heidari 1
  • Abdolvahid Davoodi 2
1 PhD student, Department of Psychology, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran
2 Department of Psychology, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran
چکیده [English]

The aim of this study was to investigate the relationship between mentalization and attachment styles with social skills of adolescents considering the mediating role of emotion regulation. The method of the research was descriptive-correlational. The statistical population included all lower secondary school adolescents in Qom city in 2023-2024 academic year; among them 245 individuals (129 girls and 116 boys) were selected as samples by random cluster sampling method and completed revised adult attachment scale (RAAS), reflective functioning questionnaire (RFQ), emotional regulation checklist (ERC-S) and the matson evaluation of social skills with youngsters (MESSY). Path analysis was used to analyze the data. The results showed that mentalization (β=0.19) and secure attachment style (β=0.13) positively predict adolescents' social skills, whereas avoidant (β=-0.08) and ambivalent insecure attachment styles (β=-0.12) negatively predict adolescents' social skills (p<0.05); Also, the results indicated that mentalization and attachment styles predict social skills of adolescents indirectly with the mediation of emotion regulation (p<0.01). Based on the results, it can be concluded that emotion regulation has a mediating role in the relationship between mentalization and attachment styles with the social skills of adolescents. In this regard, it can be expected that by improving the mentalization capacity, increasing the attachment security and the efficiency of emotion regulation processes, the social skills of adolescents will also improve.

کلیدواژه‌ها [English]

  • mentalization
  • attachment styles
  • emotion regulation
  • social skills

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فصلنامه پژوهش های نوین روانشناختی
دوره 20، شماره 78
تیر 1404
صفحه 103-115

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سابقه مقاله

  • تاریخ دریافت: 02 آذر 1403
  • تاریخ بازنگری: 13 دی 1403
  • تاریخ پذیرش: 16 دی 1403

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