تحلیل نقش تعدیلکنندگی سبک مقابلهای مسئلهمدار در رابطه کمالگرایی و درماندگی آموختهشده
کلمات کلیدی:
درماندگی آموختهشده, کمالگرایی, سبک مقابلهای مسئلهمدارچکیده
هدف: درماندگی آموختهشده یک وضعیت روانشناختی است که در آن فرد احساس میکند بر نتایج منفی کنترل ندارد. هدف پژوهش حاضر بررسی و تبیین نقش تعدیلکنندگی سبک مقابلهای مسئلهمدار در رابطه میان کمالگرایی و درماندگی آموختهشده بود. روششناسی: پژوهش حاضر از نوع توصیفی–همبستگی و مبتنی بر مدلسازی معادلات ساختاری است. جامعهی آماری شامل کلیهی دانشآموزان مقطع متوسطهی دوم شهرستان داراب در سال تحصیلی ۱۴۰۱–۱۴۰۲ بود. حجم نمونه ۳۳۸ نفر (۱۴۸ پسر و ۱۹۰ دختر) با روش نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شد. شرکتکنندگان پرسشنامههای چندبعدی کمالگرایی (فراست و همکاران، ۱۹۹۰)، درماندگی آموختهشده (کوینسلو و نیلسون، ۱۹۸۸) و راهبردهای مقابلهای (بیلینگز و موس، ۱۹۸۱) را تکمیل کردند. فرضیهها از طریق مدلیابی معادلات ساختاری آزمون شدند. یافتهها: نتایج نشان داد سبک مقابلهای مسئلهمدار نقش تعدیلکنندگی منفی در رابطه میان کمالگرایی و درماندگی آموختهشده دارد. مسیر مستقیم کمالگرایی به درماندگی آموختهشده معنادار و مثبت بود (ضریب رگرسیونی استانداردشده = ۰/۶۶، =85/16=t) اثر تعاملی کمالگرایی و سبک مقابلهای مسئلهمدار بر درماندگی آموختهشده نیز معنادار و منفی بود (ضریب رگرسیونی استانداردشده = 11/0، =99/2=t). نتیجهگیری: کمالگرایی احتمال بروز درماندگی آموختهشده را افزایش میدهد، در حالیکه سبک مقابلهای مسئلهمدار نقش محافظتکننده دارد و مدیریت استانداردهای افراطی را بهبود میبخشد. این یافتهها میتوانند راهنمای طراحی مداخلات پیشگیرانه و آموزشی در مدارس برای پیشگیری از درماندگی و ناکارآمدی هیجانی باشند.
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حق نشر 2025 Alireza Afra, Mohammad reza Firouzi, Nasser Noshadi, Ali Taghvaee nia (Author)

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