تحلیل نقش تعدیل‌کنندگی سبک مقابله‌ای مسئله‌مدار در رابطه کمال‌گرایی و درماندگی آموخته‌شده

علیرضا افرا; محمد رضا فیروزی; ناصر نوشادی; علی تقوایی نیا

Authors

Alireza Afra MSc in educational psychology, Department of Psychology, Faculty of Humanities, University of Yasouj, Yasouj, Iran. Author https://orcid.org/0009-0004-1390-2190
Mohammad reza Firouzi Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Yasuj University, Yasuj, Iran. Author https://orcid.org/0000-0003-3813-8198
Nasser Noshadi Assistant Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, Yasuj University, Yasuj, Iran. Author https://orcid.org/0000-0002-8499-1184
Ali Taghvaee nia Associate Professor, Department of Psychology and Educational Sciences, Faculty of Humanities, University of Yasouj, Yasouj, Iran Author https://orcid.org/0000-0002-6655-3420

Keywords:

Learned Helplessness, Perfectionism, Problem-Focused Coping Style

Abstract

Objective: Learned helplessness is a psychological state where an individual feels a lack of control over negative outcomes. The present study aimed to investigate and explain the moderating role of problem-focused coping style in the relationship between perfectionism and learned helplessness.

Methodology: This was a descriptive-correlational study based on Structural Equation Modeling (SEM). The statistical population included all second-grade high school students in Darab county during the 2022–2023 academic year. A sample size of 338 individuals (148 boys and 190 girls) was selected using multi-stage cluster random sampling. Participants completed the Multidimensional Perfectionism Scale (Frost et al., 1990), the Learned Helplessness Questionnaire (Quinless & Nelson, 1988), and the Coping Strategies Questionnaire (Billings & Moos, 1981). Hypotheses were tested via Structural Equation Modeling.

Findings: The results indicated that a problem-focused coping style plays a negative moderating role in the relationship between perfectionism and learned helplessness. The direct path from perfectionism to learned helplessness was significant and positive (Standardized Regression Coefficient = 0.66, t = 16.85). The interaction effect of perfectionism and problem-focused coping style on learned helplessness was also significant and negative (Standardized Regression Coefficient = -0.11, t = -2.99).

Conclusion: Perfectionism increases the likelihood of learned helplessness, while a problem-focused coping style has a protective role and improves the management of extreme standards. These findings can guide the design of preventive and educational interventions in schools to prevent helplessness and emotional inefficiency.

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