مدل‌سازی ارتباط بین علایم نقص توجه-بیش‌‏فعالی و آشفتگی روان‏‌شناختی با نقش میانجی تجارب تجزیه‏‌ای در دانشجویان

مصطفی  نظری; زیبا برقی ایرانی; احمد  علیپور

Authors

Mostafa Nazari Department of Psychology, CT.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0002-3267-3245
Ziba Barghi Irani Department of Psychology, Payame Noor University, Tehran, Iran Author https://orcid.org/0000-0001-6043-751X
Ahmad Alipour Department of Psychology, Payame Noor University, Tehran, Iran Author https://orcid.org/0000-0002-5126-5653

Keywords:

آشفتگی روان‏شناختی, علایم نقص توجه, بیش‏فعالی, تجارب تجزیه

Abstract

Objective: The current study aimed to model the relationship between Attention-Deficit/Hyperactivity Disorder (ADHD) symptoms and psychological distress, with dissociative experiences acting as a mediating variable among university students.

Methodology: This research employed a descriptive-correlational design. The statistical population consisted of all students from the Islamic Azad University, Tehran branches, during the 2025–2026 academic year (N=55,534), from which a sample of 385 participants was selected using multistage cluster sampling. Data were collected using the Adult ADHD Self-Report Scale (ASRS), the Dissociative Experiences Scale (DES), and the Depression, Anxiety, and Stress Scale (DASS-21). Data analysis was performed using Pearson correlation and structural equation modeling in SPSS-26 and AMOS-26 software.

Findings: The results indicated that ADHD symptoms have a significant positive effect on both dissociative experiences (β=0.316) and psychological distress (β=0.373). Furthermore, dissociative experiences were found to have a significant positive effect on psychological distress (β=0.349). Bootstrap results also confirmed that the indirect effect of ADHD symptoms on psychological distress, mediated by dissociative experiences, was statistically significant (β=0.110). Overall, ADHD symptoms explained 10% of the variance of dissociative experiences and ADHD symptoms together with dissociative experiences explained 34.3% of the variance of psychological distress. According to the findings, it can be suggested that ADHD symptoms can directly increase the level of psychological distress in students through increased dissociative experiences.

Conclusion: The findings demonstrated that paying attention to the role of dissociative experiences in the relationship between ADHD symptoms and psychological distress can be important in better understanding students' psychological problems.