تعیین روابط ساختاری فراشناخت و سیستم‌های مغزی رفتاری با فراهیجان در نوجوانان با اختلال نارسایی توجه- بیش‌فعالی: نقش میانجی حمایت اجتماعی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکترای تخصصی روان‌شناسی و آموزش کودکان استثنایی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

2 دانشجوی کارشناسی ارشد گروه روان‌شناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران.

3 کارشناسی ارشد روان‌شناسی و آموزش کودکان استثنایی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران.

4 استاد گروه روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

چکیده

هدف: پژوهش حاضر باهدف تعیین روابط ساختاری فراشناخت و سیستم‌های مغزی رفتاری با فراهیجان در نوجوانان با اختلال نارسایی توجه- بیش‌فعالی با نقش میانجی حمایت اجتماعی در شهر اردبیل انجام شد.
 
روش: پژوهش حاضر توصیفی از نوع همبستگی می‏باشد. جامعه آماری شامل تمامی دانش‌آموزان دوره متوسطه یکم و دوم شهر اردبیل در سال تحصیلی ۱۴۰۲-۱۴۰۳ بود که تعداد 250 نفر از دانش‌آموزان به روش نمونه‌گیری در دسترس به‌عنوان نمونه انتخاب شدند. برای جمع‌آوری داده‌ها از پرسشنامه‌های خود گزارشی مشکلات رفتاری نوجوانان آخنباخ (1991)، فراهیجان میتمانسگروبر و همکاران (2009)، فراشناخت ولز و کاترایت- هاتون  (2004)، سیستم‌های مغزی-رفتاری کارور و وایت (1994) و حمایت اجتماعی ادراک‌شده زیمت  و همکاران (1988) استفاده شد. تحلیل‌ داده‌ها با استفاده از نرم‌افزارهای SPSS-27 و نرم‌افزار Lisrel18.8 انجام شدند.
 
یافته‌ها: یافته‌ها نشان داد که فراشناخت و سیستم فعال‌سازی رفتار بر فراهیجان مثبت اثر مستقیم مثبت و معنادار و بر فراهیجان منفی اثر مستقیم منفی و معنادار دارند. همچنین، سیستم بازداری رفتار بر فراهیجان مثبت اثر مستقیم مثبت و معنادار و بر فراهیجان منفی اثر مستقیم منفی و معنادار دارند. برازش مدل نشان داد که فراشناخت و سیستم‌های مغزی رفتاری با میانجی‌گری حمایت اجتماعی بر فراهیجان اثر غیرمستقیم معنادار دارند (01/0>P). 
 
نتیجه‌گیری: با توجه به یافته‌های پژوهش حاضر فراشناخت، سیستم‌های مغزی رفتاری و حمایت اجتماعی می‌توانند در فراهیجان نوجوانان دارای اختلال نارسایی توجه- بیش‌فعالی نقش موثری داشته باشند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Determining Structural Relationships of Metacognition and Brain-Behavioral Systems with Meta-Emotion in teenagers with Attention-Deficit/Hyperactivity Disorder: Mediating Role of Social Support

نویسندگان [English]

  • Shahnaz Hashemi Maleksh 1
  • Gholam reza Sheykhzadeh 2
  • Somayeh Mohammadi Kashka 3
  • Abbas Ali Hosseinkhanzadeh 4
1 Ph.D Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
2 M.A.Student Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
3 M.A. in Psychology and Education of Exceptional Children, Faculty of Literature and Humanities, university of Guilan, Rasht, Iran
4 Professor, Department of Psychology, Faculty of Literature and Humanities, University of Guilan. Rast, Iran
چکیده [English]

Aim: This study examined the structural relationships between metacognition, brain-behavioral systems, and meta-emotion in adolescents with ADHD, with social support as a mediating variable.
 
Method: This descriptive-correlational study included 250 first- and second-year high school students with ADHD in Ardabil during the 2023–2024 academic year, selected via convenience sampling. Data were collected using standardized self-report measures and analyzed using SPSS-27 and LISREL 18.8.
 
Results: Metacognition and the Behavioral Activation System showed significant positive effects on positive meta-emotion and significant negative effects on negative meta-emotion. The Behavioral Inhibition System showed similar directional effects. Indirect effects through social support were significant (p < 0.01), and model fit indices indicated acceptable fit.
 
Conclusion: Metacognition, brain-behavioral systems, and social support play significant roles in shaping meta-emotional processes in adolescents with ADHD.

کلیدواژه‌ها [English]

  • Attention Deficit/hyperactivity Disorder
  • Metacognition
  • Brain-Behavioral Systems
  • Meta-Emotion
  • Social Support

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