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). 
نتیجه گیری: 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: The present study was conducted with aim of determining structural relationships of metacognition and brain-behavioral systems with meta-emotion in teenagers with attention deficit/hyperactivity disorder (ADHD) with mediating role of social support in Ardabil city.
Method: current research is a descriptive correlational type of research. Statistical population included all the students of the 1st and 2nd high-school in Ardabil city in the academic year 2023-2024, and 250 students were selected as a sample using available sampling method. To collect data from the self-report questionnaires of Achenbach's teenager behavioral problems (1991), meta-emotion Mitmansgruber et al. perception (1988) was used. Data analysis was done using SPSS-27 and Lisrel 18.8 software.
Results:  Findings showed that metacognition and the Behavioral Activation System have a direct, positive, and significant effect on positive meta-emotion and a direct, negative, and significant effect on negative meta-emotion. Also, the Behavioral Inhibition System has a direct, positive, and significant effect on positive meta-emotion and a direct, negative, and significant effect on negative meta-emotion. The model fitting indicated that metacognition and behavioral brain systems have a significant indirect effect on meta-emotion through the mediation of social support (P < 0.01).
Conclusion: Based on the findings of the present study, metacognition, behavioral brain systems, and social support can play an effective role in the meta-emotion of adolescents with Attention Deficit/Hyperactivity Disorder.

کلیدواژه‌ها [English]

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

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