fa بررسی رابطه علَی نظم‌جویی شناختی هیجان و بهزیستی روانشناختی با توجه به نقش میانجی ذهن‌آگاهی در دانش‌آموزان تخصصي Special پژوهشي Research <div style="text-align: justify;"><b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""><span style="color:#002060">زمینه و هدف:</span></span></span></span></b> <span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">پژوهش حاضر با هدف بررس</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ی</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> رابطه علَی نظم</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">جویی شناختی و بهزیستی روانشناختی با توجه به نقش میانجی</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">گری ذهن</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آگاهی در دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان دوره متوسطه تهران انجام گرفت.</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> <b><span style="color:#002060">روش پژوهش:</span></b> </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">این مطالعه توصیفی از نوع همبستگی با توجه به تعداد متغیرها بر روی یک نمونه 352 نفری انجام شد که به روش نمونه</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">گیری خوشه</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ا</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ی</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> چند مرحله</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ا</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ی</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> از میان دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان مقطع متوسطه دوم منطقه 2 شهر تهران در سال تحص</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ی</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ل</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ی</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> 1399-1400 انتخاب شدند. پرسشنامه</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های تنظیم هیجان گراتز و رومر (2004)، بهزیستی روان</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">شناختی ریف</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> (</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">2002) و ذهن</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آگاهی فرایبورگ</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> (</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">2006) اجرا شدند و داده</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ها با استفاده از روش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های آمار توصیفی، همبستگی پیرسون و مدل</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">یابی معادلات ساختاری در سطح معناداری 0.01> </span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> توسط نرم افزار </span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">AMOS</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> و </span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">SPSS</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> ورژن 24 مورد تجزیه و تحلیل قرار گرفتند. </span></span></span><b><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""><span style="color:#002060">یافته‌ها:</span></span></span></span></b> <span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">مدل ساختاری پیش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">بینی بهزیستی روانشناختی بر اساس نظم</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">جویی شناختی هیجان با میانجی</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">گری ذهن</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آگاهی در دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان با داده</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های گردآوری</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">شده، برازش قابل</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">قبول و مطلوبی داشت (0.01> </span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">). بنابراین نظم</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">جویی شناختی هیجان با میانجی</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">گری ذهن</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آگاهی، بهزیستی روانی را در دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان دوره متوسط تبیین می</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">کند.</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> <b><span style="color:#002060">نتیجه‌گیری:</span></b> </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">با توجه به ارتباط مثبت و معنادار بهزیستی روانشناختی با نظم</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">جویی شناختی هیجان و تأیید نقش میانجی ذهن</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آگاهی، مدارس </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">می‌توانند</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> با استفاده از </span></span></span><span dir="RTL" lang="AR-SA" style="font-size:11.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">کارگاه‌های</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar=""> مهارت زندگی، محیط</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های آموزشی را به گونه</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ای برنامه</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">ریزی کنند که با افزایش سطح ذهن</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آگاهی، امکان به</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">کارگیری مهارت</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">های مثبت نظم</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">جویی شناختی هیجان، برای دانش</span></span></span><span style="font-size:10.0pt"><span style="line-height:112%"><span calibri="" style="font-family:">‌</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:112%"><span b="" style="font-family:" zar="">آموزان فراهم شود.&nbsp; </span></span></span><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span dir="LTR" style="font-family:"Times New Roman",serif"></span></span></span></span></span></span></div> <div style="text-align: justify;"><br> <div id="ftn1"></div><div id="ftn2"></div></div> <div style="text-align: justify;"><span style="font-size:11.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""><span style="color:#002060">Background and Aim: </span></span></span></span><b><span style="font-size:11.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">The</span></span></span></b><span style="font-size:11.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""> purpose of present study was to examine the causal relationship between Cognitive Emotion Regulation and psychological well-being, considering the mediating role of mindfulness in middle school students in Tehran. <span style="color:#002060">Methods</span>: This descriptive correlational study was conducted on a sample of 352 people using a multi-stage cluster sampling method among all the second grade high school students of the district 2, Tehran province, during the academic year, in 2020-21. data were collected using Gratz & Roemer&rsquo;s difficulties in emotion regulation scale (DERS) (2004), Ryff&rsquo;s Psychological well-being inventory (2002) and Freiburg Mindfulness Inventory (2006). The data were analyzed by descriptive statistics, Pearson correlation and structural equation modeling, with AMOS and SPSS software version 24 at a significance level of P<0.01. &nbsp;<span style="color:#002060">Results:</span></span></span></span> <b><span style="font-size:11.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times="">The structural model of predicting psychological well-being based on the Cognitive Emotion Regulation with the mediating role of mindfulness in students had a good fit with the collected data (P<0.01). Therefore, the cognitive emotion regulation through the mediation of mindfulness significantly explain the psychological well-being of middle school students.</span></span></span></b><span style="font-size:11.0pt"><span style="line-height:112%"><span new="" roman="" style="font-family:" times=""> <span style="color:#002060">Conclusion</span>: Considering the positive significant relationship between psychological well-being and cognitive emotion regulation and confirming the mediating role of mindfulness, school admins can provide life skills workshops at educational environments, so by increasing the students&rsquo; level of mindfulness, enhance the possibility of using the positive skills of cognitive emotions regulation</span></span></span></div> بهزیستی روان‌شناختی, ذهن‌آگاهی, نظم جویی شناختی هیجان, دانش‌آموزان Psychological well-being, mindfulness, cognitive emotion regulation, students 87 101 http://jeche.ir/browse.php?a_code=A-10-207-1&slc_lang=fa&sid=1 Tayebeh Abedin طیبه عابدین tayebehabedin@yahoo.com 10031947532846002594 10031947532846002594 No Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran گروه روانشناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران Sadegh Taghiloo صادق تقی لو Sadeght81@gmail.com 10031947532846002595 10031947532846002595 Yes Department of Educational Psychology, Astara Branch, Islamic Azad University, Gilan, Iran, Corresponding Author گروه روانشناسی تربیتی، واحد آستارا، دانشگاه آزاد اسلامی، گیلان، ایران، نویسنده مسئول Parvaneh Ghodsi پروانه قدسی Elham_ghodsi@yahoo.com 10031947532846002596 10031947532846002596 No Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran گروه روانشناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران Mehdi Davabi مهدی دوایی davaee@yahoo.com 10031947532846002597 10031947532846002597 No Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran گروه روانشناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران