شاخص‌های بهوشیاری زمینه‌ای بر مبنای ناگویی خلقی و ابعاد مثبت- منفی کمال‌گرایی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روان‌شناسی، دانشکده روان‌شناسی، دانشگاه تبریز، تبریز، ایران.

2 دانشیار، گروه علوم تربیتی، دانشکده روان شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

3 کارشناس ارشد، گروه روان‌شناسی، دانشکده روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

4 دکتری روان شناسی، گروه روان شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

مقدمه: بهوشیاری از مؤلفه‌های مهم سلامت روان‌شناختی است. با این حال نقش ناگویی خلقی و کمال‌گرایی مثبت-منفی در آن مشخص نیست. بنابراین، مطالعه حاضر با هدف بررسی نقش ناگویی خلقی و ابعاد کمال­گرایی در بهوشیاری دانشجویان مقطع کارشناسی دانشگاه تبریز در سال تحصیلی 96-95 انجام شد.
مواد و روش ­ها: در یک تحقیق توصیفی-همبستگی، تعداد 150 نفر از دانشجویان دانشگاه تبریز به صورت در دسترس و داوطلبانه انتخاب شدند. داده­ها با استفاده از پرسشنامه پنج­وجهی ذهن آگاهی، مقیاس کمال­گرایی مثبت و منفی و مقیاس ناگویی خلقی جمع­آوری شدند. اطلاعات به دست آمده با استفاده از آزمون ضریب همبستگی پیرسون و تحلیل رگرسیون خطی تجزیه و تحلیل شدند.
یافته ­ها: یافته­ ها نشان داد از بین مؤلفه‌های ناگویی خلقی، مؤلفه دشواری در تشخیص احساسات (24/0-β=و 029/0p=) قادر به پیش‌بینی بهوشیاری زمینه‌ای است. همچنین، ابعاد مثبت (27/0 β=و 000/0p=) و منفی (29/0- β=و 000/0p=) کمال­گرایی  قادر به پیش‌بینی واریانس بهوشیاری زمینه­ای در دانشجویان است.
نتیجه­ گیری: بر اساس نتایج به دست آمده، می­توان گفت که ناگویی خلقی (دشواری در تشخیص احساسات) و ابعاد مثبت و منفی کمال­گرایی می­توانند تعیین­گرهای بهوشیاری زمینه­ای دانشجویان باشد.

کلیدواژه‌ها

عنوان مقاله [English]

Determinants of Dispositional Mindfulness Based on Alexithymia and Positive and Negative Dimensions of Perfectionism in College Students

نویسندگان [English]

  • R Heshmati 1
  • A Sheikholeslami 2
  • S Jabbari 3
  • M Molaei 4
1 Assistant prof, Dept of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran.
2 Associate prof, Dept of Education, Faculty of Psychology, University of Mohaghegh Ardebil, Ardebil, Iran
3 MSc, Dept. of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardebili, Ardebil, Iran.
4 Ph.D, Dept of Psychology, Faculty of Education and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
چکیده [English]

Introduction: Dispositional mindfulness is an important component of psychological health. Research shows that factors such as alexithymia and perfectionism affect mindfulness. The present research was performed with the aim of investigating the role of dispositional mindfulness on alexithymia and perfectionism among students of Tabriz University in the academic year 2016-2017.
Materials and Methods: in a descriptive-correlational study, 150 students from the University of Tabriz selected by using the available sampling method participated in the present research. The data were gathered using a five-dimension mindfulness questionnaire (FFMQ), a positive and negative perfectionism scale and a alexithymia scale (TAS-20). The data were analyzed using the Pearson correlation test and the linear regression analysis in the SPSS software.   
Result: The results showed that there is negative relationship between difficulty in identifying feelings with mindfulness (B=0/24, p=029). Also, negative perfectionism (B=/029) and positive perfectionism (B=-/027) are able to predict the variance of mindfulness in students.
Conclusion: According to the obtained results, it can be concluded that difficulty in identifying feeings and perfectionism (Positive and negative) can be determinants of dispositional mindfulness in college students.

کلیدواژه‌ها [English]

  • Mindfulness
  • Alexithymia
  • Perfectionism

مراجع

  1. Brown KW, Creswell JD, Ryan R. Handbook of mindfulness, theory, research and practice. 1nd ed. New York: The Guilford press; 2015:456-66.
  2. Studying mindfulness in experienced meditators: A quasi-experimental approach. PID 2010;48(3):305-10.
  3. Emanuel AS, Updegraff JA, Kalmbach DA, Ciesla JA. The role of mindfulness facets in affective forecasting. PID 2010;49(7):815-8.
  4. Hollis-Walker L, Colosimo K. Mindfulness, self-compassion, and happiness in non-meditators: A theoretical and empirical examination. PID 2011;50(2):222-7.
  5. Zeidan F, Johnson SK, Diamond BJ, David Z, Goolkasian P. Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and cognition 2010;19(2):597-605.
  6. MacDonald HZ, Price JL. Emotional understanding: examining alexithymia as a mediator of the relationship between mindfulness and empathy. Mindfulness 2017;8(6):1644-52.
  7. American College Health Association–National College Health Assessment (ACHA-NCHA). [Cited 2010 February 16]. Available from: https://www.acha.org.
  8. Goldin PR, Gross JJ. Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion 2010;10(1):83-91.
  9. Mehrabizadeh  HM, Afshari A, Davoodi I. Investigation of personality traits, attachment styles, stressful events and gender as predictors of Alexithymia. Journal of  Psychology 2010;14(3):319-34. [Persian]
  10. Guendelman S, Medeiros S, Rampes H. Mindfulness and emotion regulation: Insights from neurobiological, psychological, and clinical studies. Frontiers in Psychology 2017;8:220-32.
  11. Goodall K, Trejnowska A, Darling S. The relationship between dispositional mindfulness, attachment security and emotion regulation. PID 2012;52(5):622-6.
  12. Weinstein N, Brown KW, Ryan RM. A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. JRP 2009;43(3):374-85.
  13.  Hewitt PL, Flett GL, Mikail SL. Perfectionism: A relational approach to conceptualization, assessment and treatment. 1nd ed.  New York: The Guilford press; 2017:326-36.
  14. Hamachek DE. Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behavior 1978;15(1):27-33.
  15. Short MM, Mazmanian D. Perfectionism and negative repetitive thoughts: Examining a multiple mediator model in relation to mindfulness. PID 2013;55(6):716-21.
  16. Çapan BE. Relationship among perfectionism, academic procrastination and life satisfaction of university students. Procedia-Social and Behavioral Sciences 2010;5:1665-71.
  17. Amaral AP, Soares MJ, Pereira AT, Bos SC, Marques M, Valente J,etal. Frost multidimensional perfectionism scale: The Portuguese version. Rev Psiq Clín 2013;40(4):144-9.
  18. Wimberley TE, Mintz LB, Suh H. Perfectionism and mindfulness: effectiveness of a bibliotherapy intervention. Mindfulness 2016;7(2):433-44.
  19. Baer RA, Smith GT, Hopkins J, Krietemeyer J, Toney L. Using self-report assessment methods to explore facets of mindfulness. Assessment 2006;13(1):27-45.
  20. Baer RA. Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical psychology: Science and practice 2003;10(2):125-43.
  21. Baer RA, Smith GT, Allen KB. Assessment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills. Assessment 2004;11(3):191-206.
  22. Terry-Short L, Owens RG, Slade P, Dewey M. Positive and negative perfectionism. PID 1995;18(5):663-8.
  23. Ahmadvand Z, Heydarinasab L, Shairi M. Prediction of psychological well-being based on the comonents of mindfulness.QJHP 2012;1(2):60-9. [Persian]
  24. Bagby RM, Parker JD, Taylor GJ. The twenty-item Toronto Alexithymia Scale—I. Item selection and cross-validation of the factor structure. JPR 1994;38(1):23-32.
  25. Neuser NJ. (dissertation). Examining the factors of mindfulness: A confirmatory factor analysis of the five facet mindfulness questionnaire. California: Pacific University;  2010: 1-66.
  26. Besharat MA, Joshan Loo M, Mirzamani M. The relationship between attachment style with positive and negative perfectionism. JEPS 2003; 14(25):11-8. [Persian]
  27. Shahgholian M , Moradi A, Kafi SD. The Relationship of Alexithymia with Emotion Styles and General Health in Students. JPCP (Thinking and Behavior) 2007;13(3):238-48. [Persian]
  28. Isazadeghan A, Mikaeili MF, Afrasiab N. The role of brain-behavioral systems and sensory processing sensitivity in alxithymia. QJAPR 2015; 9(34):83-98. [Persian]
  29. Jimenez SS, Niles BL, Park CL. A mindfulness model of affect regulation and depressive symptoms: Positive emotions, mood regulation expectancies, and self-acceptance as regulatory mechanisms. PID 2010;49(6):645-50.
  30. Coffey KA, Hartman M. Mechanisms of action in the inverse relationship between mindfulness and psychological distress. CHPR 2008;13(2):79-91.
  31. Brown KW, Ryan RM, Creswell JD. Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological inquiry 2007;18(4):211-37.
  32. Brown KW, Ryan RM, Creswell JD. Addressing fundamental questions about mindfulness. Psychological Inquiry 2007;18(4):272-81.
  33. Baumeister RF, Tice DM. Self‐esteem and responses to success and failure: Subsequent performance and intrinsic motivation. Journal of personality 1985;53(3):450-67.
  34. Williams CJ, Cropley M. The relationship between perfectionism and engagement in preventive health behaviours: The mediating role of self-concealment. JHP 2014;19(10):1211-21.
  35. Bergomi C, Tschacher W, Kupper Z. Meditation practice and self-reported mindfulness: a cross-sectional investigation of meditators and non-meditators using the comprehensive inventory of mindfulness experiences (CHIME). Mindfulness 2015;6(6):1411-21.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار