تبیین علی سرزندگی تحصیلی بر اساس دلبستگی به والدین و همسالان و تنظیم شناختی هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار روان‌شناسی تربیتی. دانشکده علوم تربیتی و روان‌شناسی. دانشگاه شیراز

2 کارشناس ارشد روان‌شناسی تربیتی. دانشگاه شیراز

چکیده

پژوهش حاضر با هدف بررسی رابطه‌ی بین دلبستگی به والدین و همسالان و سرزندگی تحصیلی، با واسطه‌گری تنظیم شناختی هیجان انجام شد. برای انجام این پژوهش 360 نفر (180 نفر دختر و 180 نفر پسر) از دانش‌آموزان دوره متوسطه اول شهرستان شیراز با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه‌ دلبستگی به والدین و همسالان (Armsden & Greenberg, 1987)، تنظیم شناختی هیجان (Garnefski et al, 2001) و سرزندگی تحصیلی (Dehghanizadeh & Hosseinchari, 2012) بود. تجزیه و تحلیل داده‌ها در این پژوهش با روش آماری تحلیل مسیر با استفاده از نرم افزار  AMOSانجام شد. نتایج نشان داد که مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته‌ها، دلبستگی به والدین و همسالان، به نحو مثبت و معنادار سرزندگی تحصیلی را پیش‌بینی می‌کند. همچنین این متغیر اثر معناداری بر راهبردهای تنظیم شناختی هیجان، نشان داد. راهبردهای تنظیم شناختی هیجان نیز به نحو معنادار سرزندگی تحصیلی را پیش‌بینی نمودند. علاوه بر این، دلبستگی به والدین از طریق راهبردهای سازگار و ناسازگار تنظیم شناختی هیجان و دلبستگی به همسالان تنها از طریق راهبردهای ناسازگار تنظیم شناختی هیجان، سرزندگی تحصیلی را تحت تأثیر قرار داد. در کل، نتایج پژوهش حاضر شواهدی را مبنی بر نقش واسطه‌ایاا تنظیم شناختی هیجان در رابطه بین دلبستگی به والدین و همسالان و سرزندگی تحصیلی دانش‌آموزان فراهم آورد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Causal explanation of academic buoyancy based on parental and peer attachment, and cognitive emotion regulation

نویسندگان [English]

  • R shaikholeslami 1
  • Zh Taheri 2
2 Shiraz University
چکیده [English]

The aim of this study was to investigate relationships between parent and peer attachment, and academic buoyancy with the mediating role of cognitive emotion regulation. 360 students were selected (180 girl and 180 boy) from Shiraz junior school using the random multi-stage cluster sampling method. Instruments consisted of Parent and Peer Attachment Questionnaire (Armsden & Greenberg, 1987), Cognitive Emotion Regulation Questionnaire (Garnefski et al, 2001), and Academic Buoyancy Questionnaire (Dehghanizadeh, & Hosseinchari, 1391). The data was analyzed using path analysis applying AMOS. The Finding showed that model has a good fitness. Also the finding showed that parent and peer attachment predict academic buoyancy positively. Also, this variable showed significant effect on cognitive emotion regulation. Cognitive emotion regulation predicts academic buoyancy, significantly. In addition, the parent attachment effects on academic buoyancy through adjustment and non-adjustment strategies of cognitive emotion regulation. The peer attachment effects on academic buoyancy through non-adjustment strategies of cognitive emotion regulation. In general, results of present research provided evidence for mediating role of cognitive emotion regulation in the relationships between parent and peer attachment, and students' academic buoyancy

کلیدواژه‌ها [English]

  • parent and peer attachment
  • Cognitive Emotion Regulation
  • academic buoyancy
-                      Ainsworth, M. D. S. (1990). Some considerations regarding theory and assessment relevant to attachments beyond infancy. Attachment in the preschool years: Theory, Research, and Intervention, 20 (2), 463-488.
-                      Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (1978). Patterns of Attachment: Asseded in the Strange Situation and Home. Hillsdale, NJ: Lawrence Erlbaum.
-                      Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. N. (2015). Patterns of attachment: A psychological study of the strange situation. New York: Psychology Press.
-                      Armsden, G. C., & Greenberg, M. T. (1987). The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16(5), 427-454.
-                      Balzarotti, S., Biassoni, F., Villani, D., Prunas, A., & Velotti, P. (2014). Individual differences in cognitive emotion regulation: Implications for subjective and psychological well-being. Journal of Happiness Studies, 1-19.
-                      Belsky, J. (2002). Developmental origins of attachment styles. Attachment & Human Development, 4(2), 166-170.
-                      Berk, L. (2007). Developmental psychology through life span (Vol.2). Translated by: Y. Seyed Mohammadi. Tehran: Arassbaran.
-                      Boekaerts, M. (2002). Motivation to Learn. Educational Practices Series. International Academy of Education, 10(29), 470- 681.
-                      Bottonari, K. A., Roberts, J. E., Kelly, M. A., Kashdan, T. B., & Ciesla, J. A. (2007). A prospective investigation of the impact of attachment style on stress generation among clinically depressed individuals. Behaviour Research and Therapy, 45(1), 179-188.
-                      Bowlby, J. (2008). A secure base: Parent-child attachment and healthy human development. Basic Books.U.S.A
-                      Brown, L. S., & Wright, J. (2003). The relationship between attachment strategies and psychopathology in adolescence. Psychology and Psychotherapy: Theory, Research and Practice, 76(4), 351-367.
-                      Cakmak, A. F., & Cevik, E. I. (2010). Cognitive emotion regulation questionnaire: Development of Turkish version of 18-item short form. African Journal of Business Management, 4(10), 2097- 2102.
-                      Calkins, S. D., & Hill, A. (2007). Caregiver influences on emerging emotion regulation. Handbook of emotion regulation, 22, 48- 92.
-                      Carrère, S., & Bowie, B. H. (2012). Like parent, like child: Parent and child emotion dysregulation. Archives of Psychiatric Nursing, 26(3), 23-30.
-                      Castellani, V., Perinelli, E., Gerbino, M., & Caprara, G. V. (2016). Positive orientation and interpersonal styles. Personality and Individual Differences, 98, 229-234.
-                      Chinaveh, M., & Daghlavinejad, R. (2016). The resiliency as a mediator for attachment styles and perceived stress. Journal of Psychological Models and Methods, 26, 19-34. [Persion].
-                      Coan, J. A. (2008). Toward a neuroscience of attachment. Handbook of attachment: Theory, research, and clinical applications, 2nd edition. The Gilford press. NY
-                      Collins, N. L., & Feeney, B. C. (2004). Working models of attachment shape perceptions of social support: evidence from experimental and observational studies. Journal of Personality and Social Psychology, 87(3), 363- 383.
-                      Collins, N. L., Ford, M. B., Guichard, A. C., & Allard, L. M. (2006). Working models of attachment and attribution processes in intimate relationships. Personality and Social Psychology Bulletin, 32(2), 201-219.
-                      Comerford, J., Batteson, T., & Tormey, R. (2015). Academic Buoyancy In Second Level Schools: Insights From Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.
-                      Crugnola, C. R., Tambelli, R., Spinelli, M., Gazzotti, S., Caprin, C., & Albizzati, A. (2011). Attachment patterns and emotion regulation strategies in the second year. Infant Behavior and Development, 34(1), 136-151.
-                      Cyr, C., Poulin, C., St-Laurent, D., Moss, E., Michel, G., Dubois-Comtois, K., . . . Losier, V. (2012). Attachment theory in the assessment and promotion of parental competency in child protection cases: Intech open access publisher.
-                      Dehghanizadeh, M. H., & Hosseinchari, M. (2012). Academic buoyancy and perception of family communication model: the mediating role of self- efficacy. Studies in Learning and Instruction, 63, 21-49. [Persion].
-                      Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218- 226.
-                      Garnefski, N., & Kraaij, V. (2006a). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40(8), 1659-1669.
-                      Garnefski, N., & Kraaij, V. (2009). Cognitive Coping and Psychological Adjustment in Different Types of Stressful Life Events. Individual Differences Research, 7(3), 168- 181.
-                      Garnefski, N., Kraaij, V., & Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30(8), 1311-1327.
-                      Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146.
-                      Gross, J. J. (2013). Handbook of emotion regulation: Guilford publications.
-                      Gross, J. J., & Thompson, R. A. (2007). Emotion Regulation: Conceptual Foundations. In J. J. Gross (Ed.), Handbook of Emotion Regulation (pp. 3-24). New York: Guilford Press.
-                      Haeussler, S. (2013). Emotional regulation and resilience in educational organizations: a case of German school teachers, Doctoral dissertation, North Umbria University.
-                      Hashemi, Z., & Jowkar, B. (2013). Causal explanation of emotional resilience, parental and peer attachment: the mediating role of coping strategies and cognitive emotion regulation. Psychological Studies, 1(9), 9-38. [Persion].
-                      Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52(3), 511- 524.
-                      Heckhausen, J., Wrosch, C., & Schulz, R. (2010). A motivational theory of life-span development. Psychological Review, 117(1), 32- 60.
-                      Hen, M., & Goroshit, M. (2014). Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA A Comparison Between Students With and Without Learning Disabilities. Journal of Larning Disabilities, 47(2), 116-124.
-                      John, O. P., & Gross, J. J. (2004). Healthy and unhealthy emotion regulation: Personality processes, individual differences, and life span development. Journal of personality, 72(6), 1301-1334.
-                      Kamgary, M. (2012). The relationship between parental and peer attachment with interest and academic performance: the mediating role of aggression. M.A. Thesis School of Educational Sciences and Psychology in Shiraz University. [Persion].
-                      Karreman, A., & Vingerhoets, A. J. (2012). Attachment and well-being: The mediating role of emotion regulation and resilience. Personality and Individual Differences, 53(7), 821-826.
-                      Kerns, K. A., Tomich, P. L., & Kim, P. (2006). Normative trends in children’s perceptions of availability and utilization of attachment figures in middle childhood. Social Development, 15, 1-22.
-                      Kesek, A., Zelazo, P. D., & Lewis, M. D. (2009). The development of executive function and emotion regulation in adolescence. In N. Allen, & L. Sheeber (Eds.), Adolescent emotional development and the emergence of depressive disorders (pp. 135-155). New York, NY: Cambridge University Press.
-                      Khanlou, N., & Wray, R. (2014). A whole community approach toward child and youth resilience promotion: A review of resilience literature. International Journal of Mental Health and Addiction, 12(1), 64-79.
-                      Kline, R. B. (2011). Principles and Practice of Structural Equation Modeling. 3rd Edition, New York, London, The Guilford press.
-                      Li, J. B., Delvecchio, E., Lis, A., Nie, Y. G., & Di Riso. D. (2015). Parental attachment, self-control, and depressive symptoms in Chinese and Italian adolescents: Test of a mediation model. Journal of Adolescence, 43, 159–170.
-                      Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9(2), 111- 158.
-                      Mackler, J. S. (2008). The role of emotion regulation in children's coping with environmental stress: Requirements for deggree of Master of Science. University of North Carolina, Greensboro.
-                      Marroquín, B. (2011). Interpersonal emotion regulation as a mechanism of social support in depression. Clinical Psychology Review, 31(8), 1276-1290.
-                      Martin, A. J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’and ‘classic’resilience in the face of academic adversity. School Psychology International, 34(5), 488-500.
-                      Martin, A. J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with attention‐deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107.
-                      Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modelling of academic buoyancy and motivation: Do the 5Cs hold up over time? British Journal of Educational Psychology, 80(3), 473-496.
-                      Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L.-E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.
-                      Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
-                      Martin, A. J., & Marsh, H. W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducation Assessment, 26(2), 168-184.
-                      Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370.
-                      Masten, A. S. (2004). Regulatory processes, risk, and resilience in adolescent development. Annals of the New York Academy of Sciences, 1021(1), 310-319.
-                      Mattanah, J. F., Lopez, F. G., & Govern, J. M. (2011). The contributions of parental attachment bonds to college student development and adjustment: a meta-analytic review. Journal of Counseling Psychology, 58(4), 565- 598.
-                      Maximo, S. I., & Carranza, J. S. (2016). Parental Attachment and Love Language as Determinants of Resilience Among Graduating University Students. SAGE Open, 6(1), 21-58.
-                      Mikulincer, M., Birnbaum, G., Woddis, D., & Nachmias, O. (2000). Stress and accessibility of proximity-related thoughts: exploring the normative and intraindividual components of attachment theory. Journal of Personality and Social Pychology, 78(3), 509- 523.
-                      Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: structure, dynamics, and change: Guilford Press.
-                      Mikulincer, M., & Shaver, P. R. (2012). An attachment perspective on psychopathology. World Psychiatry, 11(1), 11-15.
-                      Mikulincer, M., Shaver, P. R., & Pereg, D. (2003). Attachment theory and affect regulation: The dynamics, development, and cognitive consequences of attachment-related strategies. Motivation and Emotion, 27(2), 77-102.
-                      Noorafshan, L., Jowkar, B., & Hosseini, F. S. (2013). Effect of Family Communication Patterns of Resilience among Iranian Adolescents. Procedia-Social and Behavioral Sciences, 84, 900-904.
-                      Oshri, A., Sutton, T. E., Clay-Warner, J., & Miller, J. D. (2015). Child maltreatment types and risk behaviors: Associations with attachment style and emotion regulation dimensions. Personality and Individual Differences, 73, 127-133.
-                      Pascuzzo, K., Cyr, C., & Moss, E. (2013). Longitudinal association between adolescent attachment, adult romantic attachment, and emotion regulation strategies. Attachment & Human Development, 15(1), 83-103.
-                      Pielage, S, B. (2006). Adult attachment and psychosocial functioning. Doctorial Dissertation,University of Groningen.
-                      Procaccia, R., Veronese, G., & Castiglioni, M. (2014). The impact of attachment style on the family drawings of school-aged children. Open Psychology Journal, 7, 9-17.
-                      Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 25(3), 349-358.
-                      Roque, L., & Veríssimo, M. (2011). Emotional context, maternal behavior and emotion regulation. Infant Behavior and Development, 34(4), 617-626.
-                      Samani, F., & Hosseinchari, M. (2013). The role of mediating cognitive emotion regulation in relation between parenting and academic adjustment in students. Journal of Psychological Models and Methods, 11, 82-98. [Persion].
-                      Samani, S., Sohrabishegefti, N., & Manssori, S. (2011). The mediating role of cognitive emotion regulation for parental style and emotional problems. Journal of Psychological Models and Methods, 3, 119-133. [Persion].
-                      Selcuk, E., Zayas, V., Günaydin, G., Hazan, C., & Kross, E. (2012). Mental representations of attachment figures facilitate recovery following upsetting autobiographical memory recall. Journal of Personality and Social Psychology, 103(2), 362- 380.
-                      Shaver, P. R., & Fraley, R. C. (2004). Self-report measures of adult attachment. Adult Attachment Lab. internal.psychology.illinois.edu.
-                      Shaver, P. R., & Mikulincer, M. (2007). Adult attachment strategies and the regulation of emotion. Handbook of emotion regulation.
-                      Shibue, Y., & Kasai, M. (2014). Relations between attachment, resilience, and Earned Security in Japanese University students. Psychological Reports, 115(1), 279-295.
-                      Shipman, K. L., & Zeman, J. (2001). Socialization of children's emotion regulation in mother–child dyads: A developmental psychopathology perspective. Development and Psychopathology, 13(02), 317-336.
-                      Sigelman, C. K., & Rider, E. A. (2014). Life-span human development: Cengage Learning.
-                      Smith, M. (2015). From adversity to buoyancy. Psychology, 28(9), 718-721.
-                      Solimani, A., & Habbibi, Y. (2014). The relationship between emotion regulation and resilience with psychological well- being in students. School Psychology, 4, 51-72. [Persion].
-                      Spera, C. (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational Psychology Review, 17(2), 125-146.
-                      Tae, Y. Sook, S. (2009). Moderating effect of social support in the relationship between mother attachment and resilience among grad elementary school student: Korean Journal of Counseling, 10(2), 2383- 2396.
-                      Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2(3), 124-131.
-                      Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169-181.
-                      Waller, M. A. (2001). Resilience in ecosystemic context: evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290- 298.
-                      Wilkinson, R. B. (2004). The role of parental and peer attachment in the psychological health and self-esteem of adolescents. Journal of Youth and Adolescence, 33(6), 479-493.