Razi Journal of Medical Sciences

fa تدوین مدل علی بهزیستی روانشناختی مبتنی بر ابراز وجود با میانجی گری مهارت‌های ارتباطی بین فردی و ذهن آگاهی Development of a Causal Model of Psychological Well-Being Based on Assertiveness Mediated by Interpersonal Communication Skills and Mindfulness روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: مفهوم بهزیستی روان شناختی به عنوان رویکردی که روان شناسی مثبت نگر نسبت به سلامت روان در سال‌های اخیر مطرح کرده است  بر ویژگی‌های مثبت و رشد توانایی‌های فردی تاکیدداشته و در واقع بر سلامت ذهنی مثبت دلالت دارد. هدف از انجام پژوهش حاضر، تعیین برازش مدل علی بهزیستی روان‌شناختی بر اساس تدوین مدل علی بهزیستی روانشناختی مبتنی بر ابراز وجود با میانجی گری مهارت‌های ارتباطی بین فردی و ذهن آگاهی بود. روش کار: برای انجام تحقیق کاربردی و توصیفی-همبستگی حاضر از بین دانشجویان مقاطع مختلف رشته روانشناسی واحدهای تهران شمال و تهران شرق دانشگاه آزاد شهر تهران در سال تحصیلی 1401-1402 به روش تصادفی 495 نفر به عنوان نمونه انتخاب شدند. از پرسشنامه‌های 18 سوالی استاندارد بهزیستی روان‌شناختی ریف (1989)، پرسشنامه ابراز وجود گمبریل و ریچی (1975)، پرسشنامه استاندارد ذهن آگاهی فرایبورگ (FMI,2006) استفاده شد. فرضیه‌های پژوهش با روش معادلات ساختاری و تحلیل مسیر با نرم‌افزار PLS تحلیل شدند. یافته‌ها: نتایج پژوهش نشان داد مدل علی بهزیستی روان شناختی مبتنی بر ابراز وجود با میانجی گری مهارت‌های بین فردی و ذهن اگاهی دارای برازش است. نتیجه‌گیری: می‌توان نتیجه گرفت افزایش مهارت‌های فردی به ارتقای بهزیستی روان‌شناختی دانشجویان منجر می‌شود، لذا دانشگاه‌ها باید بر روی توسعه تاب‌آوری و مهارت‌های بین فردی بیشتر کار کنند. </div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">Background & Aims: Psychological well-being is an important component of mental health and extends beyond the absence of psychological disorders. Within positive psychology, psychological well-being emphasizes positive functioning, personal development, meaningful relationships, autonomy, and the ability to manage life challenges effectively. Ryff’s multidimensional model conceptualizes psychological well-being through six dimensions: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. These dimensions indicate that optimal psychological functioning involves not only feeling satisfied but also developing personal capacities and maintaining constructive relationships. University students are particularly important in this context because academic demands, interpersonal challenges, social expectations, and the transition toward greater independence may affect their psychological well-being. Assertiveness is one personal characteristic that may contribute to psychological well-being. It refers to the ability to express thoughts, feelings, needs, preferences, and personal rights clearly and appropriately while respecting the rights and needs of others. Assertive individuals can communicate disagreement, make requests, establish appropriate boundaries, and express emotions without relying on passive or aggressive patterns. Assertiveness may therefore strengthen autonomy, perceived control, self-efficacy, and competence and may help individuals manage challenging interpersonal situations more effectively. However, the relationship between assertiveness and psychological well-being may not be exclusively direct. Because assertive behavior occurs primarily within interpersonal contexts, its effectiveness may depend on interpersonal communication skills. Skills such as active listening, empathy, clear expression, appropriate feedback, and conflict management may help individuals communicate their needs while maintaining constructive relationships. Consequently, interpersonal communication skills may represent an important pathway linking assertiveness to psychological well-being. Mindfulness may provide another important pathway. Mindfulness involves conscious attention to present-moment experiences with openness and nonjudgmental awareness. Greater mindfulness may help individuals recognize their thoughts, emotions, and needs before responding automatically. This awareness can facilitate more deliberate responses during interpersonal situations and may support emotional regulation, self-acceptance, and adaptive coping. Although previous studies have examined psychological well-being in relation to assertiveness, interpersonal communication, and mindfulness, these variables have often been investigated separately. Therefore, the present study aimed to develop and test a structural model of psychological well-being based on assertiveness, with interpersonal communication skills and mindfulness as mediating variables among university students. Methods: This applied, descriptive-correlational study was conducted among students enrolled in different academic levels of psychology at the Tehran North and Tehran East branches of Islamic Azad University in Tehran during the 2022–2023 academic year. A total of 495 students were selected using random sampling. Data were collected using the 18-item Ryff Psychological Well-Being Questionnaire (1989), the Gambrill and Richey Assertiveness Inventory (1975), and the Freiburg Mindfulness Inventory (FMI, 2006). The research hypotheses were tested using structural equation modeling and path analysis with SmartPLS software. Results:  The results showed that the causal model of psychological well-being based on assertiveness, mediated by interpersonal communication skills and mindfulness, demonstrated an acceptable model fit. Conclusion: The findings of the present study indicated that the proposed model of psychological well-being based on assertiveness, with interpersonal communication skills and mindfulness as mediating variables, demonstrated an acceptable fit. These findings suggest that psychological well-being among university students may be associated with the interaction of personal characteristics, interpersonal competencies, and self-regulatory processes. The relationship between assertiveness and psychological well-being can be explained by the role of assertive behavior in strengthening autonomy, personal agency, and perceived control. Students who are able to express their opinions, needs, emotions, and preferences appropriately may experience greater control over their social and academic environments. The ability to establish appropriate boundaries, refuse unreasonable requests, and communicate disagreement respectfully may also reduce interpersonal difficulties and contribute to more adaptive psychological functioning. The mediating role of interpersonal communication skills indicates that the association between assertiveness and psychological well-being may partly depend on the quality of individuals’ interactions with others. Assertiveness is most effective when accompanied by active listening, empathy, clear communication, appropriate feedback, and effective conflict management. Individuals who can express their needs while considering the perspectives of others may be better able to develop supportive relationships and manage interpersonal challenges. Since positive relationships constitute an important dimension of psychological well-being, effective communication may represent an important mechanism underlying this association. Mindfulness may provide a complementary intrapersonal pathway. By increasing awareness of thoughts, emotions, and present-moment experiences, mindfulness may help individuals avoid automatic reactions and respond more deliberately to stressful interpersonal situations. This process may facilitate appropriate expression of needs and emotions while supporting emotional regulation, self-acceptance, and adaptive coping. The findings have practical implications for university counseling centers and student support programs. Interventions aimed at improving psychological well-being may benefit from integrating assertiveness training with interpersonal communication skills and mindfulness-based practices. Such programs could include exercises in expressing needs, establishing boundaries, active listening, empathy, conflict management, and mindful awareness. Nevertheless, because the present study used a descriptive-correlational design and structural modeling, the identified pathways should be interpreted as relationships within the proposed model rather than definitive evidence of temporal causality. Future longitudinal and intervention studies are recommended to examine these pathways more precisely. Overall, the findings highlight the importance of considering personal, interpersonal, and mindfulness-related factors simultaneously when examining psychological well-being among university students.</td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> بهزیستی روان شناختی, ابراز وجود, مهارت‌های ارتباطی بین فردی, ذهن آگاهی Psychological Well-Being, Assertiveness, Interpersonal Communication Skills, Mindfulness 350 358 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8307-1&slc_lang=fa&sid=1 Behrokh Senobari بهرخ صنوبری 3900319475328460091650 0009-0003-7966-3615 No PhD student, Department of educational psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran. دانشجوی دکتری، گروه روانشناسی تربیتی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران Fatemeh Khoyeeni فاطمه خوئینی fa.khoyeeni@yahoo.com 3900319475328460091651 3900319475328460091651 Yes Assistant Professor, Department of Psychology, Firuzkuh Branch, Islamic Azad University, Firuzkuh, Iran. استادیار، گروه روانشناسی، واحد فیروزکوه، دانشگاه آزاد اسلامی، فیروزکوه، ایران. Abdolhassan Farhangi عبدالحسن فرهنگی 3900319475328460091652 3900319475328460091652 No Assistant Professor, Department of Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran. استادیار، گروه روانشناسی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران