Razi Journal of Medical Sciences

fa نقش خانواده در شکل‌ گیری مسئولیت‌ پذیری: بررسی نقش واسطه‌ گری نظم‌ بخشی هیجانی The role of family communication model on adolescents' responsibility with the mediating role of self-efficacy and emotional regulation of secondary students روانشناسی بالینی Clinical Psychiatry پژوهشي Research زمینه و هدف: مسئولیت&lrm;پذیری مفهوم و اصطلاح مثبت و بسیار مهم است که با درک مستقل ان شخص از خویش و با مفهوم انتخاب رابطه&rlm;ی تنگاتنگ و مستقیم دارد. پژوهش حاضر با هدف بررسی نقش میانجی نظم‌بخشی‌ هیجانی در رابطه&rlm;ی الگوهای ارتباطی خانواده با مسئولیت&rlm;پذیری انجام گردید. روش کار: برای انجام تحقیق تحقیق توصیفی و همبستگی حاضر که با روش معادلات ساختاری انجام شد از بین   دانش&rlm;آموزان دوره&rlm; دوم متوسطه شهر شیراز  352 نفر (163 پسر و 189 دختر) به عنوان نمونه انتخاب شدند. سپس  پرسشنامه&lrm;های الگوهای ارتباطی خانواده کوئرنر و فیتز پاتریک (2002)، پرسشنامه&rlm;ی تنطیم هیجان گروسو جان (2003) و پرسشنامه مسئولیت&rlm;پذیری سروش (1390) توسط آزمودنیها تکمیل شد یافته‌ها: نتایج نشان داد از بین سرکوب و ارزیابی مجدد شناختی؛ ارزیابی مجدد شناختی بین جهت&rlm;گیری گفت&rlm;وشنود و جهت&rlm;گیری همنوایی با مسئولیت&lrm;پذیری نقش واسطه&lrm;گری معنادار دارد. ولیکن، سرکوبی نقش واسطه&rlm;گری معنادار میان الگوهای ارتباطی خانواده و مسئولیت&lrm;پذیری ندارد. نتیجه گیری: با توجه به نتایج میتوان بیان کرد که در جهت&rlm;گیری گفت&rlm;&lrm;وشنود و همنوایی باید به فرزندان راهبردهای صحیح تنظیم هیجان آموزش داده شود تا نوجوانان قادر باشند که مسئولیت&rlm;پذیری بیشتری را تجربه نمایند. Background & Aims: Some people who have taken on responsibilities in societies are not responsive to the needs and well-being of others and only consider personal gain and loss. According to this, when a person is responsive to the needs and well-being of others, a value can be called responsibility (1). Therefore, cultivating the value of responsibility in societies can be seen in the life and evolution of human beings.When a person can determine and regulate his thoughts, feelings and behavior and is responsible for his choices and their personal and social consequences, we can name the structure of responsibility (1, 2). As it turns out, the key element of accountability is accountability for choices and the consequences of choices, meaning that one is aware that one's choices belong to oneself (1).In order to create responsibility, it is necessary to pay special attention to educational situations and conditions and certain cognitive and social processes that affect its creation. In the following, various researches are pointed out to determine the characteristics and effective situations in the field of responsibility.As we have seen, it can be inferred that the kind of attitude and relationship that parents have with their children can be effective in their responsibility. Family communication in the family environment is considered in the form of family communication patterns. Family communication patterns; It includes two dimensions, dialogue orientation and compliance orientation (11, 12).A review of the research literature has shown that teaching emotion regulation skills may be part of programs to create and increase responsibility. Emotional knowledge helps regulate emotion. With this in mind, individuals need to develop competencies related to this level in order to apply its knowledge in practice. The ability to regulate emotion helps maintain mood and strategies to improve mood (17). On the other hand, emotion regulation plays an important role in the continuity and health of social relationships (18). Methods: The statistical population of the present study included high school students in Shiraz who were studying in 2010-2011. The sample size includes 352 (163 boys and 189 girls). Participants were selected using a multi-stage random cluster method.In order to collect information about the research variables, three tools of Family Communication Patterns Questionnaire of Koerner & Fitzpatrick(2002) (12), Emotion Regulation Questionnaire of Gross and John (2003) (23) and Accountability Questionnaire of Soroush (1390) (24) were used. Results: As it turned out, dialogue through cognitive reassessment has a significant effect on responsibility (β = 0.16, p = 0.02). In addition, it was found that compliance with cognitive reassessment has a significant effect on responsibility (β = 0.05, p = 0.006). Also, The direct and indirect path of dialogue (mediated by cognitive reassessment) to responsibility and the indirect path of conformity (mediated by cognitive reassessment) to responsibility became significant. Also, it has been found that the coefficient of determining responsibility (R2 = 0.46) is higher than cognitive reassessment (R2 = 0.13) and repression (R2 = 0.07). Eventually, the indicators before modifying the model showed that the model did not have a good fit at first. After making corrections and removing the proposed non-significant paths from the model, the model fits. Conclusion: In the direction of dialogue, the person in his family is able to express his opinions, listen to the arguments of family members and make appropriate arguments himself, using various skills to pursue these topics such as problem solving, effective communication, Gain control of emotions and manage them; Because the individual influences important family decisions and gains the necessary independence. Koerner and Fitzpatrick (2002) also believe that when a person is engaged in dialogue in his family environment, they are able to get acquainted with different opinions according to the arguments that are raised in the family environment in the field of various issues. Also, when there is a warm and friendly atmosphere in the family; One is able to use adaptive strategies to regulate one's emotions and is able to learn a variety of cognitive skills (12). Therefore, one can learn the strategy of cognitive reassessment following this communication style in the family and use it in other situations and situations. When a person uses this strategy in different situations and situations, he believes that his thoughts, emotions and behaviors are under his control and he can look at events from different aspects and perceive them. (23). This confirms that external situations do not affect a person, but it is his thoughts that create behavioral and emotional consequences, in other words, his choices and choices that cause different consequences. . This improves a person's responsibility to others and to himself. Because its main pillar, ie free choice, has taken place (3). Compliance orientation can also pave the way for cognitive reassessment and ultimately increase accountability. It should be noted that according to the results, the calculated indirect effect is very low. However, this effect was calculated to be significant. In the explanation, we need to pay attention to the features of compliance; In the direction of conformity, the person experiences high similarity of attitudes, values and beliefs; It tries to avoid conflicts and debates and to experience mutual dependence with the family. In this orientation, family cohesion is very high and the family has a hierarchy and emphasis is placed on relationships within the family and family interests are of paramount importance (12). All of this emphasizes the need to match one's views with others and emphasizes the interests and values of the family, and therefore, is able to provide a basis for understanding phenomena and events from different perspectives, and one can Use a cognitive reassessment strategy. Finally, the present study found that both dialogue orientation and conformity can increase personal and social responsibility through cognitive reassessment or correct emotion regulation strategies. This means that cognitive reassessment grows in the family components of dialogue and conformity, and this increases responsibility. In high-dialogue families, the arguments that take place lead to the use of positive and adaptive strategies, and also, in harmonious families, because individuals have to control their emotions in order to be consistent. And accept the opinions of others leads to the use of cognitive reassessment strategy because the person in that environment tries to view the phenomenon from a different perspective, and this is possible through cognitive reassessment. This is how responsibility increases.   مسئولیت ‌پذیری, الگوهای ارتباطی خانواده و نظم‌بخشی هیجانی Responsibility,Family communication patterns and emotional discipline 145 156 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6258-2&slc_lang=fa&sid=1 Shiva Borzou شیوا برزو 3900319475328460065709 3900319475328460065709 No PhD Student, Department of Psychology, Marvdash Branch, Islamic Azad Universiy, Marvdasht, Iran دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Soltanali Kazemi سلطانعلی کاظمی Kazemi_edu@yahoo.com 3900319475328460065710 3900319475328460065710 Yes Assistant Professor, Department of Psychology, Marvdash Branch, Islamic Azad Universiy, Marvdasht, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Azarmidokht Rezaei آذرمیدخت رضایی 3900319475328460065711 3900319475328460065711 No Assistant Professor, Department of Psychology, Marvdash Branch, Islamic Azad Universiy, Marvdasht, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران Hojatollah Javidi حجت‌اله جاویدی 3900319475328460065712 3900319475328460065712 No Assistant Professor, Department of Psychology, Marvdash Branch, Islamic Azad Universiy, Marvdasht, Iran استادیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران