Razi Journal of Medical Sciences

fa نقش میانجیگری خطاهای شناختی در تبیین رابطه سرمایه روان‌شناختی، اضطراب اجتماعی و اضطراب حالتی در دانش آموزان دبیرستانی Mediating Role of Cognitive Errors in Explaining the Relationship between Psychological Capital, Social Anxiety and State Anxiety in High School Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: این پژوهش با هدف بررسی نقش میانجیگری خطاهای شناختی در تبیین رابطه سرمایه روان‌شناختی، اضطراب اجتماعی و اضطراب حالتی در دانش آموزان دبیرستانی انجام شد. روشکار: این پژوهش توصیفی از نوع معادلات ساختاری است که در آن رابطه بین متغیرها با توجه به نقش میانجیگری تحریفهای شناختی بررسی شد. جامعه آماری پژوهش را دانشآموزان مدارس متوسطه دوم شهر تهران تشکیل دادند که برای انتخاب نمونه از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای با حجم نمونه برآورد شده (300 نفر) استفاده شد. برای سنجش متغیرها از آزمون خطای شناختی (CET)، پرسشنامه سرمایه روان‌شناختی (PCQ) لوتانز (2007)، پرسشنامه اضطراب اجتماعی (SAQ) جرابک (1996) و پرسشنامه اضطراب حالتی ـ رقابتی (CSAI-2) مارتنز و همکاران (1990) استفاده شد. یافته ها: دادهها با استفاده از معادلات ساختاری تحلیل شدند، نتایج نشان داد بین سرمایه روان‌شناختی و مؤلفه‌های آن با اضطراب اجتماعی و اضطراب حالتی در دانش آموزان دبیرستانی رابطه وجود دارد و میزان بار عاملی خرده مقیاس‌های امید، تاب‌آوری و خوش‌بینی برای تبیین متغیر سرمایه اجتماعی، به ترتیب برابر با 43/48،0/0،87/0 و 92/0 است. همچنین نتایج معادلات ساختاری نشان داد که خطاهای شناختی می‌تواند رابطه بین سرمایه روان‌شناختی و اضطراب اجتماعی در دانش آموزان دبیرستانی را پیش‌بینی کند؛ ولی خطاهای شناختی نمی‌تواند رابطه بین سرمایه روان‌شناختی و اضطراب حالتی در دانش آموزان دبیرستانی را پیش‌بینی کند. نتیجه گیری: نتایج بیانگر آن بود که مؤلفه‌های سرمایه روان‌شناختی با توجه به نقش میانجی تحریفهای شناختی تأثیر افزایشی یا کاهشی روی اضطراب خواهند داشت؛ بنابراین تأثیر رابطه بین مؤلفه‌های سرمایه روان‌شناختی و اضطراب با در نظر گرفتن تحریفهای شناختی افراد یکسان نبوده و نتایج به‌دست‌آمده در پژوهش حاضر نشان داد که هرچه سطح تحریفهای شناختی بیشتر شود، افراد اضطراب بیشتری را تجربه خواهند کرد. در طول پژوهش و در فرایند جمعآوری اطلاعات، مشاهداتی اتفاق افتاد که به محقق این نکته را یادآوری میکرد که این متغیرها میتوانند بخشی از واریانس رابطه بین متغیر پیشبین و متغیر ملاک را توضیح دهند؛ ولی محقق از این مسئله غفلت کرده است. بنابراین پیشنهاد شود در پژوهشهای آینده نقش متغییرهای حمایت خانواده، رشد اجتماعی و عزت نفس نیز در نظر گرفته شود.</div> <div style="text-align: justify;"> Background & Aims: One of the major disorders that begins in adolescence is social anxiety disorder. Social anxiety disorder, also known as social phobia, refers to the persistent fear and/or avoidance of social situations associated with the possibility of scrutiny by others and the fear of acting in a way that is embarrassing or humiliating. It has been found that social anxiety disorder is more common than previously thought and is often associated with various forms of psychopathology. Social anxiety may coexist with other anxieties, including state anxiety. State anxiety can be defined as an emotional response to a specific situation. This reaction includes feelings of apprehension, fear, tension and increased physiological arousal and can vary from one situation to another. State anxiety can be divided into two forms of physical and cognitive anxiety. Cognitive errors involve preferential or selective processing of information: In the context of anxiety, information processing biases are specific to threatening stimuli. Researchers have identified four types of cognitive errors in anxious people, which include attention bias, memory, judgment and interpretation. Examining information processing errors in people suffering from social anxiety has shown that they also show these four types of cognitive bias. These biases can appear in two stages of information processing: automatic and strategic. Automatic processing is effortless, involuntary, and unintentional, while strategic or controlled processing is considered effortful, voluntary, and intentional. Information processing models of anxiety typically treat attention and interpretation of threat cues as two separate processes that unfold sequentially. In general, these models state that threat detection (first in the automatic stage and second in the strategic stage) leads to the allocation of attention to threatening stimuli (in both the automatic and strategic stages). This research was conducted with the aim of investigating the mediating role of cognitive errors in explaining the relationship between psychological capital, social anxiety and state anxiety in high school students. Methods: This is a descriptive research of the type of structural equations, in which the relationship between variables was investigated with regard to the mediating role of cognitive distortions. The statistical population of the research was made up of students of the second secondary schools in Tehran, and a multi-stage cluster sampling method with an estimated sample size (300 people) was used to select the sample. To measure the variables, cognitive error test (CET), Psychological Capital Questionnaire (PCQ) by Luthans (2007), Social Anxiety Questionnaire (SAQ) by Jarbak (1996) and State-Competitive Anxiety Questionnaire (CSAI-2) by Martens et al. (1990) were used. Results: The data were analyzed using structural equations, the results showed that there is a relationship between psychological capital and its components with social anxiety and state anxiety in high school students, and the factor loading of the subscales of hope, resilience and optimism to explain the capital variable. Social is equal to 48.43, 0.0, 0.87 and 0.92, respectively. Also, the results of structural equations showed that cognitive errors can predict the relationship between psychological capital and social anxiety in high school students; but cognitive errors cannot predict the relationship between psychological capital and state anxiety in high school students. Conclusion: There is a relationship between psychological capital and anxiety, and the results of various researches have confirmed this relationship; But it seems that what plays a more important role in explaining this relationship is people's cognitive distortions, which must be planned for their correction; Therefore, it is suggested to include interventions for the prevention of cognitive errors in the content of educational programs of schools and universities, and in this way, to increase the level of correct understanding and free from cognitive errors of students and in general, to develop correct perception. And free from distortion of community members. It is suggested that cognitive distortions be studied as a mediating variable in connection with the relationships between variables in order to understand and explain the role of cognitive distortions more. Also, during the research and in the process of data collection, there were observations that reminded the researcher that these variables can explain part of the variance of the relationship between the predictor variable and the criterion variable; but the researcher neglected this issue. Therefore, it is suggested to consider the role of family support variables, social growth and self-esteem in future researches. The results indicated that the components of psychological capital will have an increasing or decreasing effect on anxiety according to the mediating role of cognitive patterns; Therefore, the effect of the relationship between the components of psychological capital and anxiety is not the same considering people's cognitive distortions, and the results obtained in the present study showed that the higher the level of cognitive errors, the more people will experience anxiety.  </div> اضطراب اجتماعی, اضطراب حالتی, تحریف‌های شناختی, سرمایه روان‌شناختی Social Anxiety, State Anxiety, Cognitive Errors, Psychological Capital 1 12 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7803-1&slc_lang=fa&sid=1 Seyed mostafa Hosseini سید مصطفی حسینی 3900319475328460080456 0009-0001-0258-8173 No PhD Student in Psychology, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran دانشجوی دکتری تخصصی روانشناسی، گروه روانشناسی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران Majid Zargham Hajebi مجید ضرغام حاجبی Zarghamhajebi@gmail.com 3900319475328460080457 3900319475328460080457 Yes Associate Professor, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran دانشیار، گروه روانشناسی تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران Alireza Aghayousefi علیرضا آقایوسفی 3900319475328460080458 3900319475328460080458 No Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران