Razi Journal of Medical Sciences

fa نقش میانجیگری خطاهای شناختی در تبیین رابطه سرمایه روانشناختی و اضطراب اجتماعی در دانش‌آموزان دبیرستانی The Mediating Role of Cognitive Errors in Explaining the Relationship between Psychological Capital and Social Anxiety in High School Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: دورهی نوجوانی حساس ترین، مهمترین و بحرانیترین دوره رشد است. لذا این پژوهش با هدف تعیین نقش میانجیگری خطاهای شناختی در تبیین رابطه سرمایه روانشناختی و اضطراب اجتماعی در دانشآموزان دبیرستانی انجام شد. روش کار: این پژوهش توصیفی از نوع معادلات ساختاری است که در آن رابطه بین متغیرها با توجه به نقش میانجیگری خطاهای 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) و  پرسشنامه اضطراب اجتماعی (SAQ) استفاده شد. یافته ها: داده ها با استفاده از معادلات ساختاری تحلیل شدند، نتایج نشان داد بین سرمایه روان‌شناختی و مؤلفه‌های آن با اضطراب اجتماعی در دانش آموزان دبیرستانی رابطه وجود دارد. همچنین نتایج معادلات ساختاری نشان داد که خطاهای شناختی می‌تواند رابطه بین سرمایه روان‌شناختی و اضطراب اجتماعی 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 تحریفه ای شناختی افراد یکسان نبوده و نتایج به‌دست‌آمده در پژوهش حاضر نشان داد که هرچه سطح تحریف های شناختی بیشتر شود، افراد اضطراب بیشتری را تجربه خواهند کرد. </div> <div style="text-align: justify;">Background & Aims: Different cognitive errors cause differences in understanding the internal and external environment for each person, which in turn affects their psychological capital (self-efficacy, hope, optimism, and resilience). Theoretical models of anxiety show that information processing errors (which are also called cognitive processing errors or cognitive errors) are important factors in the etiology, maintenance, and treatment process of anxiety disorders, including social anxiety disorder. Beck (2019) believes that people who have emotional problems commit errors in logic, which inclines the objective reality towards self-deprecation. According to Prapoiz and Klossuska (2018), one of the factors that may negatively affect adolescents in the adolescent period, despite having psychological capital, is cognitive errors. 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. Investigation of information processing errors in people with 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. Adolescence is the most sensitive, important, and critical period of growth. High school students who are in this stage are seeking to discover their identity and independence and separation from their childhood affiliations. Therefore, they do not have a stable mental state and usually, the beginning of most psychological disorders is in this period. One of the major disorders that begins in adolescence is social anxiety disorder. Social anxiety disorder (SAD), 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. This research was conducted with the aim of determining the mediating role of cognitive errors in explaining the relationship between psychological capital and social 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 errors. 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. Cognitive error test (CET), psychological capital questionnaire (PCQ) and social anxiety questionnaire (SAQ) were used to measure the variables. 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 in high school students, and the factor loading of the subscales of hope, resilience and optimism to explain the variable of social capital. , 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. Conclusion: The flow of thinking does not have a correct flow and there are a series of problems in its flow. In other words, there are no correct materials for correct conclusions. Humans naturally tend to stay away from pains and hardships and experience peace and comfort in their lives. On the other hand, behaviors arise from feelings and feelings arise from our type of thinking. If there is a mistake in our thinking, it will spread to our feelings, and after that, our behavior will take on a negative color and go out of the proper state. To have the right behavior, we need to feel positive and this comes through positive thinking. To achieve positive thinking, we must look at life events realistically and deal with them flexibly. Striving for a balance between thoughts that cause anxiety and pleasant and hopeful thoughts brings people closer to positive thinking. This type of thinking brings stable and predictable happiness; but if a person suffers from some kind of negative thinking in life, it leads to momentary happiness, which has many evils, because first of all, it is not stable and it is not in the moment, and in a particular moment, it is not significant in terms of quantity. 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 distortions; 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 distortions, the more people will experience anxiety. 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. </div> اضطراب اجتماعی, تحریف‌های شناختی, سرمایه روان‌شناختی Social Anxiety, Cognitive Distortions, Psychological Capital 1 11 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7803-2&slc_lang=fa&sid=1 Seyed Mostafa Hosseini سید مصطفی حسینی 3900319475328460090413 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 3900319475328460090414 3900319475328460090414 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 3900319475328460090415 3900319475328460090415 No Associate Professor, Department of Psychology, Payame Noor University, Tehran, Iran دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران