با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی اجتماعی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد روان‌شناسی دانشگاه تربیت مدرس

2 دانشیار روان شناسی دانشگاه تربیت مدرس

3 استادیار روان شناسی دانشگاه شهید بهشتی

چکیده

 





مقدمه: بهزیستی ادراک شده (فاعلی) با دربرداشتن مؤلفه‌های هیجانی و شناختی، یکی از مهم­ترین عوامل م رتبط با سلامت روانی و جسمی قلمداد می­شود. این پژوهش درصدد بررسی مقایسه­ای مضمون کفایت هیجانی در دو گروه دختران نوجوان ایرانی با ادراک بیشتر و کمتر بهزیستی بود. روش: با استفاده از نمونه­گیری موارد شدید و در نظر داشتن حداکثر تنوع شرایط، داده­ها از طریق سه روش مصاحبه­های عمیق (10 نفر)، تکمیل جملات ناتمام (37 نفر) و نوشتار روایتی (32 نفر) گرداوری شد و بر اساس تحلیل مضمونی براون و کلارک، تحلیل محتوا انجام شد. یافته­ها: یافته­ها پنج مضمون کلی را نشان داد که یکی از آن‌ها مضمون کفایت هیجانی بود. کفایت هیجانی متشکل از هفت‌ طبقه‌ شناخت هیجانی، مدیریت هیجان‌های خود، مدیریت هیجانی در روابط متقابل، توجه به هیجان‌های دیگران و همدلی، ابراز هیجان­ها، میزان امید در باور و عملکرد و تعادل در شور و هیجان برای مضمون کفایت هیجانی بود. نتیجه‌گیری: این طبقه­ها با توجه به مبانی فرهنگی و نظری مورد بحث قرار گرفته است.

کلیدواژه‌ها

عنوان مقاله [English]

The Emotional Competence of Adolescent Girls Based on Their Subjective Well-Being

نویسندگان [English]

  • Naghmeh Taghva 1
  • Parviz Azadfallah 2
  • Fereshteh Mootabi 3

1 MS.C. in Psychology, Tarbyat Modares of Khorasegan

2 Associate of Professor in Psychology, Tarbyat Modares of Khorasegan

3 Assistant of Professor in Psychology, Azad University of Kermanshah

چکیده [English]

Introduction: Subjective Well-Being (SWB), which includes emotional and cognitive elements, is one of the most important factors related to psychological and physical health. This study aimed at comparing emotional competence in two groups of Iranian adolescent girls with high and low SWB. Method:  Intensity sampling with regard to maximum variation was utilized to select the participants. The data were gathered using in depth interviews (10 girls), incomplete sentences (37 girls), and narrative writing (32 girls). Results: The results demonstrated seven sub-themes of emotional competence theme including: Recognition of emotions, Self-management of emotions, Management of emotions in relationships, Caring for others’ emotions and Empathy, Expressing emotions, level of hope in thought, and Balance of passion. Conclusion: These sub-themes were discussed based on cultural and theoretical frameworks.

کلیدواژه‌ها [English]

  • Subjective Well-Being
  • Emotional Competence
  • Adolescent Girls
  • Thematic Analysis
ـ حجازی، ا.؛ اعزازی، ش (1383). ما و دختران امروز. روان­شناسی جنسیت، آموزش و پرورش و توسعه. تهران: انتشارات ایتا. چاپ اول.
ـ لواسانی، غ.ع.م.؛ اژه­ای، ج. و محمدی، ف (1392). «رابطه معنای زندگی و خوش­بینی با بهزیستی ذهنی». مجله روان­شناسی، سال هفدهم، شماره 1. 3-17.
- Adrian, M.; Zeman, J.; Erdley, C.; Lisa, L. & Sim, L. (2011). “Emotional dysregulation and interpersonal difficulties as risk factors for nonsuicidal self-injury in adolescent girls” .Journal of Abnormal Child Psychology, 39(3), 389-400.
- Braun, V. & Clarke, V. (2006). “Using thematic analysis in psychology”. Qualitative research in psychology, 3(2), 77-101.
- Burt, V.K, & Stein, K. (2001). “Epidemiology of depression throughout the female life cycle”. The Journal of clinical psychiatry, 63, 9-15.
- Driscoll, C. (2013). Girls: Feminine adolescence in popular culture and cultural theory. Columbia University Press.
- Flick, U. (2014). An introduction to qualitative research (5th edition), New York: Sage.
- Frick, P.J.; Barry, C.T. & Kamphaus, R.W. (2010). Projective Techniques.In Clinical Assessment of Child and Adolescent Personality and Behavior .New York: Springer.
- Ghiabi, B.; Besharat, M.A. (2011). “Emotional intelligence, alexithymia, and interpersonal problems”. Social and Behavioral Sciences, 30, 98-102.
- Gilbert, K.E. (2012). “The neglected role of positive emotion in adolescent psychopathology”. Clinical psychology review, 32(6), 467-481.
- Gresham, D. & Gullone, E. (2012). “Emotion regulation strategy use in children and adolescents: The explanatory roles of personality and attachment”. Personality and Individual Differences, 52, 616-621.
- Herts, K.L.; McLaughlin, K.A. & Hatzenbuehler, M.L. (2012). “Emotion dysregulation as a mechanism linking stress exposure to adolescent aggressive behavior”. Journal of abnormal child psychology, 40(7), 1111-1122.
- Holaday, M.; Smith, D.A, & Sherry, A. (2000). “Sentence completion tests: A review of the literature and results of a survey of members of the Society for Personality Assessment”. Journal of Personality Assessment, 74(3), 371-383.
- Huebner, E.S. (2004). “Research on assessment of life satisfacti on of children and adolescents”. Social Indicators Research, 66(1-2), 3-33.
 - Humphreys, T.P.’ Wood, L.M. & Parker, J.D.A. (2009). “Alexithymia and satisfaction in intimate relationships”. Personality and Individual Differences, 46(1), 43-47.
- Joshanloo, M. & Weijers, D. (2013). “Aversion to happiness across cultures: A review of where and why people are averse to happiness”. Journal of Happiness Studies, 1-19.
- Levin, K.A. & Currie, C. (2013). “Reliability and Validity of an Adapted Version of the Cantril Ladder for Use with Adolescent Samples”. Social Indicators Research, 1-17.
- Matthews, J. (2014). Moral Emotions in Adolescent Girls' Relational Aggression. Ph.D. dissertation.Cornell University.
- McLaughlin, K.A.; Hatzenbuehler, M.L.; Mennin, D.S. & Nolen-Hoeksema, S. (2011). “Emotion dysregulation and adolescent psychopathology: A prospective study”. Behaviour research and therapy, 49(9), 544-554.
- Ozaki, M. (2014, July). “inclusive positivity” as a model of sustainable well-being: based on post-traumatic growth at  28th International congress of Applied Psychology. Paris, France.
- Rees, G.; Goswami, H.; Pople, L.; Bradshaw, J.; Keung, A. & Main, G. (2013). The good children report. London: The children’s society.
- Ryff, C.D. (1989). “Happiness is everything, or is it? Explorations on the meaning of psychological well-being”. Journal of personality and social psychology, 57(6), 1069-1081.
- Seidman, I. (2012). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers college press.
- Seligman, M.E. (2011). Flourish: A visionary new understanding of happiness and well-being. Simon and Schuster.
- Seligman, M.E. & Csikszentmihalyi, M. (2000). “Positive psychology: An introduction”. .American Psychological Association.55 (1), 5-14.
- Shenton, A.K. (2004). “Strategies for ensuring trustworthiness in qualitative research projects”. Education for information, 22(2), 63-75.
- Snyder, C.R. (Ed.). (2000). Handbook of hope: Theory, measures, and applications. Academic press.
- Vallerand, R.J.; Blanchard, C.; Mageau, G.A.; Koestner, R.; Ratelle, C.; Léonard, M.   & Marsolais, J. (2003). “Les passions de l'ame: on obsessive and harmonious passion”. Journal of personality and social psychology, 85(4), 756.
- Zins, J.E. & Elias, M.J. (2007). “Social and emotional learning: Promoting the development of all students”. Journal of Educational and Psychological Consultation, 17(2-3), 233-255.