با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی اجتماعی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس‌ارشد روان‌شناسی عمومی، دانشکده روان‌شناسی و علوم‌تربیتی، دانشگاه علامه طباطبایی، تهران، ایران

2 دانشیار گروه روان شناسی عمومی و بالینی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران

3 استاد گروه روان‌شناسی بالینی و عمومی، دانشکده روان‌شناسی و علوم‌تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

10.30473/sc.2025.74555.3068

چکیده

همدلی یکی از مؤلفه‌های بهبود تعاملات بین‌فردی است که شکل‌گیری آن از دوران کودکی و در طول تعاملات مراقب و کودک آغاز می‌شود. به همین دلیل منطقی است که تجربیات مثبت و منفی دوران کودکی را به‌عنوان عاملی تعیین‌کننده در شکل‌گیری ظرفیت همدلی افراد بدانیم. هدف از پژوهش حاضر بررسی رابطۀ تجارب آسیب‌زای کودکی با همدلی شناختی و عاطفی با توجه به نقش میانجی شفقت‌به‌خود بوده است. بدین منظور در یک تحقیق توصیفی و هم‌بستگی 240 نفر از دانشجویان دانشکده‌های مختلف دانشگاه علامه طباطبایی تهران به‌شیوۀ نمونه‌گیری سهمی انتخاب شدند. داده‌ها با استفاده از پرسش‌نامه‌های ترومای دوران کودکی، همدلی و شفقت‌به‌خود اندازه‌گیری شدند و با استفاده از روش مدل‌یابی معادلات ساختاری و تحلیل مسیر تجزیه‌وتحلیل شدند. نتایج یافته‌های پژوهش نشان داد که بین تجارب آسیب‌زای کودکی با همدلی عاطفی با توجه به نقش میانجی شفقت‌به‌خود رابطۀ معناداری وجود ندارد؛ درحالی‌که، تجارب آسیب‌زای کودکی از طریق شفقت‌به‌خود می‌توانند بر همدلی شناختی تأثیر بگذارند. این تأثیرگذاری در رابطه تجارب آسیب‌زای عاطفی و جسمی در دوران کودکی با همدلی با توجه به نقش میانجی شفقت‌به‌خود، نیز وجود دارد؛ اما، بین تجارب آسیب‌زای جنسی کودکی با همدلی با توجه به نقش میانجی شفقت‌به‌خود رابطۀ معنادار وجود ندارد که علت آن را می‌توان در مکانیسم‌های دخیل در فرایند بدتنظیمی هیجانی جست‌وجو کرد. براساس یافته‌های پژوهش می‌توان نتیجه گرفت که مدل پیشنهادی، رابطۀ بین تجارب آسیب‌زای کودکی با همدلی شناختی و عاطفی با درنظر گرفتن نقش شفقت‌به‌خود را به خوبی تبیین می‌کند. یافته‌های این پژوهش، اهمیت نقش تجارب آسیب‌زای کودکی را در شکل‌دهی فرایندهای فردی و اجتماعی آتی پررنگ می‌کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Mediating Role of Self-compassion in the Relationship between Childhood Traumatic experiences and Emotional and Cognitive Empathy

نویسندگان [English]

  • Zahra Motlagh 1
  • MAHDI KHANJANI 2
  • Faramarz Sohrabi 3

1 M.Sc. of General Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba`i University, Tehran, Iran.

2 Associate Professor, Department of General and Clinical Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba`i University, Tehran, Iran

3 Professor, Department of Clinical and General Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba`i University, Tehran, Iran.

چکیده [English]

Empathy is one of the components of improving interpersonal interactions that originates from childhood experiences during caregiver-child interactions. Base on this fact, it is reasonable to consider positive and negative childhood experiences as a determining factor in the formation of people's empathy capacity. The aim of this study was to investigate the relationship between childhood traumatic experiences and cognitive and emotional empathy, considering the mediating role of self-compassion .For this purpose, in a descriptive and correlational research, 240 students of different faculties of Allameh Tabataba’i University of Tehran were selected by proportional sampling process. Data were collected by childhood trauma questionnaire, empathy questionnaire and self-compassion scale and by using structural equation modeling and path analysis were analyzed.The findings of the research showed that there is no relationship between childhood traumatic experiences and emotional empathy regarding the mediating role of self-compassion; whereas, childhood traumatic experiences through self-compassion can affect cognitive empathy. Also, childhood emotional and physical traumatic experiences through self-compassion can affect empathy; however, due to dysfunctional emotion regulation mechanisms there is no relationship between the childhood sexual traumatic experiences and empathy, regarding to the mediating role of self-compassion. Based on the research findings, it can be concluded that the proposed model explains the relationship between childhood traumatic experiences and cognitive and emotional empathy by considering the role of self-compassion.

کلیدواژه‌ها [English]

  • Childhood traumatic experiences
  • Cognitive empathy
  • Emotional empathy
  • Self-compassion
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