Document Type : Research Paper
Authors
1 PhD student, Counseling Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
2 Associate Professor of Educational Sciences, Department of Education and Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3 Professor, Family Counseling Department, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
4 Associate Professor of Counseling, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
Abstract
This study aimed to develop a structural model of anxiety based on irrational beliefs mediated by emotional intelligence and resilience in female junior high school students. Emotional intelligence, which refers to the ability to understand, evaluate, and manage one's own and others' emotions, and resilience, the capacity to adapt to stressors, are assumed to be the mediating variables. The research method was descriptive-correlational using structural equation modeling (SEM). The statistical population included Female junior high school students in Tehran's 8th district in the academic year 1402-1403, of which 353 students were selected as a sample using cluster random sampling. Data were collected using the Multidimensional Anxiety Scale for Children (MASC), the Child and Youth Resilience Measure (CYRM-28), the Jones’ Irrational Beliefs Test (IBT), and the Schutte’s Emotional Intelligence Scale (SSRI). ). Data analysis was performed using SPSS and AMOS software. The findings showed that the proposed model had a good fit after the modifications. Irrational beliefs had a significant direct effect on anxiety (β = 0.494, p < 0.001). However, emotional intelligence (β = −0.046, p > 0.05) and resilience (β = −0.005, p > 0.05) did not mediate the relationship between irrational beliefs and anxiety. These findings highlight the significant role of irrational beliefs in adolescent anxiety and emphasize the need for cognitive interventions. Although emotional intelligence and resilience did not mediate this relationship, their direct protective effects suggest the potential for independent interventions. These results could be useful in designing counseling and educational programs to reduce anxiety in female students.
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