با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی اجتماعی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد، روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

2 استاد گروه روانشناسی تربیتی، دانشگاه الزهرا،تهران،ایران.

3 دانشیار گروه روانشناسی تربیتی و مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

10.30473/sc.2026.75425.3088

چکیده

سازگاری اجتماعی دانشجویان، فرایندی کلیدی برای موفقیت تحصیلی و رفاه روانی آنان است .مطالعه حاضر با هدف شناسایی نقش میانجی‌گری تنظیم هیجان در رابطه بین انعطاف‌پذیری روانشناختی و سازگاری اجتماعی دانشجویان انجام شد. نمونه آماری مورد مطالعه 382 نفر از دانشجویان مقطع کارشناسی دانشگاه‌های شهر خرم آباد (215 زن، 167 مرد) بود که به‌وسیله نمونه‌گیری خوشه‌ای انتخاب شدند. دانشجویان به‌منظور گردآوری داده‌ها به سه مقیاس؛ تنظیم شناختی هیجان (گارنفسکی و کرایج، 2006)، انعطاف‌پذیری روانشناختی (دنیس و وندروال ،2010) و سازگاری اجتماعی (بل، 1961) پاسخ دادند که پایایی آن‌ها بر اساس آلفای کرونباخ به ترتیب 93/0، 81/0 و 83/0 بدست آمده است. این پژوهش از نوع توصیفی - همبستگی و از نوع کاربردی است که برای بررسی برازش مدل، از مدل‌سازی معادلات ساختاری (SEM) استفاده شده است. یافته های پژوهش حاضر، حاکی از آن بود که انعطاف‌پذیری روانشناختی (β = 0.265) و تنظیم هیجان بر سازگاری اجتماعی (β=0.841 ) اثر مستقیم و معنادار داشت؛ همچنین اثر مستقیم انعطاف‌پذیری روانشناختی بر تنظیم هیجان( β = 0.962) معنادار بود(p<0.01) و در نهایت تنظیم هیجان در رابطه انعطاف‌پذیری روان‌شناختی با سازگاری اجتماعی در دانشجویان (β = 0.545) نقش واسطه ای ایفا می کند(p<0.01). با توجه ‌به یافته‌های به‌دست‌آمده پیشنهاد می‌شود که متولیان حوزه آموزش، سازوکارهایی را در خصوص افزایش تنظیم هیجان و انعطاف‌پذیری روانشناختی تدوین کرده تا از این طریق شاهد افزایش سازگاری اجتماعی دانشجویان در جامعه‌مان باشیم.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Mediating Role of Emotion Regulation in the Relationship between Psychological Flexibility and Social Adjustment of Undergraduate Students

نویسندگان [English]

  • Mahtab Beiranvand 1
  • Molouk Khademi Ashkezari 2
  • Zahra Naghsh 3

1 M.Sc. in Educational pcycology, Faculty of Psychology and Education, Alzahra University, Tehran, Iran.

2 Prof., Department of Educational Psycholog, Faculty of Psychology and Education, Alzahra University, Tehran, Iran

3 Associate Prof., Department of Educational Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.

چکیده [English]

Social adaptation of students is a key process for their academic success and psychological well-being. The present study aimed to identify the mediating role of emotional regulation in the relationship between psychological flexibility and social adaptation of students. The sample consisted of 382 undergraduate students from universities in Khorramabad (215 females and 167 males), selected through cluster sampling. To collect data, students responded to three scales: Cognitive Emotion Regulation (Garnefski & Kraaij, 2006), Psychological Flexibility (Dennis & Vander Wal, 2010), and Social Adaptation (Bell, 1961), with reliability coefficients of 0.93, 0.81, and 0.83, respectively, based on Cronbach's alpha. This research is descriptive-correlational and applied in nature, utilizing Structural Equation Modeling (SEM) to assess model fit. The findings indicated that psychological flexibility (β = 0.265) and emotional regulation (β = 0.841) had a direct and significant effect on social adaptation; additionally, the direct effect of psychological flexibility on emotional regulation (β = 0.962) was significant (p<0.01). Furthermore, emotional regulation played a mediating role in the relationship between psychological flexibility and social adaptation in students (β = 0.545) (p<0.01). Based on the findings, it is recommended that educational policymakers develop mechanisms to enhance emotional regulation and psychological flexibility, thereby fostering greater social adaptation among students in our society.

کلیدواژه‌ها [English]

  • Emotion regulation
  • Psychological flexibility
  • Social adjustment
  • Students
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