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مقایسه تنظیم هیجان و انعطاف‌پذیری شناختی در نمونه‌های غیربالینی نوجوانان با علائم اختلال اضطراب فراگیر و اختلال اضطراب اجتماعی | ||
| روان شناسی بالینی | ||
| مقاله 3، دوره 10، شماره 4 - شماره پیاپی 40، اسفند 1397، صفحه 23-34 اصل مقاله (999.08 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22075/jcp.2019.15988.1530 | ||
| نویسندگان | ||
| تورج سپهوند* 1؛ فاطمه مرادی2 | ||
| 1استادیار، گروه روانشناسی و علوم تربیتی دانشگاه اراک، اراک، ایران | ||
| 2دانشجوی کارشناسی ارشد روانشناسی بالینی دانشگاه آزاد اسلامی واحد اراک، اراک، ایران | ||
| تاریخ دریافت: 28 شهریور 1397، تاریخ بازنگری: 31 فروردین 1398، تاریخ پذیرش: 26 اسفند 1397 | ||
| چکیده | ||
| مقدمه: دواختلال اضطراب فراگیر و اضطراب اجتماعی از اختلالاتی شایع در کودکان و نوجوانان بشمار میروند. پژوهش حاضر با هدف مقایسه نظم‌دهی هیجان و انعطاف‌پذیری شناختی در بین نمونه‌های غیربالینی نوجوانان با علائم اختلال اضطراب فراگیر و اختلال اضطراب اجتماعی انجام شد. روش: با یک طرح علی مقایسهای از جامعه آماری شامل دانش‌آموزان متوسطه اول شهرستان خرم‌آباد دو گروه بر مبنای نمرات برش مقیاس‌های اضطراب فراگیر و اضطراب اجتماعی و تشخیص روانشناس انتخاب شدند. همه آزمودنیها از لحاظ نمرات مقیاس‌های دشواری‌های تنظیم هیجان و انعطاف‌پذیری شناختی مورد بررسی قرار گرفتند. یافته‌ها: نتایج تحلیل واریانس چندمتغیره تفاوت معناداری را در ترکیب خطی متغیرهای وابسته برای دو گروه نشان داد. آزمونهای تک متغیری تحلیل واریانس نیز نشان داد که دانش‌آموزان دارای اضطراب فراگیر مشکلات بیشتری در راهبردهای تنظیم هیجان و دانش‌آموزان دارای اضطراب اجتماعی مشکلات بیشتری در آگاهی هیجانی، اما در عین حال سطوح بالاتری (مشکلات کمتری) از انعطاف‌پذیری شناختی (در جایگزین‌ها) را داشتند. در دیگر متغیرها بین دو گروه تفاوت معناداری نبود. نتیجه‌گیری: اضطراب فراگیر و اضطراب اجتماعی در نوجوانان در مؤلفه‌های مربوط به دشواری‌های تنظیم هیجان و انعطاف‌پذیری شناختی متفاوت هستند. بنابراین ملاحظات ارزشیابی، تشخیص، و درمان باید با تأکید بر این تفاوت‌ها در هر دو اختلال صورت گیرد . | ||
| کلیدواژه‌ها | ||
| نوجوانان؛ اضطراب فراگیر؛ اضطراب اجتماعی؛ تنظیم هیجان؛ انعطاف‌پذیری شناختی | ||
| عنوان مقاله [English] | ||
| The Comparision of Emotion Regulation and Cognitive Flexibility in Nonclinical Sampls of Adolescents with Symptoms of Generalized Anxiety Disorder and Social Anxiety Disorder | ||
| نویسندگان [English] | ||
| T Sepahvand1؛ F. Moradi,2 | ||
| 1Assistant Professor, Department of Psychology and Educational Sciences, Arak University | ||
| 2Clinical Psychology, Islamic Azad University of Arak, Arak, Iran | ||
| چکیده [English] | ||
| Introduction:Two disorders of generalized anxiety and social anxiety are among prevalent disorders in the children and adolescents. The present research conducted with the aim of comparing the difficulties in emotion regulation and cognitive flexibility between adolescence with symptoms of generalized anxiety and social anxiety disorders. Method: In an expo-facto design among high school students of Khorramabad city, two groups were selected based on the cut of point scores of generalized anxiety and social anxiety scales, as well as, psychologist diagnosis. All subjects compared by their scores in difficultiy in emotion regulation and cognitive flexibility scales. Results: Results of a Multivariate Analysis of Variance indicated significant difference in the liner composition of dependent variables of two groups. Univariate analysis of variance also indicated that students with generalized anxiety disorder tend to show more difficulty in emotion regulation strategies, while lack of emotional awareness, as well as, higher levels (less difficulties) of cognitive flexibility (in alternatives) was evedent in social anxiety adolescents. No other significant differences observed between two groups. Conclusion: Generalized anxiety and social anxiety in adolescents were different in terms of difficulties in emotion regulation, and cognitive flexibility. Hence evaluation, diagnostic and therapeutic consideratin based on these differences for both disorders seems necessary. | ||
| کلیدواژه‌ها [English] | ||
| Adolescents, generalized anxiety, Social Anxiety, emotion regulation, cognitive flexibility | ||
| مراجع | ||
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