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مدل ساختاری ذهن‌خوانی براساس ترومای دوران کودکی، هوش هیجانی و استرس ادراک شده در دانشجویان
آمنه بخشی زاده1 ، حسین ابراهیمی مقدم*2 ، مالک میرهاشمی1
1- دانشگاه آزاد اسلامی، واحد رودهن، ایران
2- دانشگاه آزاد اسلامی، واحد رودهن، ایران ، hem_psy@yahoo.com
چکیده:   (215 مشاهده)

هدف پژوهش حاضر برازش مدل ذهن‌خوانی براساس ترومای دوران کودکی و استرس ادراک‌شده با توجه نقش میانجی هوش هیجانی بود. در این مطالعه همبستگی از نوع مدل‌یابی معادلات ساختاری تعداد 336 دانشجوی دانشگاه آزاد واحد رودهن در سال‌ تحصیلی 01-1400 به شیوه نمونه‌گیری دردسترس انتخاب شدند. برای گردآوری داده‌‌های این پژوهش از پرسشنامه هوش هیجانی (SSEIT) شات (1990)، آزمون تصویر چشم (RMET) برای سنجش ذهن‌خوانی، پرسشنامه استرس ادراک‌شده (PSS) کوهن (1983) و پرسشنامه ترومای دوران کودکی (CTQ) برنشتاین (2003) استفاده شد. تحلیل داده‌ها با استفاده از روش همبستگی پیرسون با نرم‌افزار SPSS-27 و معادلات ساختاری با روش بوت استرپ با نرم‌افزار AMOS-26 انجام شد. یافته‌ها نشان داد که ترومای دوران کودکی، استرس ادراک‌شده و هوش هیجانی بر ذهن‌خوانی دانشجویان تاثیر معناداری دارد. علاوه‌بر این، هوش هیجانی در رابطه بین ترومای کودکی و استرس ادراک‌شده در ذهن‌خوانی دانشجویان نقش میانجی دارد. بر این اساس، به نظر می‌رسد هوش هیجانی دانشجویان سبب کاهش اثر تروماهای گذشته و ادراک‌ منفی استرس بر ذهن‌خوانی آنان می‌شود.

واژه‌های کلیدی: استرس ادراک‌شده، ترومای دوران کودکی، ذهن‌خوانی، شناخت اجتماعی، هوش هیجانی
     
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: 1403/7/6 | ویرایش نهایی: 1404/1/28 | پذیرش: 1404/3/8 | انتشار الکترونیک پیش از انتشار نهایی: 1404/5/2 | انتشار: 1404/5/10
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