مجله اصول بهداشت روانی

مجله اصول بهداشت روانی

بررسی نقش کمال‌گرایی منفی بر اضطراب امتحان با میانجی‌گری نشخوار فکری و سرسختی روانشناختی و خودکارآمدی در دانشجویان دارای تجربه حمله پانیک

نوع مقاله : مقاله پژوهشی

نویسندگان
Fatemeh Sedighi 1
Maryam Siahpoosh 2
Fatemeh Jamshiddoust Miyanroudi 3
Hosniyeh Okhravi 4
Ghazal Jamshidi 5
1 Department of Psychology, Faculty of Nursing / Midwifery, Zanjan Branch, Islamic Azad University, Zanjan, Iran.
2 Department of Counseling, Faculty of counseling and Educational sciences, Rudehen Branch, Islamic Azad University, Rudehen, Iran.
3 Ph.D. student, Department of Psychology, Faculty of Education and Psychology,University of Mohaghegh Ardabili, Ardabil, Iran.
4 Department of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran.
5 Ph.D. student in health psychology, University of Tehran Kish International Campus, Kish, Iran.
10.22038/JFMH.2025.83399.3181
چکیده
مقدمه: سلامت روان دانشجویان به دلیل اضطراب امتحان در معرض خطر است، که ارتباط نزدیکی با عملکرد تحصیلی آنها در مؤسسات آموزشی دارد. این مطالعه با هدف بررسی چگونگی تأثیر کمال‌گرایی منفی بر اضطراب امتحان، با در نظر گرفتن نشخوار فکری، سرسختی روانشناختی و خودکارآمدی به عنوان عوامل واسطه‌ای در بین دانشجویان پسر با سابقه حملات پانیک، انجام شده است.
 
روش‌ کار: این پژوهش توصیفی-همبستگی بر روی دانشجویان پسر 20 تا 30 ساله دانشگاه تهران از ژوئیه تا اکتبر 2023 با تجربه حملات پانیک، متمرکز بود. تعداد 158 دانشجو که حداقل یک حمله پانیک را تجربه کرده بودند، با روش نمونه‌گیری هدفمند انتخاب شدند. ما از مقیاس پاسخ نشخوار فکری (RRS)، پرسشنامه اضطراب امتحان (TAQ)، مقیاس کمال‌گرایی مثبت و منفی تری-شورت (PANPS)، مقیاس سرسختی کوباسا (KHS) و مقیاس خودکارآمدی عمومی (GSE-17) استفاده کردیم. داده‌ها را با استفاده از نرم‌افزار JASP نسخه 0.18.1، آمار توصیفی و ضرایب مسیر، تحلیل کردیم.
 
نتایج: نشخوار فکری در نتیجه کمال‌گرایی منفی تأثیر مثبت و معناداری بر اضطراب امتحان داشت (β= 0.033، P< 0.001). به طور مشابه، کمال‌گرایی منفی از طریق سرسختی و خودکارآمدی بر اضطراب امتحان تأثیر مثبت و معناداری داشت (P< 0.001). اثر مستقیم نشخوار فکری بر اضطراب امتحان معنادار و مثبت بود (β= 0.319، P< 0.001). رابطه منفی آشکاری بین سرسختی و اضطراب امتحان وجود داشت (β= -0.239، P= 0.001).
 
نتیجه‌گیری: نتایج نشان داد که عواملی مانند کمال‌گرایی منفی، نشخوار فکری، سرسختی روانشناختی و خودکارآمدی تأثیرات قابل توجهی بر اضطراب امتحان دارند و به طور بالقوه بر تجربیات تحصیلی دانش‌آموزان تأثیر می‌گذارند.
کلیدواژه‌ها
اضطراب امتحان
حمله پانیک
خودکارآمدی
کمال‌گرایی منفی
نشخوار فکری
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مجله اصول بهداشت روانی
دوره 27، شماره 4
مرداد و شهریور 1404
صفحه 223-232