پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 967 |
| تعداد مقالات | 8,010 |
| تعداد مشاهده مقاله | 13,573,802 |
| تعداد دریافت فایل اصل مقاله | 9,616,619 |
مقایسه الگوهای ارتباطی، خودکارآمدی و جرئتورزی در دختران نوجوان با رفتار خودزنی و رفتار عادی | ||
| مطالعات اجتماعی روان شناختی زنان | ||
| مقاله 6، دوره 19، شماره 3 - شماره پیاپی 68، مهر 1400، صفحه 185-212 اصل مقاله (455.51 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jwsps.2021.34078.2334 | ||
| نویسندگان | ||
| حسین قمری گیوی1؛ داریوش عظیمی* 2؛ شهین دخت مستان آبادی3 | ||
| 1استاد تمام گروه مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران. hosseinghamari@gmail.com | ||
| 2(نویسنده مسئول) دانشجوی دکتری مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران. azimi.dariush70@gmail.com | ||
| 3کارشناسی‌ارشد روانشناسی بالینی دانشگاه آزاد اسلامی واحد اردبیل shahindokht-m@yahoo.com | ||
| چکیده | ||
| پژوهش حاضر با هدف مقایسه الگوهای ارتباطی، خودکارآمدی و جرئتورزی در دختران نوجوان با رفتار خودزنی و عادی صورت گرفت. این پژوهش از نوع علّی- مقایسه‌ای بود که به صورت گذشته نگر انجام شد. جامعه آماری پژوهش حاضر شامل کلیه دانش‌آموزان دختر متوسطه دوره اول شهرانزلی در سال تحصیلی 98-1397 و همچنین نوجوانان ارجاع داده شده به اورژانس بیمارستان شهر انزلی می‌شود. حجم نمونه مورد مطالعه 60 نفر (30 دانش‌آموز با رفتار خودزنی، 30 دانش‌آموز بدون رفتار خودزنی) بودند که به روش نمونه‌گیری دردسترس انتخاب شدند. ابزار گردآوری اطلاعات شامل مقیاس خودکارآمدی شرر و مادوکس، پرسشنامه جرئتورزی گمبریل و ریچی و مهارتهای ارتباطی بارتون بود. برای تجزیه و تحلیل اطلاعات از روش تحلیل واریانس چندمتغیره (MANOVA) استفاده شد. نتایج نشان داد که میانگین نمرات الگوهای ارتباطی و همه مؤلفه‌های آن (الگوی شنود، الگوی بازخورد و الگوی کلامی)، خودکارآمدی و جرئتورزی در دختران نوجوان با رفتار خودزنی کمتر از دختران با رفتار عادی است. نتایج به دست آمده حاکی از پایین بودن سطح متغیرهای مورد مطالعه در دختران نوجوان با رفتار خودزنی بود که نیازمند برنامه‌های آموزشی به منظور افزایش و بهبود سطح این متغیرها در این گروه از نوجوانان است. | ||
| کلیدواژه‌ها | ||
| الگوهای ارتباطی؛ خودکارآمدی؛ جرات ورزی؛ خودزنی | ||
| عنوان مقاله [English] | ||
| Comparison of Communication patterns, self-efficacy and assertiveness at teenage girls with self-mutilation and normal group | ||
| نویسندگان [English] | ||
| Hossein Ghamari Givi1؛ Dariush Azimi2؛ Shahindokht Mastanabadi3 | ||
| 1Professor of the whole counselling department of Mohaghegh Ardabili University. hosseinghamari@gmail.com | ||
| 2(Corresponding Author),PhD Student in Counseling, Mohaghegh Ardabili University azimi.dariush70@gmail.com | ||
| 3Master of Clinical Psychology, Islamic Azad University, Ardabil Branch. shahindokht-m@yahoo.com | ||
| چکیده [English] | ||
| This study aimed to compare communication patterns, self-efficacy and assertiveness in adolescent girls with the self-harming and normal group. This was a causal-comparative (case-control) study that was performed retrospectively. The statistical population of the present study included all-female high school students in Anzali city in the academic year 1397-1398 and also adolescents referred to the emergency department of Anzali hospital. The sample size was 60 people (30 students with self-harming behaviour, 30 students without self-harming behaviour) who were selected by the convenience sampling. Data collection tools included Scherer and Maddox self-efficacy scale, Gambrill and Ritchie audacity questionnaire, and Barton communication skills. Multivariate analysis of variance (MANOVA) was used to analyze the data. The results showed that the mean scores of communication patterns and all its components (listening pattern, feedback pattern and verbal pattern), self-efficacy and assertiveness at teenage girls have less self-harming behaviour than girls with normal behaviour. The results showed that the level of studied variables in adolescent girls with self-harming behaviour was low, which requires educational programs to increase and improve the level of these variables in this group of adolescents. Introduction Adolescence is one of the most important and influential stages of change in the life of every person and is the basis of many high-risk behaviours and social harms in this period. One of these risky behaviours is self-mutilation behaviours that are more common in adolescence than other periods of life. Self-mutilation is an inappropriate coping method for dealing with emotional problems, anger, and failure. Multiple risk factors are involved in adolescent self-mutilation, the most important of which are communication patterns. Communication patterns among adolescents are one of the important factors in preventing or tending towards high-risk behaviours. Beliefs of self-efficacy and behavioural changes and consequences are highly correlated with each other, and self-efficacy is a very important predictor of behaviour. Accordingly, when a person has a negative assessment of his or her abilities and competencies in different situations, he/she engages in self-injurious behaviours such as self-mutilation. Also, the results of research on high-risk behaviours have pointed to the role of individual characteristics such as the degree of the courage of individuals. Lack of non-daring traits causes discomfort and prevents the expression of emotions in social situations, as well as prevents the pursuit of individual and social goals. Research goal Since the phenomenon of self-mutilation is costly for the country's health system and on the other hand is not compatible with human values and cultural standards, a more detailed study of the issue seems necessary. Therefore, the present study was conducted in this direction to answer the basic question: Is there a difference between communication patterns, self-efficacy and courage in adolescent girls with self-mutilation ing and normal behaviour? Research Method This research is of causal-comparative type. The statistical population of the present study included all females high school students in Shahr Anzali in the academic year 2019-2020 and also adolescents referred to the emergency department of Anzali hospital. The sampling method of the present study was available according to which 30 girls with self-mutilation ing behaviour and 30 non-self-mutilation ing behaviour were selected to compare students with self-mutilation ing behaviour with relative matching in terms of age and educational level. To collect data in this study, Scherer and Maddox self-efficacy scale (1982), Gambrill and Ritchie daring questionnaire (1975) and Barton communication skills scale (1991) was used. Findings To analyze the data collected in the descriptive statistics section, the mean and standard deviation and in the inferential statistics, section to analyze the hypotheses, multivariate analysis of variance was used, for which the SPSS 19 statistical software was used. Based on research findings, the average scores of communication patterns and all its components (listening pattern, feedback pattern and verbal pattern) in adolescent girls with self-mutilation ing behaviour are lower than normal girls(P<0/01). Based on the results of multivariate analysis of variance, the mean scores of self-efficacy and courage in adolescent girls with self-mutilation ing behaviour are lower than normal girls (P<0/01). Discussion This study aimed to compare communication patterns, self-efficacy and courage in adolescent girls with self-mutilation ing and normal behaviour. The results showed that the mean scores of communication patterns and all its components (listening pattern, feedback pattern and verbal pattern) in adolescent girls with self-mutilation ing behaviour are lower than normal girls. When adolescents can communicate with friends, family and other members of the community using appropriate communication patterns, they cope better and more effectively with the psychological pressures of life due to receiving support from them, which reduces their self-mutilation. The results also showed that the mean scores of self-efficacy in adolescent girls with self-mutilation ing behaviour are lower than normal girls. People with high self-efficacy have the high problem-solving ability, they focus on their problem-solving abilities in difficult situations and seek solutions instead of negative ones. Also, high levels of self-efficacy are associated with a greater ability to cope with high-risk and harmful behaviours. Finally, the results showed that the average score of assertiveness in adolescent girls with self-mutilation ing behaviour is lower than normal girls. Adolescents with low self-esteem are often unable to defend themselves in the face of challenging situations and others; For this reason, they are often passive, anxious and cowardly, and instead of expressing their wants and needs, they try to advance their desires by harming themselves. | ||
| کلیدواژه‌ها [English] | ||
| communication patterns, self-efficacy, assertiveness, self-injury | ||
| مراجع | ||
|
ایزکیان، ساره؛ میرزاییان، بهرام و حسینی، سید حمزه. (1397). بررسی شیوع خود جرحی بدون خودکشی در نوجوانان و جوانان ایرانی. مجله تعالی بالینی، 8(2)، 14-25. بهادری خسروشاهی، جعفر. (1396). مقایسه رفتارهای پرخطر، راهبردهای فرایندی نظم جویی هیجان و حافظه فردمحور و پیرامون‌محور در دانش‌آموزان دبیرستانی با و بدون گرایش به اعتیاد. فصلنامه علمی اعتیادپژوهی، 11(43)، 71-88. به پژوه، احمد و حجازی، مسعود. (1386). تأثیر برنامه جرئت آموزی گروهی در افزایش میزان جرئت ورزی و عزت نفس دانش‌آموزان کم جرئت. فصلنامه تازه‌ها و پژوهشهای مشاوره، 23(6)، 25- 38. پناغی، لیلی؛ محمدی، سمیه و انصاری، فاطمه. (1392). بررسی کیفیّت زندگی در زنان اقدام‌کننده به خودسوزی در مقایسه با گروه گواه. مطالعات اجتماعی روان شناختی زنان، 11(1)، 55-70. حکیم شوشتری، میترا و خانی پور، حمید. (1393). مقایسه خودآسیب‌رسانی و اقدام به خودکشی در نوجوانان: مرور نظام‌مند . مجله روانپزشکی و روانشناسی بالینی ایران، 20(1)، 3-13. حیدری هنگامی، مهرگان و نادری، نادره. (1397). میزان جرئتورزی و ارتباط آن با پیشرفت تحصیلی دانشجویان در دانشکده پزشکی بندرعباس. مجله راهبردهای آموزش توسعه در آموزش پزشکی، 5(2)، 83-93. خانی پور، حمید؛ برجعلی، احمد و فلسفی نژاد، محمدرضا. (1395). خودجرحی بدون‌خودکشی در نوجوانان بزهکار و نوجوانان با سابقه بدرفتاری دوران کودکی: انگیزه‌ها و احتمال خودکشی. روانشناسی افراد استثنایی،6(21)، 59-79. داراسیان سلماسی، آلمارا و رضاخانی، سیمین دخت. (1398). سهم خودکارآمدی و هیجان‌خواهی در پیش‌بینی اعتیاد به اینترنت در دختران. مطالعات اجتماعی روان شناختی زنان، 17(3)، 31-56. دربا، محمد و شاهمرادی، سمیه. (1399). رابطه جرئتورزی و ابرازگری هیجانی و رضایت زناشویی با میانجی‌گری کیفیت زندگی در زنان ورزشکار و غیر ورزشکار. مطالعات اجتماعی روان شناختی زنان، 18(3)، 75-106. درامامی، فاطمه.(1391). رابطه سبک رهبری و مهارتهای ارتباطی مدیران با سلامت روان کارکنان. فصلنامه طب انتظامی، ۱(۱)،23- ۲۹. رئیسی پور، زلیخا. (1391). بررسی رابطه سبک‌های دلبستگی و الگوهای ارتباطی با رضایت زناشویی. پایان نامه کارشناسی ارشد روانشناسی، دانشگاه هرمزگان. زارع، معصومه و خرمایی، فرهاد. (1395). ویژگی‌های روان‌سنجی مقیاس جرئتورزی سازگارانه و پرخاشگرانه. فصلنامه علمی - پژوهشی روش‌ها و مدل‌های روانشناختی، 7(23)، 39-56. سعادت، سید حسن؛ موسوی، سیده الناز، احمدی، غلامرضا؛ سالک ابراهیمی، لیلا؛ سیاحی، افشار و زندی فر، حسین. (1399). نقش راهبردهای تنظیم هیجان در اختلالات هیجانی سربازان با سابقه تلاش‌های خودآسیبی (خودکشی و غیرخودکشی‌گرایانه). مجله طب نظامی، 22(1)، 64-73. طالب خواه، پریسا؛ سجادپور، سید حامد؛ صادقی، الهه و جاجرمی، نیلوفر.(1399). مقایسه خودکارآمدی عمومی در نوجوانان با و بدون رفتار خودجرحی (مطالعه موردی: شهرستان بجنورد). فصلنامه علمی دانش انتظامی خراسان شمالی. 7(26)، 107-121. عظیمی، داریوش؛ شریعتمدار، آسیه و نعیمی، ابراهیم. (1397). اثربخشی آموزش سرسختی روانشناختی بر خودکارآمدی تحصیلی و پذیرش اجتماعی دانش‌آموزان. فصلنامه روانشناسی تربیتی، 14(48)، 87-103. علامه، عاطفه؛ شهنی ییلاق، منیجه؛ حاجی یخچالی، علیرضا و مهرابی زاده هنرمند، مهناز. (1394). مقایسه خودکارآمدی در تعامل با همسالان و شایستگی اجتماعی در دانش‌آموزان پسر با رفتارهای پرخاشگرانه و عادی. شناخت اجتماعی، 8(4)، 102-123. علیزاده، حمید؛ نصیری فرد، نفیسه و کرمی، ابوالفضل. (1389). تاثیر آموزش دلگرمی مبتنی بر رویکرد آدلر بر روی خودکارآمدی عزت نفس دختران نوجوان. مطالعات اجتماعی روان شناختی زنان. 8(4)، 143-168. فردید، سمیرا و درتاج، فریبرز. (1398). مقایسه سبک دلبستگی، احساس تنهایی و جرئتورزی نوجوانان قربانی زورگویی با نوجوانان عادی مدارس دوره اول متوسطه. روان شناسی مدرسه، 8(4)، 200-216. قاسمی تادوانی، رحمان. (1392). بررسی رابطه بین مهارتهای ارتباطی با خلاقیت در دانشجویان علوم پزشکی شیراز. پایان نامه کارشناسی‌ارشد برنامه‌ریزی درسی، دانشگاه پیام نور واحد تهران جنوب. قدرتی شاه توری، کاظم؛ راه نجات، امیرمحسن؛ دباغی، پرویز؛ تقوا، ارسیا؛ دنیوی، وحید؛ ابراهیمی، محمدرضا و همکاران. (1399). اثربخشی طرحواره‌درمانی هیجانی بر بهبودی تنظیم شناختی- هیجان در سربازان اقدام‌کننده به خودزنی. مجله طب نظامی، 22(9)، 956-968. نجفی، محمود و فولاد چنگ، محبوبه (1386)، رابطه خودکارآمدی و سلامت روان در دانش‌آموزان دبیرستانی. دو ماهنامه علمی پژوهشی دانشگاه شاهد، 14(26)،69- 81. نریمانی، محمد و وحیدی، زهره. (1392). مقایسه نارسایی هیجانی، باورهای خودکارآمدی و عزت نفس در میان دانش‌آموزان با و بدون ناتوانی یادگیری. ناتوانی‌های یادگیری، 3(2)، 78- 91. Azimi, D., Shariatmadar, A. & Naeimi, E. (2018). The Effect of Hardiness Training on Academic Self_ Efficacy and Social Acceptance Students. Educational Psychology, 14(48), 87-103. [Text in Persian] Allameh, A., Shehni Yeilagh, M., Haji Yakhchali, A., & Mehrabizadeh Honarmand, M. (2016). The Comparison of Self-efficacy in Peer Interaction and Social Competence of Male Students with Aggressive and Normal Behaviors. Social Cognition, 4(2), 102-123. [Text in Persian] Alizadeh, H., Nasirifard, N., & Karami, A. (2010). Adlerian-based Encouragement Training, Self-efficacy and Self-esteem of Female Adolescents Studying the Effectiveness. Women's Studies Sociological and Psychological, 8(4), 143-168. [Text in Persian] Bahadorikhosroshahi, J. (2017). Comparison of Risky Behavior, Process Emotion Regulation Strategies, and Prospective & Retrospective Memory in School Students with and without Drug Use Tendency. Research on Addiction, 11 (43), 71-88. [Text in Persian] Bakken, N., & Gunter, W. (2012). Self-cutting and suicidal ideation among adolescents: Gender differences in the causes and correlates of self-injury. Deviant Behavior,33, 339–356. Barrios, F. X, Osman, A, Grittmann, L. R, & Osman, J. R. (2004). The multi-attitude suicide tendency scale: psychometric characteristics in an American sample. Journal of clinical psychology, 49, 701-708. Barzilay, S., & Apter, A. (2014). Predictors of suicide in adolescents and adults with mood and common comorbid disorders. Neuropsychiatry, 4(1), 81-93. Bjarehed, J., & Lundh, L. (2007). Deliberate self-harm in 14-year-old adolescents: How frequent is it, and how is it associated with psychopathology, relationship variables, and styles of emotional regulation? Cognitive Behaviour Therapy, 37 (1), 26-37. Beautrais, A. L. (2001). Child and adolescent suicide in Australia and New Zealand. Journal of Psychiatry, 35, 647-653. Beelman, A., & Loesel, F. (2006). Child school skill training in developmental crime prevention effects on antisocial behavior and social competence”. Piscothemea, 18, 603-610. Beh Pazoh, A., & Hejazi, M. (2007). The effect of group daring program in increasing the level of courage and self-esteem of daring students. Journal of Consulting Research, 6(23), 7-24. [Text in Persian] Caprara, G. V., Gerbino, M., Paciello, M., Di Giunta, L., & Pastorelli, C. (2017). counteracting depression and delinquency in late adolescence: The role of regulatory emotional and interpersonal self-efficacy beliefs”. European Psychologist, 15, 34–48. Christopher, J. S., Nangle, D. W., & Hansen, D. J. (2001). Social skills interventions with adolescents: Current issues and procedures. Behavior Modification, 17(1), 313-338. Darasian Salmasi, A., & Rezakhani, S. (2019). The contribution of self-efficacy and sensation-seeking in predicting internet addiction in girls. Women's Studies Sociological and Psychological, 17(3), 31- 56. [Text in Persian] Darba, M., & Shahmoradi, S. (2020). Predicting Marital Satisfaction Based on Assertiveness and Emotional Expressivene Considering the Mediating Role of Quality of Life in Athletes and Non-Athletes Women. Women's Studies Sociological and Psychological, 18(3), 75-106. [Text in Persian] Darami, F. (2012). The relationship between leadership style and managers 'communication skills with employees' mental health. Journal of Disciplinary Medicine, 1(1), 23-29. [Text in Persian] Deleo, D., & Holler, T. S. (2004). who are the kids who self-harm? An Australian self-report school survey. Medical Journal of Australian, 141, 140-144. Eskin, M. (2013). Self‐reported assertiveness in Swedish and Turkish adolescents: A cross‐cultural comparison. Scandinavian journal of psychology, 44(1), 7-12. Fardid, S., & Dortaj, F. (2020). Comparing attachment styles, loneliness and assertiveness of adolescents as victims of bullying and normal adolescents in 7th and 8th graders. Journal of School Psychology, 8(4), 200-216. [Text in Persian] Ezakian, S., Mirzaian, B., & Hosseini, S. H. (2018). A review on Non-Suicidal Self-Injury in Iranian Young adults and Adolescents. Clinical Excellence, 8 (2), 14-25. [Text in Persian] Gambrill, E. D., & Richey, C. A. (1975). An assertion inventory for use in assessment and research. Behavior Therapy, 6, 550–561. Greydanus, D. E. & Shek, D. (2009). Deliberate self-harm and suicide in adolescents. The Keio journal of medicine, 58(3), 51-144. Ghasemi Tadevani, R. (2013). Investigating the relationship between communication skills and creativity in Shiraz medical students. Master Thesis in Curriculum Planning, Payame Noor University, South Tehran Branch, Iran. [Text in Persian] Ghodrati Shahtoori, K., Rahnejat, A. M., Dabaghi, P., Taghva, A., Donyavi, V., Ebrahimi, M. R., et al. (2020). Effectiveness of Emotional Schema Therapy on Improvement in Cognitive-Emotion Regulation in Attempting to Self-Mutilation Soldiers. Journal of Military Medicine, 22(9), 956- 968.[Text in Persian] Hakim Shooshtari, M., & Khanipour, H. (2014). Comparison of Self-harm and Suicide Attempt in Adolescents: A Systematic Review. Iranian Journal of Psychiatry & Clinical Psychology, 20(1), 3-13. [Text in Persian] Hargie, Q., & Dixon, K. (2004). Skilled interpersonal communication. London: Routledge. Heydari hengame, M., & Naderi, N. (2018). The level of assertiveness and its relation to academic achievement among students in Bandar Abbass Medical School. Journal of Development Strategies in Medical Education, 5(2), 83-96. [Text in Persian] Hirsch, J. K, & Barton, A. L. (2011). Positive social support, negative social exchanges, and suicidal behavior in college students. Journal of American College Health, 59(5), 393-398. Howe-Martin, L. S., Murrell, A. R., & Guarnaccia, C. A. (2012). Repetitive nonsuicidal self-Injury as experiential avoidance among a community sample of adolescents. Journal of Clinical Psychology, 68(7), 809–828. Jacobson, C. M., & Gould, M. (2007). The epidemiology and phenomenology of nonsuicidal self-injurious behavior among adolescents: a critical review of the literature. official journal of the International Academy for Suicide Research, 11(2),129-147. Johnson, J., Gooding, P. A., Wood, A. M., & Tarrier, N. (2010). Resilience as positive coping appraisals: Testing the schematic appraisals model of suicide (SAMS). Behaviour research and therapy, 48(3), 179–186. Khnipoor, D., Borjali, D., & Falsafi Nejad, G. (2016). Non-suicidal Self-injury in delinquent adolescents and adolescents with history of childhood maltreatment: motivation and suicide probability. Psychology of Exceptional Individuals, 6(21), 59-79. [Text in Persian] Kiekens, G., Hasking, P., Nock, M. K., Boyes, M., Kirtley, O., Bruffaerts, R., Myin-Germeys, I., & Claes, L. (2020). Fluctuations in Affective States and Self-Efficacy to Resist Non-Suicidal Self-Injury as Real-Time Predictors of Non-Suicidal Self-Injurious Thoughts and Behaviors. Frontiers in psychiatry, 11, 214. Klonsky, E. D., May, A. M., & Glenn, C. R. (2013). The relationship between nonsuicidal self-injury and attempted suicide: converging evidence from four samples. Journal of abnormal psychology,122(1), 231-237. Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 15,41-58. Law, K. C., Khazem, L. R., & Anestis, M. D. (2015). The role of emotin dysregulation in suicide as considered through the ideation to action framework. Current Opinion in Psychology, 3, 30-35. Laye-Gindhu, A., & Schonert-Reicht, K. A. (2005). Nonsuicidal self-harm among community adolescents: Understanding the “whats” and “whys” of self-harm. Journal of Youth and Adolescence, 34 (5), 447-457. Lubell, K. M., & Vetter, J. B. (2006). Suicide and youth violence prevention: The promise of an integrated approach. Aggression and Violent Behavior, 11, 167- 175. Matejevic, M., Jovanovic, D., & Lazarevic, V. (2014). Functionality of famil relationships and parenting style in families of adolescents with substance abuse problems. Procedia Social & Behavioral Science, 128, 281-87. Ma, G. X., Fang, C. Y., Knauer, C. A., Tan, T., & Shive, S. F. (2006). Tobacco dependence, risk preceptions and self-efficacy among Korean-American smokers. Addictive Behaviors, 31, 1776-1784. McAuliffe, C., Corcoran, P., Keeley, H. S., & Perry, I. J. (2003). Risk of Suicide Ideation Associated with Problem-Solving Ability and Attitudes Toward Suicidal Behavior in University Students. Crisis Intervention and Suicide Prevention, 24, 160-167. Narimani, M., & Vahidi, Z. (2014). A comparison of alexithymia, self-efficacy and self-esteem in students with and without learning disability. Journal of Learning Disabilities, 3(2), 78-91. [Text in Persian] Nixon, M. K., Cloutier, P., & Jansson, M. (2008). Nonsuicidal self-harm in youth: A population-based survey. Canadian Medical Association Journal, 178(3), 306-312. Niyarak Nobakht, H., & Dale, K. Y. (2017). The prevalence of deliberate self-harm and its relationships to trauma and dissociation among Iranian young adults. Journal of Trauma & Dissociation, 18 (4), 610-623. Najafi, M., & Foladjang, M. (2007). The Relationship Between Self-Efficacy and Mental Health Among High School Students. Clinical Psychology and Personality, 5(1), 69-83. [Text in Persian] Pajares, F., & Graham, L. (1999). Self-efficacy motivation constructs, school students. Contemporary educational psychology, 24.124-130. Panaghi, L., Mohammadi, S., & Ansari, F. (2013). Evaluating Quality of Life among Self Burning Women as Compared with the Control Group. Women's Studies Sociological and Psychological, 11(1), 55- 70. [Text in Persian] Raeisipoor, Z. (2012). Investigating the relationship between attachment styles and communication patterns with marital satisfaction. Master Thesis, Faculty of Psychology and Educational Sciences, Hormozgan University, Iran. [Text in Persian] Reininger, K. (2018). Predicting adolescent risk behaviors based on an ecological framework & assets. American journal health, 29(2), 150-161. Ross, S, Heath, N. L., & Toste, J. R. (2009). Non-suicidal self-injury and eating pathology in high school students. American Journal of Orthopsychiatry, 79(1), 83-92. Saadat S. H., Mousavi, S. E., Ahmadi, G., Salek Ebrahimi, L., Sayahi, A., & Zandifar, H. (2020). The Role of Emotion Regulation Strategies in Emotional Disorders of Soldiers with History of Self-Harm Attempts (Suicidal and Non-Suicidal). Journal of Military Medicine, 22(1), 64-73. [Text in Persian] Sherer, M. F., Maddux, J., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The Self-Efficacy Scale: Construction and validation. Psychological Reports, 51(6), 663–671. Talebkhah, P., Sajjadpour, H., Sadeghi, E., & Jajarmi, N. (2020). Comparison of general self-efficacy in adolescents with and without self-harming behavior (Case study: Bojnourd city). AppliedResearchBureau of the police force of northern Khorasan, 7(26), 107-121. [Text in Persian] Zareh, M., & Khormaei, F. (2016). Psychometric properties of the Adaptive and Aggressive Courage Scale. Journal of Psychological Methods and Models, 7(23), 39-56. [Text in Persian] | ||
|
آمار تعداد مشاهده مقاله: 1,297 تعداد دریافت فایل اصل مقاله: 844 |
||