پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 951 |
| تعداد مقالات | 7,816 |
| تعداد مشاهده مقاله | 12,971,417 |
| تعداد دریافت فایل اصل مقاله | 9,204,839 |
پیش‌بینی قربانی قلدری نوجوانان بر اساس دلبستگی به والدین و همسالان، شفقت به خود با توجه به نقش میانجی حل مشکل | ||
| اندیشه های نوین تربیتی | ||
| مقاله 4، دوره 19، شماره 1 - شماره پیاپی 67، فروردین 1402، صفحه 71-91 اصل مقاله (643.8 K) | ||
| نوع مقاله: تحقیق کمی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.39707.3539 | ||
| نویسندگان | ||
| مهسا مرادمند1؛ حسن عشایری2؛ هومن نامور* 3 | ||
| 1دانشجوی دکترای تخصصی روانشناسی عمومی، گروه روانشناسی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران | ||
| 2استاد بازنشسته، دانشکده توانبخشی، دانشگاه علوم پزشکی ایران، تهران ، ایران | ||
| 3استادیار، گروه روانشناسی، واحد ساوه، دانشگاه آزاد اسلامی، ساوه، ایران | ||
| چکیده | ||
| هدف اصلی این پژوهش، بررسی ارائۀ مدلی در راستای پیش‌بینی قربانی قلدری نوجوانان بر اساس دلبستگی به والدین و همسالان، شفقت به خود با نقش میانجی حل مشکل است که در میان نوجوانان دورۀ اول مقطع متوسطه (کلاس ششم تا هشتم) انجام شد. در قالب یک طرح همبستگی به شیوۀ مقطعی، 320 نفر از نوجوانان 12 تا 15 سال شهر تهران به روش نمونه‌گیری هدفمند با استفاده از فرمول کلاین انتخاب شدند، که پس از گردآوری داده‌ها، تعداد 312 پرسشنامه قابل تجزیه و تحلیل بوده است و از شرکت‌کنندگان خواسته شد به پرسشنامه‌های استاندارد قلدری ایلی نویز (2001)، دلبستگی نوجوانان به والدین و همسالان آرمسدن و گرینبرگ (1987)، حل مشکل هپنر و پترسون (1982)، شفقت به خود نف (2003) پاسخ دهند. به منظور تحلیل داده از از نرم‌افزارهای Spss نسخه 19و Smart-PLS نسخه 3 استفاده شد. نتایج تحلیل مسیر نشان داد که 88. 7 درصد از تغییرات قربانی قلدری ناشی از تغییرات متغیرهای انواع دلبستگی و شفقت به خود است و تمامی متغیرهای مذکور (به غیر از دلبستگی پدر) تأثیر معناداری بر قربانی قلدری دارند. همچنین نتایج مرتبط با نقش میانجی‌گری حل مسئله، نشان داد که انواع دلبستگی (به‌غیر از دلبستگی همسالان) و شفقت به خود از طریق حل مشکل بر قربانی قلدری نوجوانان به ترتیب 0. 047-، 0. 506- و 0. 268- اثر غیرمستقیم دارد (001/0>P). بر اساس یافته‌های این پژوهش، می‌توان نتیجه گرفت که حل مشکل در رابطۀ بین قربانی قلدری نوجوانان و انواع دلبستگی (مادر و پدر)، شفقت به خود نقش میانجی دارد. توجه به این مکانیسم‌ها می‌تواند در تدوین مداخلات پیشگیرانه و درمانیِ کارآمد برای نوجوان در مقابله با قربانی شدن توسط همسالان و ابتلا به نشانه‌های افسردگی مفید باشد. | ||
| کلیدواژه‌ها | ||
| دلبستگی به والدین و همسالان؛ شفقت به خود؛ قربانی قلدری نوجوانان؛ حل مشکل | ||
| عنوان مقاله [English] | ||
| Predicting Adolescent Bullying Victimization based on Attachment to Parents and Peers, and Self-Compassion with the Mediating Role of Problem Solving | ||
| نویسندگان [English] | ||
| Mahsa Moradmand1؛ Hassan Ashayeri2؛ Hooman Namvar3 | ||
| 1PhD student in general psychology, Department of Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran | ||
| 2PhD, Professor Emeritus, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran | ||
| 3PhD, Assistant Professor, Department of Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran | ||
| چکیده [English] | ||
| The study was carried out to predict the bullying victimization of adolescents based on attachment to parents and peers and self-compassion with the mediating role of problem solving in junior high school students of Tehran in the academic year 2020-2021. Purposive sampling was used to select 320 students in a cross-sectional correlational design with the help of Klein's formula. The data collected from 312 questionnaires was analyzed in SPSS 19 and PLS 3. Path analysis results indicated that 88.7% of the changes in the victims of bullying are caused by the changes in attachment and self-compassion, and all the variables (except attachment to father) have a significant effect on the victim of bullying. According to the results, problem solving has a mediating role in the relationship between adolescent bullying victims and types of attachment, and self-compassion. Introduction Bullying is one of the most prevalent forms of aggression, characterized by intentionality, repetition, and power imbalance (Ng, Chua, & Shorey, 2020). Bullying can present in various forms (physical, verbal, communication, and cyber) (Smith et al., 2018) where most victims of bullying are perceived as weak by the bully (Chen et al., 2018). Social and educational variables of attachment styles, relationships with parents and peers are among the factors that affect the transformations during adolescence, each of which could lead to a positive or negative change in the adolescent's developmental path (Jackson and Goossens, 2020). A secure attachment bond with parents could act as a shield in the relationship between youth victimization and dysfunctional thoughts (Balen et al., 2021). Self-compassion can be defined as a three-component structure: self-compassion (developing understanding and kindness towards oneself instead of harsh judgment), shared human experience (seeing one's experience as a part of the experience of human society instead of personalizing it) and mindfulness (keeping painful thoughts and feelings in consciousness in a balanced way instead of deep identification) (Neff and Germer, 2003; Jiang et al., 2022). Thus, students with less self-compassion face more self-criticism (Bluth & Blanton, 2014). Problem solving is a critical coping strategy that increases personal and social capabilities and development, and reduces psychological tensions (Samiei Zafarghandi, 2020). Moradi (2017) reported that among both bullies or victims have low levels of problem solving skill, and students, especially male students, resort to bullying far more because they do not know how to solve problems. Few studies have investigated healthy personality characteristics, especially the most significant characteristics and factors associated with it, and the mediating role of problem solving. Therefore, the present study aimed to predict adolescent bullying victimization based on attachment to parents and peers, and self-compassion with the mediating role of problem solving. Methodology This study used descriptive method with a structural equation correlation design. The study population included all students aged 12-15 years in Tehran in the academic year 2020-2021. According to Klein's formula (1:20 ratio), the sample size was calculated as 320 individuals. Illinois Bullying Questionnaire, Adolescent Attachment to Parents and Inventory of Parent and Peer Attachment (IPPA), Self-Compassion Scale (SCS) and Heppner and Peterson Problem Solving Inventory (PSI) were used for collecting data. The completed questionnaires were collected in person and electronically, and finally 312 questionnaires entered analysis. Results The results obtained from the final model revealed the effect intensity of the independent variables as -0.472 (T = 13.675) for mother attachment, 0.034 (T =1.484) for father attachment, -0.359 (T = 11.577) for peer attachment, and -0.251 (T = 10.347) for self-compassion on the victim, among which mother attachment, peer attachment, and self-compassion had significant effects with the victim of bullying. As per the mediating relationships of the problem solving, the effect intensity of the independent variables was -0.506 (T = 2.086) for mother attachment, -0.013 (T = 2.011) for father attachment, -0.373 (T = 1.721) for peer attachment and -0.268 (T = 2.14) for self-compassion on the victim, among which the relationships of mother attachment, father attachment, and self-compassion with the victim of bullying were significant. As seen, the values on the main diameter of the matrix are larger compared to all the values in its corresponding column, showing the good diagnostic validity of our model. Additionally, the results of fit indices CV_red and CV_Com were greater than 0.35, in other words, within the strong range. Discussion and conclusion The findings associated with the mediating role of problem solving indicated that attachment to father, mother and self-compassion have an indirect effect on adolescent bullying victims through problem solving. Accordingly, as attachment to mother and peers, and problem-solving skills increase, the mediator variable decreases victimization. Therefore, problem solving skills and attachment to mother and peers as well as self-compassion can reduce the rate of victimization. Given the necessity of factors predicting student victimization at schools, school counselors must identify risk factors associated with bullying and establish standards for educational and therapeutic interventions (Khamis, 2015). | ||
| کلیدواژه‌ها [English] | ||
| Attachment to parents and peers, self-compassion, adolescent bullying victim, problem solving | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Akbari Balootbangan, A., Nikdel, F., Moltafet, G., & Kohisoq, S. (2019). The Role of Attachment Styles and Self-efficacy in Predicting Bullying and Victimization of Students in Secondary Schools. Rooyesh-e-Ravanshenasi Journal (RRJ), 8(5), 85-92. http://dorl.net/dor/20.1001.1.2383353.1398.8.5.12.6 (Text in Persian) Arnarsson, A., Nygren, J., Nyholm, M., Torsheim, T., Augustine, L., Bjereld, Y., . . . Nielsen, L. (2020). Cyberbullying and traditional bullying among Nordic adolescents and their impact on life satisfaction. Scandinavian journal of public health, 48(5), 502-510. https://doi.org/10.1177/1403494818817411 Atkinson, R., Atkinson, R., Smith, E., Bam, D., & Nolen Hoeksema, S. (2004). Hilgard's Introduction to Psychology (Y. Karimi, M. Shahraray, B. Birask, M. Baraheni, M. Beik, N. Gahan, ., & M. M. Bonab, Trans.). Tehran: Roshd publication. Balan, R., Dobrean, A., & Balazsi, R. (2018). Indirect effects of parental and peer attachment on bullying and victimization among adolescents: The role of negative automatic thoughts. Aggressive behavior, 44(6), 561-570. https://doi.org/10.1002/ab.21775 Balan, R., Dobrean, A., & Balazsi, R. (2022). From victims to perpetrators of bullying: the role of irrational cognitions, externalizing problems, and parental attachment. Journal of interpersonal violence, 37(19-20), NP19149-NP19166. https://doi.org/10.1177/08862605211043583 Beduna, K. N., & Perrone-McGovern, K. M. (2019). Recalled childhood bullying victimization and shame in adulthood: The influence of attachment security, self-compassion, and emotion regulation. Traumatology, 25(1), 21. https://psycnet.apa.org/doi/10.1037/trm0000162 Bensimon, M. (2017). Victimization in light of self-compassion: Development towards communal compassion. Aggression and violent behavior, 35, 44-51. https://psycnet.apa.org/doi/10.1016/j.avb.2017.06.002 Beyrami, M., Hashmi, T., Mirnasab, M., & Koliyaei, L. (2016). The Effectiveness of Social Competence Training based on Felner Model on Resilience and Rate of Victimization of Students Who Are Bullying Victims. Journal of counseling research, 15(59), 119-141. Retrieved from http://irancounseling.ir/journal/article-1-82-fa.html (Text in Persian) Biabani Aliabad, H., Asadi, S., & Barzegar Bafruee, K. (2017). Comparison of Attachment to Parents, Peers and Siblings in the Involved and Noninvolved Adolescents in Bullying. Journal of Family Research, 12(3), 369-390. Retrieved from https://jfr.sbu.ac.ir/article_97403_8505802478dc0c700d0e0c2abaa971c2.pdf (Text in Persian) Bluth, K., & Blanton, P. W. (2014). Mindfulness and self-compassion: Exploring pathways to adolescent emotional well-being. Journal of child and family studies, 23, 1298-1309. https://doi.org/10.1007/s10826-013-9830-2 Chalmeh, R. (2013). Psychometrics Properties of the Illinois bullying scale (IBS) in Iranian students: validity, reliability and factor structure. Psychological Methods and Models, 3(11), 39-52. https://dorl.net/dor/20.1001.1.22285516.1392.3.11.3.5 (Text in Persian) Chen, L.-M., Wang, L.-C., & Sung, Y.-H. (2018). Teachers’ recognition of school bullying according to background variables and type of bullying. Journal of Educational, Cultural and Psychological Studies (ECPS Journal)(18), 147-163. http://dx.doi.org/10.7358/ecps-2018-018-chen Cho, S., & Park, I. (2022). Explaining the patterns of bullying victimization trajectories: assessing the generality of low self-control and crime opportunity models to bullying victims. International journal of offender therapy and comparative criminology, https://doi.org/10.1177/0306624x221102793 Dabiri, S., Beyrami, M., Hashemi, N., & Badri Gargari, R. (2016). The effects of social capability training based on Felner on social adjustment of victims of bullying student according to orientation of social goals. . Journal of Clinical Psychology,, 15(95), 119-141. https://doi.org/10.22054/jcps.2016.4555 Ding, Y., Li, D., Li, X., Xiao, J., Zhang, H., & Wang, Y. (2020). Profiles of adolescent traditional and cyber bullying and victimization: The role of demographic, individual, family, school, and peer factors. Computers in Human Behavior, 111, 106439. https://psycnet.apa.org/doi/10.1016/j.chb.2020.106439 Espelage, D. L., & Low, S. (2013). Bullying Among Children and Adolescents: Social–Emotional Learning Approaches to Prevention. In School Rampage Shootings and Other Youth Disturbances (pp. 205-219): Routledge. Estaki, M., Kochak Entezar, R., & Zadkhoot, L. (2016). Effectiveness of integrating multisensory training and sensory integration on signs of reading and writing among students at elementary schools. Empowering Exceptional Children, 7(1), 95-106. (Text in Persian) Gonynor, K. A. (2016). Associations among mindfulness, self-compassion, and bullying in early adolescence. Colorado State University, Guedes, M., Santos, A. J., Ribeiro, O., Freitas, M., Rubin, K. H., & Veríssimo, M. (2018). Perceived attachment security to parents and peer victimization: Does adolescent's aggressive behaviour make a difference? Journal of Adolescence, 65, 196-206. https://psycnet.apa.org/doi/10.1016/j.adolescence.2018.03.017 Guo, J., Zhu, Y., Fang, L., Zhang, B., Liu, D., Fu, M., & Wang, X. (2022). The relationship between being bullied and addictive internet use among Chinese rural adolescents: The mediating effect of adult attachment. Journal of interpersonal violence, 37(9-10), https://doi.org/10.1177/0886260520966681 Hamilton, L. D., Newman, M. L., Delville, C. L., & Delville, Y. (2008). Physiological stress response of young adults exposed to bullying during adolescence. Physiology & behavior, 95(5), 617-624. https://psycnet.apa.org/doi/10.1016/j.physbeh.2008.09.001 Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 441-455. Ireland, J. L., & Power, C. L. (2004). Attachment, emotional loneliness, and bullying behaviour: A study of adult and young offenders. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 30(4), 298-312. https://doi.org/doi:10.1002/ab.20035 Jalili, A., Hejazi, M., Entesar Foumani, G., & Morovati, Z. (2018). The relationship between meta-cognition and academic performance with mediation role of problem solving. Quarterly Journal of Child Mental Health, 5(1), 80-91. (Text in Persian) Jiang, Y., You, J., Hou, Y., Du, C., Lin, M.-P., Zheng, X., & Ma, C. (2016). Buffering the effects of peer victimization on adolescent non-suicidal self-injury: The role of self-compassion and family cohesion. Journal of Adolescence, 53, 107-115. https://doi.org/10.1016/j.adolescence.2016.09.005 Ju, C., Zhao, F., Zhang, B., & Deng, J. (2015). Effects of fathering style on social problem-solving among Chinese teenagers: The roles of masculine gender stereotypes and identity. Personality and Individual Differences, 77, 124-130. https://psycnet.apa.org/doi/10.1016/j.paid.2014.12.037 Khamis, V. (2015). Bullying among school-age children in the greater Beirut area: Risk and protective factors. Child abuse & neglect, 39, 137-146. https://psycnet.apa.org/doi/10.1016/j.chiabu.2014.08.005 Khosravi, S., Sadeghi, M., & Yabande, M. (2013). Translation and validation of self-compassion. Psychological Ways and Models, 3(13), 47-59.(Text in Persian) Khosravi, z., Darvizeh, z., & Rafatti, m. (1998). The Role of Mood State on Self – Appraisal of Problem. Iranian Journal of Psychiatry and Clinical Psychology, 4(1), 35-46. Retrieved from http://ijpcp.iums.ac.ir/article-1-1721-fa.html (Text in Persian) Kokkinos, C. M. (2013). Bullying and victimization in early adolescence: Associations with attachment style and perceived parenting. Journal of school violence, 12(2), 174-192. https://psycnet.apa.org/doi/10.1080/15388220.2013.766134 Ledford, H. (2018). Who exactly counts as an adolescent? Nature, 554(7690), 429-432. https://doi.org/10.1038/d41586-018-02169-w Lee, K. S., & Vaillancourt, T. (2018). Longitudinal associations among bullying by peers, disordered eating behavior, and symptoms of depression during adolescence. JAMA psychiatry, 75(6), 605-612. https://doi.org/10.1001/jamapsychiatry.2018.0284 Lewis, H. B. (1971). Shame and guilt in neurosis. Psychoanalytic review, 58(3), 419. Liu, Q.-Q., Yang, X.-J., Hu, Y.-T., & Zhang, C.-Y. (2020). Peer victimization, self-compassion, gender and adolescent mobile phone addiction: Unique and interactive effects. Children and Youth Services Review, 118, 105397. https://doi.org/10.1016/j.childyouth.2020.105397 Meeus, W. (2016). Adolescent psychosocial development: A review of longitudinal models and research. Developmental Psychology, 52(12), 1969. https://psycnet.apa.org/doi/10.1037/dev0000243 Mohamadi, F., Hosseininan, S., Yazdi, S. M., & MardaniRad, M. (2022). The Mediating Role of Anger in Relationship with Perceived Social Support and Cyber Bullying-Victimization Girl Adolescents. The Women and Families Cultural-Educational, 17(60), 131-153.(Text in Persian) Mohammadi, D., Badri, R., FathiAzar, F., & Nemati, S. (2021). The Effectiveness of Forgiveness Training Program on Increasing Academic well-being in Victims of Bullying Students. Quarterly of Applied Psychology, 15 (3): 565, 591, 2. https://doi.org/10.52547/apsy.2021.222731.1084 (Text in Persian) Moradi, A., & Ghobadi, K. (2020). Effect of creativity training on problem solving skills and comparison with play method in preschool children. Journal of Psychological Science. 19(85), 57-69. http://dorl.net/dor/20.1001.1.17357462.1399.19.85.8.4 (Text in Persian) Moradi, M., & Aghdasi, A. (2017). The effectiveness of critical thinking and problem solving skills on self-regulation and academic achievement strategies of high school students. . Journal of Woman and Study of Family,, 28(7), 144-129. (Text in Persian) Moradi, M., Zafar, M., & Rezaei, A. (2017). The effect of problem solving skills training in group work on decreasing depression rate and victimization rate of bullying victimization's students. Scientific research quarterly journal of cognition, 4(1), 76-88. (Text in Persian) Musarezaie, A., Momeni-Ghalehghasemi, T., Musarezaie, N., Moeini, M., & Khodaee, M. (2014). Investigate the Prevalence of Depression and its association with Demographic variables in employees. Iranian Journal of Psychiatric Nursing, 2(3), 37-45. (Text in Persian) Neff, K. D. (2003). The development and validation of a scale to measure self-compassion. Self and identity, 2(3), 223-250. https://psycnet.apa.org/doi/10.1080/15298860309027 Neff, K. D., Hsieh, Y.-P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and identity, 4(3), 263-287. https://psycnet.apa.org/doi/10.1080/13576500444000317 Ng, E. D., Chua, J. Y. X., & Shorey, S. (2022). The effectiveness of educational interventions on traditional bullying and cyberbullying among adolescents: A systematic review and meta-analysis. Trauma, Violence, & Abuse, 23(1), 132-151. https://doi.org/10.1177/1524838020933867 Pakdaman, S, Kakavand, A, and Ghanbari, S. (2011). Quality of attachment and behavioral-emotional problems in adolescents: investigating the role of fathers. Applied Psychology Quarterly, 5(2), 85-100. https://dorl.net/dor/20.1001.1.20084331.1390.5.2.2.9 (Text in Persian) Rehm, J., & Shield, K. (2019). January 1). Global burden of disease and the impact of mental and addictive disorders. Current Psychiatry Reports. Current Medicine Group LLC, 1. https://doi.org/10.1007/s11920-019-0997-0 Rice, F. (2001). Human development, developmental psychology from birth to death (M. Foroughan, Trans.). Tehran: Arjmand press. Samani, S. (2006). Comparing the level of attachment to father, mother and friends in a group of middle school students in Shiraz. Journal of Social Sciences and Humanities of Shiraz University, 49, 99-111. (Text in Persian) Samiee Zafarghandi, P. D., M., & Zare’ Bidaki, L. (2021). The Relationship between Family Environment, Social Skills, and Problem Solving among Female High School Students. Quarterly Journal Of Family and Research, 17(4), 61-82. http://dorl.net/dor/20.1001.1.26766728.1399.17.4.4.2 Shujja, S., & Atta, M. (2011). Translation and validation of Illinois Bullying Scale for Pakistani children and adolescents. Pakistan Journal of Social and Clinical Psychology, 9, 79. Smith, P. K., López-Castro, L., Robinson, S., & Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys. Aggression and violent behavior, 45, 33-40. https://psycnet.apa.org/doi/10.1016/j.avb.2018.04.006 Swanson, S. A., Crow, S. J., Le Grange, D., Swendsen, J., & Merikangas, K. R. (2011). Prevalence and correlates of eating disorders in adolescents: Results from the national comorbidity survey replication adolescent supplement. Archives of general psychiatry, 68(7), 714-723. https://doi.org/10.1001/archgenpsychiatry.2011.22 Swearer, S. M., & Hymel, S. (2015). Understanding the psychology of bullying: Moving toward a social-ecological diathesis–stress model. American Psychologist, 70(4), 344. https://psycnet.apa.org/doi/10.1037/a0038929 Walters, G. D., & Espelage, D. L. (2018). From victim to victimizer: Hostility, anger, and depression as mediators of the bullying victimization–bullying perpetration association. Journal of school psychology, 68, 73-83. https://doi.org/10.1016/j.jsp.2017.12.003 Whitman, C. N., & Gottdiener, W. H. (2015). Implicit coping styles as a predictor of aggression. Journal of Aggression, Maltreatment & Trauma, 24(7), 809-824. https://psycnet.apa.org/doi/10.1080/10926771.2015.1062447 Wu, X., Zhen, R., Shen, L., Tan, R., & Zhou, X. (2023). Patterns of elementary school students’ bullying victimization: roles of family and individual factors. Journal of interpersonal violence, 38(3-4), 2410-2431. https://doi.org/10.1177/08862605221101190 Xu, Y., Zhang, W., Yu, C., Su, P., Liu, S., & Zhen, S. (2017). Parental corporal punishment and adolescent anxiety and depression: The mediating effects of peer victimization and the moderating effects of parent-child relationship. Psychological Development and Education, 33(4), 457-467. https://doi.org/10.16187/j.cnki.issn1001-4918.2017.04.10 Yaghoubi, S., Birashk, B., Aghebati, A., & Ashouri, A. (2021). Mediating Role of External Shame and Self-compassion in the Relationship Between Peer Victimization and Depression in Adolescents. Iranian Journal of Psychiatry and Clinical Psychology, 27(1), 16-31. http://dx.doi.org/10.32598/ijpcp.27.1.3288.1 (Text in Persian) Yan, R., Xie, R., Jiang, M., Li, J., Lin, X., & Ding, W. (2022). Longitudinal relationship between bullying victimization and depression among left-behind children: roles of negative thoughts and self-compassion. Frontiers in psychology, 13, 852634. https://doi.org/10.3389/fpsyg.2022.852634 Yarnell, L. M., & Neff, K. D. (2013). Self-compassion, interpersonal conflict resolutions, and well-being. Self and identity, 12(2), 146-159. https://psycnet.apa.org/doi/10.1080/15298868.2011.649545 Zhang, H., Chi, P., Long, H., & Ren, X. (2019). Bullying victimization and depression among left-behind children in rural China: Roles of self-compassion and hope. Child abuse & neglect, 96, 104072. https://doi.org/10.1016/j.chiabu.2019.104072
| ||
|
آمار تعداد مشاهده مقاله: 1,051 تعداد دریافت فایل اصل مقاله: 458 |
||
