پديد آورندگان :
موقر، مهشيد دانشگاه آزاد اسلامي واحد قم - گروه روانشناسي , ميرزا حسيني، حسن دانشگاه آزاد اسلامي واحد قم - گروه روانشناسي , ضرغام حاجبي، مجيد دانشگاه آزاد اسلامي واحد قم - گروه روانشناسي
كليدواژه :
افسردگي , حمايت اجتماعي , نگرش ناكارآمد , كودكان
چكيده فارسي :
زمينه و هدف: يكي از اختلالات شايع دوران كودكي، افسردگي است. پژوهشگران بر شناسايي عوامل مرتبط با افسردگي در دورهٔ كودكي تأكيد كرده‌اند. اين پژوهش با هدف تبيين افسردگي براساس نقش مستقيم حمايت اجتماعي و نقش ميانجي نگرش ناكارآمد در كودكان انجام شد.
روش‌بررسي: طرح پژوهش حاضر توصيفي از نوع همبستگي بود. جامعهٔ آماري را تمامي كودكان مراكز بهزيستي تهران به تعداد 1120 كودك 7تا12 سال در 79 مركز در سال 1396 تشكيل دادند كه 545 نفر به‌شيوهٔ نمونه‌گيري دردسترس انتخاب شدند. ابزارها شامل پرسشنامهٔ افسردگي كودكان كواكس (1992) و پرسشنامهٔ نگرش ناكارآمد كودكان دوالساندرو و بورتون (2006) و پرسشنامهٔ حمايت اجتماعي پروسيدانو و هلر (1983) بود. داده‌ها با استفاده از نرم‌افزارهاي SPSS نسخهٔ 22 وAMOS نسخهٔ 23 تحليل شدند. آزمون‌هاي همبستگي پيرسون و معادلات ساختاري با سطح معناداري 0٫05 به‌كار رفت.
يافته‌ها: نتايج همبستگي پيرسون نشان داد كه نگرش ناكارآمد فردي با حمايت اجتماعي ارتباط معكوس ومعنادار (0٫001>p و 0٫89-=r) و با افسردگي رابطهٔ مستقيم و معناداري دارد (0٫001>p و 0٫66=r). همچنين بين نگرش ناكارآمد اجتماعي با حمايت اجتماعي ارتباط معكوس و معنادار (0٫001>p و 0٫86-=r) و با افسردگي رابطهٔ مستقيم و معناداري مشاهده مي‌شود (0٫001>p و 0٫61=r). نمرهٔ كل نگرش ناكارآمد نيز با حمايت اجتماعي داراي ارتباط معكوس و معنادار (0٫001>p و 0٫88-=r) و با افسردگي داراي رابطهٔ مستقيم و معناداري است (0٫001>p و 0٫64=r). همين‌طور حمايت اجتماعي با افسردگي ارتباط معكوس و معناداري دارد (0٫001>p و 0٫43-=r). همچنين در سطح معادلات ساختاري نتايج مشخص كرد كه حمايت اجتماعي با نقش ميانجي نگرش ناكارآمد مي‌تواند پيش‌بيني‌كنندهٔ افسردگي در كودكان باشد (0٫001>p و 0٫37-=r).
نتيجه‌گيري: به‌طوركلي نتايج پژوهش حاضر نشان داد كه حمايت اجتماعي با نقش ميانجي نگرش ناكارآمد مي‌تواند مدل مطلوبي جهت پيش‌بيني افسردگي در كودكان باشد.
چكيده لاتين :
Background & Objective: Depression (major depressive disorder) is a frequent and severe psychiatric illness that negatively affects how one
feels, the way one thinks, and how one acts, and it is also treatable. Depression causes feelings of sadness and/or a loss of interest in activities
once enjoyed. It can lead to a variety of emotional and physical problems and can decrease a person’s ability to function at school and home.
Researchers have identified the factors associated with depression in childhood. Social support is a multidimensional concept defined in various
ways, for example, it can be defined as a resource provided by others, as a means to deal with stress, or as an exchange of resources. On the other
hand, some scholars have defined social support as the amount of love, companionship, care, respect, attention, and assistance received by the
individual or other groups such as family members, friends, and others. Some social support is a social reality, and others see it as a result of the
perception and perception of the individual. Sarason considers that social support is a multi–dimensional concept that embraces both real and
imaginary dimensions. In sum, perhaps social support is the feeling that the person is at the center of attention of others, that others value him,
and that he belongs to a social network. Attitude is a combination of beliefs and excitements that prepare a person in advance to look at others,
objects, and groups positively or negatively. Attitudes summarize the evaluation of objects and, as a result, predict or guide future actions or
behaviors. Attitude can be defined in terms of learning theories and cognitive approaches. In each of these theories, the concept of attitude is
defined differently and emphasizes each of the different aspects of attitude. The purpose of this study was to explain depression based on the
direct role of social support and mediating the role of an ineffective attitude in children.
Methods: The research method was descriptive and correlational methods. The statistical population of this study was all children of Tehran's
welfare centers in 1120 children aged 7 to 12 years in 79 centers in 2018 that 545 children were selected by available sampling method. The
research instruments included the Kovacs children's depression inventory (1992), dysfunctional attitude of children questionnaire of
D’Alessandro and Burton (2006), Procidano and Heller's social support questionnaire (1983). Data were analyzed using SPSS–22 and AMOS
23 software. Path analysis and Pearson correlation were applied in order to analyze the data.
Results: Pearson's correlation showed that ineffective attitude of individual with social support was inverse and significant (p<0.001, r=–0.89)
and had a direct and significant relationship with depression (p<0.001, r=0.66). In addition, there was a significant negative relationship between
social inefficient attitude and social support (p<0.001, r=–0.86), and there was a direct and significant relationship with depression (p<0.001,
r=0.61). The total score of inefficient attitude with social support was inverse and significant (p<0.001, r=–0.88) and had a direct and significant
relationship with depression (p<0.001, r=0.64). Social support had inverse and significant relationship with depression (p<0.001, r=–0.43). In
addition, at the level of structural equation results, social support can predict depression in children with mediating role of inefficient attitude
(p<0.001, r=–0.37).
Conclusion: In general, the results of this study revealed that social support with the mediator role of dysfunctional attitude could be a desirable
model for predicting depression in children. As a result, the results of this study can be used to identify the type of social support and dysfunctional
attitude in psychological counseling in depressed children.
