الدور الوسيط للدعم الاجتماعي المدرك في العلاقة بين التشوهات المعرفية والتفكير الانتحاري لدى المراهقين

نوع المستند : المقالة الأصلية

المؤلف

قسم علم النفس، كلية الآداب، جامعة أسيوط، مصر

المستخلص

هدف البحث الحالي إلى تعرّف التأثيرات المباشرة وغير المباشرة بين الدعم الاجتماعي المدرك (متغير وسيط)، والتشوهات المعرفية (متغير مستقل)، والتفكير الانتحاري (متغير تابع) لدى طلاب المرحلتين الثانوية والجامعية كل على حدة، ومدى اختلاف كل من: الدعم الاجتماعي المدرك، والتشوهات المعرفية، والتفكير الانتحاري لدى المراهقين باختلاف متغيري: النوع (ذكرًا/ أنثى)، والمرحلة التعليمية (ثانوي/ جامعي)، والتفاعل بينهما"، وتكونت العينة من (ن= 714) طلبة وطالبات المرحلتين الثانوية والجامعية، ممن تراوحت أعمارهم ما بين (15- 21) سنة، بمتوسط عمري قدره (21,18) سنة، وانحراف معياري قدره (±746,1) سنة. وقد تم استخدام مقياس الدعم الاجتماعي المدرك (إعداد: Zimet et al., 1988، ترجمة: الباحثة)، ومقياس التشوهات المعرفية (إعداد: Birere, 2000، ترجمة: الباحثة)، ومقياس احتمالية الانتحار (إعداد: Gull & Gill, 1982، ترجمة: عبدالرقيب البحيري، 2003). وأوضحت النتائج: وجود تأثيرات مباشرة وغير مباشرة دالة إحصائيًا بين الدعم الاجتماعي المدرك والتشوهات المعرفية والتفكير الانتحاري لدى طلاب المرحلة الثانوية، ووجود تأثيرات مباشرة دالة إحصائيًا بين الدعم الاجتماعي المدرك والتشوهات المعرفية، وبين التشوهات المعرفية والتفكير الانتحاري لدى طلاب المرحلة الجامعية، بينما لا توجد تأثيرات مباشرة بين الدعم الاجتماعي المدرك والتفكير الانتحاري، ولا توجد تأثيرات غير مباشرة بين التشوهات المعرفية والتفكير الانتحاري بواسطة الدعم الاجتماعي المدرك لدى طلاب المرحلة الجامعية. كما أظهرت النتائج وجود فروق دالة إحصائيًا في الدعم الاجتماعي المدرك وأبعاده الثلاثة وفقًا للمرحلة التعليمية والتفاعل بين المتغيرين، ووجود فروق دالة إحصائيًا في التشوهات المعرفية وأبعادها وفقًا للنوع فيما عدا بُعدي (النقد الذاتي، لوم النفس)، ووفقًا للمرحلة التعليمية فيما عدا بُعد (اليأس)، وكذلك وجود فروق دالة إحصائيًا في التفكير الانتحاري وفقًا للنوع والمرحلة التعليمية والتفاعل بينهما. 
The aim of this research is to identify the direct and indirect effects between perceived social support (mediator variable), cognitive distortions (independent variable), and suicidal ideation (dependent variable) among secondary and university students separately, and the extent of the difference between: perceived social support, cognitive distortions, and suicidal ideation among adolescents according to the variables: gender (male/female), educational stage (secondary/university), and the interaction between them. The sample consisted of (n= 714) male and female secondary and university students, whose ages ranged between (15- 21) years, with an average age of (21.18) and a standard deviation of (1.746±). The Perceived Social Support Scale (prepared by: Zimet et al., 1988, translated by: the researcher), the Cognitive Distortions Scale (prepared by: Birere, 2000, translated by: the researcher), and the Suicide ideation Scale (prepared by: Gull & Gill, 1982, translated by: Abdul Raqib Al-Buhairi, 2003) were used. The results showed: There are statistically significant direct and indirect effects between perceived social support, cognitive distortions, and suicidal ideation among high school students, direct effects between perceived social support and cognitive distortions, between cognitive distortions and suicidal ideation among university students, while there are no direct effects between perceived social support and suicidal ideation, there are no indirect effects between cognitive distortions and suicidal ideation through perceived social support among university students. The results also showed statistically significant differences in perceived social support and its three dimensions according to the educational stage and the interaction between the two variables, and statistically significant differences in cognitive distortions and their dimensions according to gender except for the dimensions (Self-criticism, self-blame), and according to the educational stage except for the dimension (Hopelessness), as well as statistically significant differences in suicidal thinking according to gender and educational stage and the interaction between them.

الكلمات الرئيسية

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