情绪智力、情绪调节、沟通技巧、自我效能感和父母表现与回避-不安全依恋风格在青少年攻击模式呈现中的中介作用的关系

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引用次数: 0

摘要

背景:攻击性行为被认为是任何社会中的基本社会问题之一,由于其在儿童和青少年时期的重要性而被特别注意到。本研究旨在提出青少年的攻击性模型,以确定情商、情绪调节、沟通技能、自我效能感和父母表现之间的关系,以及回避-不安全依恋风格的中介作用。方法:采用结构方程模型进行相关研究。研究人群包括2019-20学年伊朗德黑兰市的所有女高中生。使用聚类随机抽样方法(n=384)选择样本。本研究使用的工具包括Buss-Perry攻击性问卷、Bar on情商问卷、情绪调节问卷、交际技能问卷、一般自我效能感量表、成人依恋量表和家庭评估设备。数据分析在LISREL 8.80软件中使用Pearson相关系数和结构方程建模进行。结果:情绪智力(β=-0.42,P<0.001)、情绪调节(β=-0.139,P<0.001。结论:根据研究结果,情绪智力、情绪调节、沟通技能、自我效能感和父母表现在回避-不安全依恋风格的中介作用下可能是青少年攻击性的合适模型
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relationship Between Emotional Intelligence, Emotional Regulation, Communication Skills, Self-efficacy, and Parents’ Performance with Mediating Role of Avoidance Insecure Attachment Style for Presenting the Aggression Model in Teenagers
Background: Aggressive behavior is considered one of the fundamental social problems in any society that is specifically noted due to its importance in childhood and adolescence period. The current research was performed to present the aggression model in teenagers to determine the relationship between emotional intelligence, emotional regulation, communicative skills, self-efficacy, and parents’ performance with the mediating role of avoidance insecure attachment style. Methods: The present correlational study was conducted using structural equation modeling. The population of the research consisted of all female high school students of Tehran city, Iran, in the academic year of 2019-20. The samples were selected using a cluster random sampling method (n=384). The instruments used in this research to collect the required data included the Buss-Perry Aggression Questionnaire, Bar-on Emotional Quotient Inventory, Emotion Regulation Questionnaire, Communicative Skills Questionnaire, General Self-Efficacy Scale, Adult Attachment Scale, and Family Assessment Device. The data analysis was carried out in LISREL 8.80 software using Pearson correlation coefficient and structural equation modeling. Results: The results showed that emotional intelligence (β=-0.42, P<0.001), emotion regulation (β=-0.39, P<0.001), communication skills (β=-0.37, P<0.001), self-efficacy (β= 0.43, P<0.001), and avoidance insecure attachment style (β=-0.45, P<0.001) had a negative and inverse effect on aggression. Conclusion: Based on the findings of the study, emotional intelligence, emotional regulation, communicative skills, self-efficacy, and parents’ performance with the mediating role of avoidance insecure attachment style could be an appropriate model for aggression in teenagers
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