Document Type : Scientific Research
Authors
1 Assistant Professor in Educational Psychology, Shahid Beheshti University
2 M.A. in General Psychology, Islamic Azad University Centeral Tehran Branch
Abstract
Objective: This study examined the mediating effect of psychological resilience on the relationship between cognitive appraisal processes and perceived social support with health behaviors and emotional well-being. Method: In a sample consisting of 409 boy adolescents, the Multidimensional Scale of Perceived Special Support (MSPSS), the Stress Appraisal Measure-Revised (SAM-R), Adolescent Resilience Scale (ARS), Health-Promoting Lifestyle Profile-II (HPLP-II) and the Positive and Negative Affect Schedule (PANAS) were administered. Structural equation modeling was used to assess the mediating effects model of psychological resilience on the relationship between cognitive appraisal processes and perceived social support with health behaviors and emotional well-being. Results: Results showed that the complete mediated model of psychological resilience on the relationship between cognitive appraisal processes and perceived social support and health behaviors and emotional well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and the psychological resilience variable accounted for 25%, 12% and 11% of the variance in health behavior, positive affect, and negative affect, respectively. Conclusion: In sum, these findings show that the part of the available variance in health behaviors and subjective well-being in the context of prediction these behavioral and emotional models by cognitive appraisals and perceived social support accounted for adolescents' psychological resilience.
Keywords
- cognitive appraisal processes
- Perceived Social Support
- psychological resilience
- health behaviors
- emotional well-being
Main Subjects
داودوندی، ف.، و شکری، ا. (1395). فرایندهای ارزیابی شناختی، هیجانات پیشرفت و تعهد تحصیلی: یک تحلیل واسطهای. فصلنامة روانشناسی تحولی: روانشناسان ایرانی، سال سیزدهم، شمارة 50، 198-183.
سادات اخوی، ز. س.، شکری، ا.، و پورشهریار، ح. (1395). سازگاری هیجانی، واکنشپذیری نسبت به تنیدگی ادراک شد و رفتارهای سبک زندگی. فصلنامة اندیشة و رفتار در روانشناسی بالینی، دورة دهم، شمارة 39، 89-47.
شکری، ا.، تمیزی، ن.، پورشهریار، ح.، عبداللهپور، م. آ.، سادات اخوی، ز. س.، و لواف، ه. (1394). ویژگیهای روانسنجی نسخة دوم نیمرخ سبک زندگی ارتقا دهندة سلامت در دانشجویان. فصلنامة اندازهگیری تربیتی، دورة ششم، شمارة 21، 60-41.
شکری، ا.، تمیزی، ن.، عبداللهپور، م. آ.، و خدامی، م. م. (1395). تحلیل ویژگیهای روانسنجی مقیاس ارزیابی استرس در دانشجویان. فصلنامة تازههای علوم شناختی، دورة هجدهم، شمارة 2، 11-1.
شکری، ا.، شهیدی، ش.، مظاهری، م. ع.، فتحآبادی، ج.، رحیمینژاد، پ.، و خانجانی، م. (1393). اثربخشی برنامة مداخلهای ایمنسازی روانی دانشجویان در برابر تجربههای هیجانی منفی بر اساسِ الگوی پیشگیری پنسیلوانیا. فصلنامة مطالعات اندازهگیری و ارزشیابی آموزشی، سال چهارم، شمارة 7، 190-165.
شکری، ا.، کرمی نوری، ر.، فراهانی، م. ن.، و مرادی، ع. ر. (1395). رواسازی میانفرهنگی مقیاس چندبُعدی حمایت اجتماعی ادراک شده در دانشجویان ایرانی و سوئدی. فصلنامة تحقیقات فرهنگی ایران، دورة نهم، شمارة 2، 100-75.
شکری، ا.، گشتاسبی، زه.، شریفی، م.، فتحآبادی، ج.، و رحیمینژاد، پ. (1395). اثربخشی برنامة بازآموزی اسنادی بر راهبردهای نظمبخشی شناختی هیجان و تابآوری تحصیلی دانشجویان. پژوهشنامة روانشناسی مثبت، سال دوم، شمارة 2، 66-51.
شکری، ا.، گودرزی، ا.، و شریفی، م. (1393). آزمون تغییرناپذیری عاملی نسخه فارسی فهرست عواطف مثبت و منفی در دو جنس. دوفصلنامة روانشناسی معاصر، دورة نهم، شمارة 1، 94-83.
گشتاسبی، ز.، شکری، ا.، فتحآبادی، ج.، و شریفی، م. (1396). تاثیر برنامة بازآموزی اسنادی بر هیجانات پیشرفت و مشغولیت تحصیلی دانشجویان. فصلنامة پژوهش در یادگیری آموزشگاهی و مجازی، سال چهارم، شمارة 4، 38-23.
عمید، م.، شکری، ا.، و زرانی، ف. (1395). الگوی روابط علّی پیشایندها و پسایندهای رفتارهای سلامت در دانشجویان. فصلنامة پژوهش در سلامت روانشناختی، دورة دهم، شمارة 3، 19-1.
منصوری، ا.، شکری، ا.، پورشهریار، ح.، پوراعتماد، ح. ر. و رحیمینژاد، پ. (1393). اثربخشی برنامة تابآوری پنسیلوانیا بر سبکهای اسنادی و سازگاری روانشناختی دانشجویان. فصلنامة روانشناسی کاربردی، سال 8، شمارة 30، 144-129
Affi, T. O., & Macmillan, H. L. (2011). Resilience following child maltreatment: areview of protective factors. Canadian Journal of Psychiatry, 56, 266–272.
Ahern, N. R., Ark, P., & Byers, J. (2008). Resilience and coping strategies in adolescents. Paediatric Nursing, 20(10), 32-36.
Allen, M. S., Vella, S. A., & Laborde, S. (2015). Health-related behaviour and personality trait development in Adulthood. Journal of Research in Personality, 59, 104–110.
Alzahrani, S. G., Sheiham, A., Tsakos, G., & Watt, R. G. (2017). Psychosocial determinants of clustering health-compromising behaviors among Saudi male adolescents. International Journal of Pediatrics and Adolescent Medicine, 4, 26-32.
Barger, J., Vitale, P., Gaughan, G. P., Feldman-Winter, L. (2017). Measuring resilience in the adolescent population: A succinct tool for outpatient adolescent health. The Journal of Pediatrics. 189, 201-206.
Bell, C. C. (2001). Cultivating resiliency in youth. Journal of Adolescent Health, 29, 75–381.
Biro, E., Veres-Balajti, I., & Kósa, K. (2016). Social support contributes to resilience among physiotherapy students: a cross sectional survey and focus group study. Physiotherapy, 102 (2), 189-195.
Bruwer, B.; Emsley, R.; Kidd, M.; Lochner, C.; & Seedat, S. (2008). Psychometric properties of the multidimensional scale of perceived social support in youth. Comprehensive Psychiatry, 49, 195–201.
Buresova, I., Klimusova, H., Dosedlova, J., & Dacerova, V. (2016). Health-related behavior of Czech adolescents. Social and Behavioral Sciences, 217, 1146 – 1152.
Carbonell, D. N., Reinherz, H. Z., Giaconia, R. M., Stashwick, C. K., Paradis, A. D., & Beardslee, W. R. (2002). Adolescent protective factors promoting resilience inyoung adults at risk for depression. Child and Adolescent Social Work Journal, 19,393–412.
Chan, S. M., Melnyk, B. M., & Chen, A. C. C. (2017). Chinese version of the healthy lifestyle beliefs scale for Taiwanese adolescents: A psychometric study. Journal of Pediatric Nursing, 32, 19–24.
Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering Hypothesis. Psychological bulletin, 98, 310–357.
Connor, M.D., & Davidson, M. D. (2003). Development of a new resilience scale: The Connor-Davidson resilience scale (CD-RISC). Depression and Anxiety, 18, 76–82.
Cortina, M. A., Stein, A., Kahn, K., Hlungwani, T. M., & Fazel, M. (2016). Cognitive styles and psychological functioning in rural South African school students: Understanding influences for risk and resilience in the face of chronic adversity. Journal of Adolescence, 49, 38-46.
Davydov, D. M., Stewart, R., Ritchie, K., & Chaudieu, I. (2010). Resilience and mental health. Clinical Psychology Review, 30(5), 479-495.
Dias P. C., & Cadime, I. (2017). Protective factors and resilience in adolescents: The mediating role of self-regulation.Psicología Educativa, 23, 37–43.
Dishion, T. J., & Connell, A. (2006). Adolescents’ resilience as a self-regulatory pro-cess: Promising themes for linking intervention with developmental science. InB.
M. Lester, A. Masten, & B. McEwen (Eds.), Resilience in children (pp. 125–138). Boston: New York Academy of Sciences.
Gardner, T., Dishion, T., & Connell, A. (2008). Adolescent self-regulation asresilience: resistance to antisocial behavior within the deviant peer con-text. Journal of Abnormal Child Psychology, 36, 273–284.
Hamdan-mansour, A., & Hamdan-Mansour, A. H. M. (2015). Correlates of resilience among university students. European Psychiatry, 30, 28–31.
Hu, T., Zhang, D., & Wang, J. (2015). A meta-analysis of the trait resilience and mental health. Personality and Individual Differences, 76, 18-27.
Javanmard, G. H. (2013). Religious Beliefs and Resilience in Academic Students. Social and Behavioral Sciences, 84, 744-748.
Kline, R. B. (2005). Principles and practices of Structural Equation Modeling (2nd Eds.). New York: Guilford.
Koelmel, E., Hughes, A. J., Alschuler, K. N., & Ehde, D. M. (2017). Resilience mediates the longitudinal relationships between social support and mental health outcomes in multiple sclerosis. Archives of Physical Medicine and Rehabilitation, 98 (6), 1139-1148.
Lazarus, R.S. (1999). Stress and emotion: A new synthesis. New York: Springer.
Lazarus, R., & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer.
Liebergall-Wischnitzer, M., Buyum, M., & DeKeyser Ganz, F. (2015). Health promoting lifestyle among Israeli adult survivors of childhood cancer. Journal of Pediatric Oncology Nursing, 1-9
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239–269.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227–238.
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85, 6–20.
Meyers, L. S., Gamest. G., & Goarin, A. J. (2006). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.
Migali, G., & Zucchelli, E. (2017). Personality traits, forgone health care and high school dropout: Evidence from US adolescents. Journal of Economic Psychology, 62, 98–119.
Oshio, A., Nakaya, M., Kaneko, H., & Nagamine, S. (2002) [Development and validation of an Adolescent Resilience Scale]. [Japanese Journal o/Counseling Science], 35, 57-65. [in Japanese with English abstract].
Oshio, A., Kaneko, H., Nagamine, S., & Nakaya, M. (2003). Construct validity of the adolescent resilience scale. Psychological Reports, 93, 1217-1222.
Peng, L., Li, M., Zuo, X., Miao, Y., Chen, L., Yu, Y., Liu, B., & Wang, T. (2014). Application of the Pennsylvania resilience training program on medical Students. Personality and Individual Differences, 61–62, 47–51.
Rew, L., & Horner, S. D. (2003). Youth resilience framework for reducing health-risk behaviors in adolescents. Journal of Pediatric Nursing, 18 (6), 379-388.
Rowley, A. A, Roesch, S. C., Jurica, B. J., Vaughn, A. A. (2005). Developing and validating a stress appraisal measure for minority adolescents. Journal of Adolescence, 28, 47–557.
Rutter, M. (2012). Resilience as a dynamic concept. Development and Psychopathology, 24, 335–344.
Sameroff, A. J., & Rosenblum, K. L. (2006). Psychosocial Constraints on the Development of Resilience. Annals of the New York Academy of Sciences, 1094, 116–124.
Seyedfatemi, N., Pourafzal, F., Inanloo, M., & Haghani, H. (2016). Perceived-stress and Resilience in Nursing Students. European Psychiatry, 30, 28–31.
Smith, G. D., & Yang, F. (2017). Stress, resilience and psychological well-being in Chinese undergraduate nursing students. Nurse Education Today, 49, 90-95.
Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137-149.
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56 (4), 445-453.
Sousa, P., Gaspar, P., Fonseca, H., Hendricks, C., & Murdaugh, C. (2015). Health promoting behaviors in adolescence: validation of the Portuguese version of the Adolescent Lifestyle Profile. Jornal de Pediatria, 91(4), 358-365.
Tajalli, P., sobhi, A., & Ganbaripanah, A. (2010). The relationship between daily hassles and social support on mental health of university students. Social and Behavioral Sciences, 5, 99–103.
Trentacosta, C. J., & Shaw, D. S. (2009). Emotional self-regulation, peer rejection, andantisocial behavior: Developmental associations from early childhood to earlyadolescence. Journal of Applied Developmental Psychology, 30, 356–365.
Ungar, M., Russell, P., & Connelly, G. (2014). School-Based Interventions to Enhance the Resilience of Students. Journal of Educational and Developmental Psychology, 4 (1), 66-83
Waaktaar, T., Christie, H. J., Borge, A. I., & Turgersen, S. (2004). Howcan young people’s resilience be enhanced? Experiences from a clinicalintervention project. Clinical Child Psychology and Psychiatry, 9, 167–183.
Walker, S., Sechrist, K., & Pender, N. (1987). The Health- Promoting Lifestyle Profile: Development and psychometric characteristics. Nursing Research, 36(2), 76–81.
Walker, S. N., Sechrist, K. R., & Pender, N. J. (1995). The health-promoting lifestyle profile II. Omaha: University of Nebraska Medical Center, College Of Nursing.
Watson, D.; Clark, L. A. & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: the PANAS scales. Journal of Personality and Social Psychology, 54: 1063–1070.
Weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
Wilks, S. E. (2008). Resilience and academic stress: The moderating impact of social support among social work students. Advances in Social Work, 9 (2), 106-125.
Wilks, S. E., & Spivey, C. A. (2010). Resilience in undergraduate social work students: Social support and adjustment to academic stress. Social Work Education, 29 (3), 276–288.
Villasana, M., Alonso-Tapia, J., & Ruiz, M. (2017). Coping processes and personality factors as predictors of resilience in adolescent students: Validation of a structural model. Revista de Psicodidáctica, 22 (2), 93-101.
Zimet, G. D.; Dahlem, N. W.; Zimet, S. G.; & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52 (1), 30-41.
Zhao, F. F., Guo, Y., Suhonen, R., & Leino-Kilpi, H. (2016). Subjective well-being and its association with peer caring and resilience among nursing vs medical students: A questionnaire study. Nurse Education Today, 37, 108-113.
Zolkoski, S. M., & Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34, 2295–2303.
)