fa روابط ساختاری بین نشانه‌های وسواس ، ادراک از والدین، باورهای فراشناختی و خودکارآمدی در نوجوانان روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article <strong>هدف:</strong> وسواس از اختلال&shy;های روان&shy;پزشکی شدید و ناتوان&shy;کننده است که اغلب سبب اتلاف وقت می‌شود و مشکلات قابل توجهی را در روند معمول زندگی، کارکرد شغلی، فعالیت&shy;های اجتماعی و روابط بین فردی ایجاد می&shy;کند. علاوه بر محیط خانواده، سوگیری‌های شناختی آسیب&shy;پذیری‌ فرد را به وسواس افزایش می‌دهد. هدف پژوهش حاضر آزمون روابط ساختاری بین نشانه&shy;های وسواس ، ادراک از والدین، باورهای فراشناخت ناکارآمد، درهم آمیختگی فکر و خودکارآمدی در نوجوانان بود.<br> <strong>روش بررسی:</strong> پژوهش حاضر از نوع پژوهش‌های همبستگی مبتنی ‌بر روش مدل‌یابی معادلات ساختاری بود. جامعه آماری دانش آموزان دبیرستان&shy;های نوبت دوم تهران در سال 96-95 بودند، 349 دانش آموز از 8 مدرسه انتخاب و با استفاده از مقیاس وسواسی- جبری ییل براون ساخته گودمن و همکاران (۱۹۸۹)؛ مقیاس خودکارآمدی عمومی ساخته شرر و همکاران (1982)؛ مقیاس درآمیختگی افکار ولز و همکاران (2001)؛ مقیاس فراشناخت برای نوجوانان ولز و کارترایت هاتون (2004) و مقیاس ادراک والدینی رابینز (1994) مورد ارزیابی قرار گرفتند. تحلیل داده&shy;ها با استفاده از روش مدل&shy;یابی معادلات ساختاری انجام شد.<br> <strong>یافته &shy;ها: </strong>نتایج نشان داد، ادراک از فرزندپروری مادر توسط نوجوان در شکل&shy;گیری باورهای خودکارآمدی، درهم‌آمیختگی فکر در آنها نقش دارد و می&shy;تواند نشانه&shy;های وسواس در نوجوان را تبیین کند( 01/0><strong><span dir="LTR">P</span></strong>).<br> <strong>نتیجه&shy; گیری:</strong> مادران فاقد سبک فرزند پروری خود تعیین گرانه، درشکل گیری باورهای خودکارآمدی کمتر و درهم آمیختگی فکر بیشتر در فرزندان خود نقش دارند که باعث فعال شدن باورهای فراشناخت ناکارآمد و بروز نشانه&shy;های وسواس در آنها می&shy;شوند.<br> &nbsp; <strong>Background and objective:</strong> Obsessive-compulsive is a severe and disabling psychiatric disorder that often leads to waste of time and causes significant problems in the usual way of life, job performance, social activities, and interpersonal relationships. More than ninety percent of non clinical population experience the thoughts, imaginations and impulses of obsessive-compulsive that are no different from the people suffering from obsessive &ndash;compulsive in terms of shape and content. But the expression of obsessive-compulsive patients differentiates them. In other words self-regulation and the way people face their thoughts plays a role in the formation of obsessive-compulsive symptoms. The self determination theory has pointed out the perception of parenting and its role in the satisfaction of psychological needs and its effect on the motivation, cognition, behavior and self regulation in people. In the theory of self regulation learning, the perceived beliefs of parents play a role in the formation of self efficacy and self regulation of youth as the environmental conceptions of youth and based on Wels&rsquo;s meta-cognitive theory the activation of inefficient meta cognitive beliefs results in the assessment of the troubling thought as the symptom of threat and self regulatory bias that results in affective-cognitive syndrome and formation of affective outcomes such as obsessive-compulsive behaviors. mothers can establish more self efficacy in their children through giving freedom of choice, less criticism and accepting the activities of youth. Sometimes the mother threats and blames the child for something that the child has no control over that results in cognitive bias and excessive responsibility. Upon growing the child misjudges his thoughts about the outside world, the thought fusion belief is formed and their thinking about an unpleasant event results in the same event in the real world and then he feels guilty for having those thoughts. So the above self regulatory theories were combined to present a model for the symptoms of obsessive-compulsive and the present study was carried out with the aim of evalution Structural relations between variables and studying the fitness of the causal model for the symptoms of obsessive-compulsive based on the perceived parental style with the mediatory role of selfefficacy beliefs, thought fusion and inefficient metacognitive beliefs.<br> &nbsp;<br> <strong>Methods</strong><strong>:</strong> The present study was correlational based on structural equations modeling. The sample population were the second grade high school students in the 2016-2017 academic year. Random multistage sampling was used. For the sake of study implementation and choosing the subjects a letter was sent to the Department of Education in Tehran and then three regions were randomly chosen in the high school sector of the General Office (regions 2,9 and 19) and some high schools were randomly chosen in these regions. The deans of the schools provided two classes for the researchers. The questionnaires including Yale-Brown obsessive-compulsive scale by Goodman et al. (1989); General Self-Efficacy subscale by Sherer et al. (1982); Thought Fusion Instrument by Wells et al. (2001); Adolescent Meta-cognition Questionnaire by Wells & Cartwright-Hatton (2004) and Perception of Parents Scale by Robbins (1994) were distributed among students. After the collection of 400 distributed questionnaires, 349 questionnaires were chosen as thoroughly completed for the sake of study. Data analysis was performed using structural equation modeling.<br> <strong>Findings</strong><strong>:</strong> The results showed that adolescent perception of the mother plays a role in the formation of self-efficacy beliefs , thought fusion and can explain their obsessive-compulsive symptoms (P<0.01).<br> <strong><span dir="LTR">Conclusion</span></strong><strong><span dir="LTR">:</span></strong><span dir="LTR"> Mothers lacking self-determination parenting style plays a role in the less Self efficacy beliefs&nbsp; and more thought fusion in their children and activates maladaptive metacognition beliefs incidence of obsessive-compulsive symptoms in them. </span><br> &nbsp; باورهای فراشناختی, خودکارآمدی, درهم آمیختگی فکر, فرزندپروری ادراک شده, وسواس Metacognitive beliefs, Obsessive-compulsive, Perceived parenting styles, Self-efficacy, Thought fusion. 0 0 http://jdisabilstud.org/browse.php?a_code=A-10-1389-1&slc_lang=fa&sid=1 Soheila Talebi Najafabadi سهیلا طالبی نجف آبادی soheila.talebi@kiau.ac.ir 100319475328460028037 100319475328460028037 No Islamic Azad University Karaj دانشگاه آزاد کرج Ahmad Borjali احمد برجعلی borjali@atu.ac.ir 100319475328460028038 100319475328460028038 No Allameh Tabataba'i University, Tehran دانشگاه علامه طباطبایی Shahram Mohammadkhani شهرام محمدخانی Sh.mohammadkhani@gmail.com 100319475328460028039 100319475328460028039 Yes Kharazmi University, Tehran دانشگاه خوارزمی Noorali Farrokhi نورعلی فرخی Nooralifarrokhi@yahoo.com 100319475328460028040 100319475328460028040 No Allameh Tabataba'i University, Tehran دانشگاه علامه طباطبایی Esmat Danesh عصمت دانش esmat_danesh@yahoo.com 100319475328460028041 100319475328460028041 No Shahid Beheshti University دانشگاه شهیدبهشتی