Coping Through Fantasy: The Role of Difficulties in Emotion Regulation and Psychological Acceptance in the Link between Childhood Trauma and Maladaptive Daydreaming
محل انتشار: مجله بین المللی علوم رفتاری، دوره: 19، شماره: 4
سال انتشار: 1405
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 166
فایل این مقاله در 9 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_BEHAVS-19-4_002
تاریخ نمایه سازی: 5 خرداد 1405
چکیده مقاله:
Introduction: This study aimed to investigate the impact of childhood trauma on maladaptive daydreaming, considering the mediating roles of difficulties in emotion regulation and psychological acceptance.Method: This cross-sectional, correlational study was conducted on a sample comprising nurses working in hospitals in Tehran in ۲۰۲۱. A total of ۲۲۵ participants were selected through convenience sampling. Data were collected using the ۱۶-item Maladaptive Daydreaming Scale (MDS-۱۶; Somer et al.), the Childhood Trauma Questionnaire (CTQ; Bernstein et al.), the Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer), and the Acceptance and Action Questionnaire–II (AAQ-II; Bond et al.) Data analysis was performed using Pearson correlation, Structural Equation Modeling (SEM(.Results: The SEM showed that childhood trauma had a small but significant positive direct effect on maladaptive daydreaming (β=۰.۱۲, p=۰.۰۲۷). Emotion regulation difficulties had a strong positive effect (β=۰.۴۷, p<۰.۰۰۱), while psychological acceptance had a significant negative effect (β=−۰.۱۸, p<۰.۰۰۱). Childhood trauma was associated with poorer emotion regulation (β=۰.۵۸) and lower acceptance (β=−۰.۵۱). Both variables significantly mediated the trauma–maladaptive daydreaming relationship. Conclusion: According the findings of the present study, childhood trauma influenced maladaptive daydreaming directly and indirectly, with emotion regulation difficulties and psychological acceptance mediating this relationship among nurses.
کلیدواژه ها:
نویسندگان
Seyed-Ali Kazemi-Rezaei
Department of Psychology and Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran
Marzie Hashemi
Department of Psychology and Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran
Farshad Ahmadi
Department of Clinical Psychology, Sa.C; Islamic Azad University, Sanandaj, Iran
Peyman Hatamian
Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :