رابطه سرشت و منش با خرد به وساطت راهبردهای تنظیم شناختی هیجان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف بررسی ارتباط سرشت و منش با خردمندی به وساطت راهبردهای تنظیم شناختی هیجان در دانشجویان دانشگاه آزاد اسلامی واحد همدان صورت پذیرفت. روش پژوهش توصیفی از نوع همبستگی بود. با استفاده از فرمول تعیین حجم نمونه در تحلیل رگرسیون 400 نفر از دانشجویان دانشگاه آزاداسلامی واحد همدان به عنوان نمونه این پژوهش انتخاب شدند. ابزارهای مورد استفاده پرسشنامه های خردمندی، سرشت و منش و تنظیم هیجان بود. تحلیل داده ها به روش آماری تحلیل مسیر انجام شد و برای بررسی نقش واسطه ای متغیرها از آزمون بوت استراپ استفاده شد. یافته ها نشان داد ارتباط سرشت و منش با خردمندی دانشجویان از طریق نقش واسطه ای راهبردهای مثبت تنظیم هیجان ار برازش خوبی برخوردار است. این مسیر از طریق راهبردهای مثبت تنظیم هیجان به خردمندی اثر بیشتری داشت. همچنین روابط مستقیم وغیر مستقیم سرشت ومنش با خردمندی مورد تایید قرار گرفت. منش از طریق راهبردهای مثبت تنظیم هیجان (به عنوان متغیر کلیدی مدل) بر خردمندی اثرگذار بود. رابطه مستقیم و غیر مستقیم سرشت با خرد معنادار نبود. به طور کلی راهبردهای مثبت تنظیم هیجان نقش میانجی در رابطه بین سرشت و منش با خردمندی ایفا کرد. انجام دادن اقدامات مناسب برای افزایش راهبردهای مثبت تنظیم هیجان و خردمندی در دانشجویان پیشنهاد می-شود.The Relationship between Temperament and Character with Wisdom Through Cognitive Regulation Strategies of Emotion
This study aimed to investigate the relationship between temperament and character and wisdom through the mediation of cognitive-emotion regulation strategies. The research method was descriptive and correlational. Using the formula for determining the sample size in regression analysis, 400 students of Islamic Azad University of Hamedan Branch, Hamedan, Iran were selected as the sample of this study. The tools used were questionnaires on Wisdom, Temperament and Character, and Emotion regulation. Data analysis was performed using the statistical method of path analysis, and the bootstrap test was used to examine the mediating role of variables. The findings showed that the relationship between temperament and character and students' wisdom through the mediating role of positive emotion regulation strategies had a good fit. Positive emotion regulation strategies had a greater effect on wisdom than negative strategies. Also, the direct and indirect relationships between temperament and character and wisdom were confirmed. Character had an effect on wisdom through positive emotion regulation strategies (as a key variable in the model). The direct and indirect relationship between temperament and wisdom was not significant. In general, positive emotion regulation strategies played a mediating role in the relationship between temperament and wisdom. Taking appropriate measures to increase positive emotion regulation strategies and wisdom in students is recommended.Introduction*Psychological research on wisdom was a small and insignificant field for many years, however, in the last few decades it has been growing exponentially and has attracted more attention inside and outside psychology. Among the factors affecting wisdom is the structure of the individual's personality, which is composed of temperament and character components. Other factors affecting wisdom are cognitive emotion regulation skills. Given that personality components are at the forefront of wisdom antecedents, examining the factors that predict wisdom seems essential and important in order to achieve its positive outcomes. Based on the following conceptual model, the present study aimed to answer the question:RQ: Are temperament and character related to wisdom through the mediation of cognitive emotion regulation strategies? MethodThe research method was correlational with structural equation modeling. The statistical population of the study was all undergraduate and graduate students of Islamic Azad University, Hamedan Branch, Iran who were selected using the formula for determining the sample size in regression analysis by the convenience sampling method, 400 people. The data were analyzed using structural equation modeling software with the partial least squares method, statistical analysis in social sciences, and Pearson correlation analysis method. Temperament and Character Inventory (TCI): developed by Cloninger et al. The TCI model operates with seven dimensions of personality traits: novelty seeking (NS), harm avoidance (HA), reward dependence (RD), perseverance (PS), and personalities: self-directedness (SD), cooperativeness (CO), and self-transcendence (ST). The dimensions are determined from a 240-question questionnaire. Alpha coefficients for the inventory ranged from 0.44 for the Stability scale to 0.81 for the ST scale with a median of 0.68 (Dadfer et al., 2010). Garner Emotion Regulation Questionnaire: The Cognitive Emotion Regulation Questionnaire (CERQ) was developed in 2001 (Garnefski & Kraaij, 2006). Nine cognitive emotion regulation strategies in the CERQ were distinguished based on theoretical and empirical foundations. Each refers to what someone thinks about after experiencing threatening or stressful events. Results showed that the CERQ has good factorial validity and high reliability, with Cronbach's αs between 0.75 and 0.87 (Garnefski & Kraaij, 2007). Three-dimensional microscale: This instrument was developed by Ardlet in 2003. version of the 3D-WS included 14 items for cognitive, 12 items for reflective, and 13 items for the emotional component of wisdom. The results indicate that the 3D-WS can be considered a reliable and valid instrument and a promising measure of latent variable wisdom in large, standardized surveys of older populations. In this instrument, 24 items are rated on a 5-point Likert scale from “definitely true for me” to “not true for me” and another 15 items are rated on a 5-point Likert scale from “strongly agree” to “strongly disagree” (Ardlet, 2004)ResultsThe highest score among cognitive emotion regulation strategies is positive refocusing (29) and blaming others has the lowest score (8.80). The average scores in positive emotion regulation were (50.35) and negative emotion regulation were (61.01). In the temperament scales, the highest average was obtained in the harm avoidance dimension (9.38) and the lowest score was obtained in the perseverance dimension (5). In the character scales, the highest average was obtained in the cooperation dimension (15.69) and the lowest score was obtained in the self-transcendence dimension (13). Figure 1 The drawn model of the research along with the significant Z values of the path coefficientstemperment and character Cognitive emotion regulation strategieswisdomreflectionemotional cognitive0.8790.530 17.065 22.6640.2860.0960.1590.0860.0000.0000.0000.0000.1560.0000.0000.0000.0150.0000.0000.0000.0000.000 Rumination blameanother blameself Catastrophe acceptance P evaluation pattention self develop Self-drivingcooperationseek rewardPerseverancenewness Avoid injury The indirect path of temperament and character through emotion regulation with wisdom had a medium coefficient. The T-values for the path of temperament and character with wisdom were 0.286, which were significant at the 95% confidence level. Also, this value for the path between emotion regulation and wisdom was 664.22, which indicates its significance. There were no significant levels between the direct path of nature and character and wisdom, indicating that this component had not been able to show its relationship with the wisdom construct well. Table 1 Examining the Direct and Indirect Effects of Model Variables PathDirect effectErrorIndirect effectMeaningfulness1Nature and character -> emotion regulation -> wisdom 0.054 849/12 *00/02Emotion regulation -> wisdom664/22 0/42 *000/03Temperament -> Regulation of excitement17/065 0.043 *000/04Nature and character -> wisdom 13/253 00/51 000*/0 *p<0/05The effect size for the nature and character variable on emotion regulation (1.150) was medium, and for the nature and character variable on wisdom (0.001) and emotion regulation on wisdom (3.545). Table 2 The Effect Size (f2) of Structural Model Variables 1/150 Temperament -> Regulation of excitement0.001 Nature and character -> wisdom3/545 Emotion regulation -> wisdomFigure 2Examining the Direct and Indirect Effects of Model Variables temperment and character Cognitive emotion regulation strategieswisdomreflectionemotional cognitive0.8790.530 1.150 3.5450.0010.2020.1590.8070.842 0.086-0.5720.609-0.1630.6520.735-0.4760.379-0.7080.7550.711 110.8080.741 Rumination blameanother blameself Catastrophe acceptance P evaluation p attention self develop Self-drivingcooperationseek rewardPerseverancenewness Avoid injury Table 3Structural Model Fit IndexQ² (=1-SSE/SSO)Variables0/115Srmr2/030Du-ls0/783d-g358/612Ch-square ConclusionConsidering the role of temperament and character on wisdom and due to the significant research gap in this field in the country, the present study was conducted with the aim of investigating the relationship between temperament and wisdom with the mediating role of cognitive emotion regulation strategies. The main hypothesis of the study was that temperament and character are related to wisdom through cognitive emotion regulation strategies, and it was confirmed and the developed model had a good fit. 0.87% of the wisdom variance was explained by the model. This finding is consistent with the findings of some studies (Cloninger, 2004; Judith Glück et al., 2020; Weststrate et al., 2019). The details of the research results showed that the effect of temperament and character on wisdom is greater through character. On the other hand, according to Ardelts wisdom theory, wisdom is acquired and increases with age to the extent that the person allows himself to learn, therefore wisdom and character have a positive relationship, that is, with the increase in character, wisdom also increased in the research sample, and the higher level of character compared to character had no relationship with wisdom. Also, the effectiveness of emotion regulation was greater than character, and this effect was evident in positive emotion regulation strategies. Therefore, positive emotion regulation was able to explain more variance in wisdom. The growth of wisdom results from a dialectical interaction between emotions and cognition.Ethical considerations Compliance with ethical guidelines: We strictly adhered to all ethical considerations throughout the research process. This included ensuring the confidentiality of participants’ identities and obtaining informed consent from all participants.Author involvement: The authors were fully involved in all stages and processes of the study.Conflicts of interest: The authors declare no conflicts of interest for this study.Funding: The authors did not receive any financial support for the study.Acknowledgements: The authors would like to thank all participants for their time and participation in this study *. Corresponding author
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