روابط ساختاری نظریۀ ذهن با رفتار مخاطره آمیز در کودکان دارای کمبود توجه/فزون-کنشی با میانجی گری بدرفتاری روان شناختی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این پژوهش با هدف بررسی روابط ساختاری نظریه ذهن با رفتار مخاطره آمیز در کودکان دارای کمبود توجه/فزون کنشی با میانجی گری بدرفتاری روانشناختی انجام شد. روش پژوهش توصیفی- همبستگی است. جامعه آماری این پژوهش را کلیه کودکان 8 تا 12 سال شهر تهران تشکیل می دادند. نمونه پژوهش 316 نفر از کودکان دارای کمبود توجه/ فزون کنشی شهر تهران بود که به روش نمونه گیری در دسترس انتخاب شدند. برای جمع آوری داده های پژوهش از پرسشنامه نظریه ذهن (استیرمن، 1999)، بدرفتاری روانشناختی (فیدل، 1989) و مقیاس خطرپذیری (آیبرگ و پینگوس، 1999) استفاده شد. جهت ارزیابی الگوی پیشنهادی از تحلیل مسیر با استفاده از AMOS ویراست 24 و SPSS 27 استفاده شد. نتایج حاصل از ضریب همبستگی نشان داد که بین نظریه ذهن با بدرفتاری روانشناختی و رفتارهای مخاطره آمیز رابطه منفی وجود دارد (05/0≥P). یافته ها حاکی از برازش مناسب الگوی پیشنهادی با داده هاست. نتایج حاصل از الگوی ساختاری نشان داد که 17 درصد از واریانس بدرفتاری روانشناختی توسط نظریه ذهن و 56 درصد از واریانس رفتار مخاطره آمیز توسط نظریه ذهن و بدرفتاری روانشناختی تبیین می شود. می توان نتیجه گرفت که نقص در نظریه ذهن در تعامل با ادراک بدرفتاری روانشناختی در کودکان کمبود توجه و فزون کنشی می تواند زمینه ساز بروز رفتارهای مخاطره آمیز در کودکان شود. بنابراین رفتارهای مخاطره آمیز و تکانشی در کودکان کمبود توجه و فزون کنشی نیازمند مداخلات روانشناختی مبتنی بر شواهد است.Structural Relationships between Theory of Mind and Risky Behavior in Children with Attention Deficit/Hyperactivity Mediated by Psychological Maltreatment
This study aimed to investigate the structural relationship between the theory of mind (TOM) and risky behavior in children with attention-deficit/hyperactivity by mediating psychological maltreatment. The research method is descriptive-correlational. The statistical population of this study was all children aged 8 to 12 years in Tehran. The sample consisted of 316 children with ADHD in Tehran referring to psychiatric clinics who were selected by the available sampling method. Psychological Maltreatment (Fidel, 1989), the Eyberg Child Behavior Inventory (Eyberg and Pincus, 1999), and the Theory of Mind Questionnaire (Steememan, 1994) were used to collect the research data. Structural equation modeling was used to evaluate the proposed model using AMOS version 24 and SPSS 27. The results of the correlation coefficient showed that there is a negative relationship between TOM and psychological maltreatment and risk-taking behaviors (P<0.05). Findings indicate that the proposed model fits the data appropriately. The results of the structural model showed that 17% of the variance of psychological maltreatment is explained by TOM and 56% of the variance of risk-taking behaviors is explained by TOM and psychological maltreatment. It can be concluded that deficits in TOM in interaction with the perception of psychological maltreatment in children with ADHD can be a precursor to risky-taking behaviors in children. Therefore, risk-taking behaviors and impulsive behaviors in children with ADHD require evidence-based psychological interventions. Keywords: Theory of Mind, Risk-Taking Behaviors, ADHD, Psychological maltreatment, Children. Introduction Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder defined by persistent patterns of inattentiveness and hyperactivity/impulsivity that cause impairment in several areas of life (American Psychiatric Association, 2013; Dekkers et al., 2020). The prevalence of ADHD in children and adolescents is estimated to be 4 to 6 percent (Miklós et al., 2019). The prevalence of this disorder in Iranian children aged 6 to 11 years is estimated to range from 6.33 to 8.66 (Piroti et al., 2021). ADHD is one of the most common psychiatric disorders in childhood (Polanczyk et al, 2014); in addition to the damage, it has for children and their families, the financial burden caused by the lack of attention and overactivity for society is also high (Robb et al., 2011; Dekkers et al., 2020). A significant part of these costs is related to risk-taking behaviors (Matza et al., 2005). ADHD has been linked to a variety of risky behaviors (risk-taking) in real life, such as substance abuse, risky driving, gambling, or unsafe sex (Pollak et al., 2019). Also, in laboratory risky behaviors, children and adolescents with ADHD show higher risk-taking behaviors than the control group (Dekkers et al., 2016). In general, considering that impulsive behaviors in children and adolescents with ADHD can increase their vulnerability to risk-taking behaviors (Crone, & Dahl, 2012), it seems important to study the basic mechanisms that can help to understand our theoretical knowledge and ultimately reduce risky behaviors in this group of individuals. Several empirical studies show that peer presence and encouragement increase risky behaviors in growing adolescents (Gardner, & Steinberg, 2005; Chein et al., 2011; Cavalca et al., 2013; Smith et al., 2014). According to the widely used dual systems model (Steinberg, 2010), this increase in risky behaviors during adolescence can be explained by the faster development of social-emotional brain systems than cognitive control systems, which increases reward-seeking behavior (Strang et al., 2013; Dekkers et al., 2020). The results of studies show that children with ADHD have problems with theory of mind (TOM) compared to children without neurodevelopmental disorder (Maoz et al., 2019). The theory of mind is involved in social cognition, as it evaluates our ability t
تبلیغات
