fa مدل ساختاری بلوغ عاطفی بر اساس سبک‌های هویت با نقش میانجی‌گری معنای زندگی در نوجوانان متوسطه دوم شهر تهران مشاوره counseling پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پژوهش حاضر با هدف بررسی نقش واسطه&shy;ای </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">معنای زندگی در رابطه بین سبک&shy;های هویت با بلوغ عاطفی شده </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">انجام شد. پژوهش حاضر توصیفی_همبستگی از نوع تحلیل مسیر بود. </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">جامعه آماری این پژوهش کلیه نوجوانان دختر مشغول به تحصیل در مقطع متوسطه دوم شهر تهران در سال تحصیلی 1401- 1400 بودند</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">. به روش نمونه&shy;گیری در دسترس، نمونه‌ای تعداد 289 نفر انتخاب و </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">در مطالعه شرکت کردند</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">. </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ابزارهای این پژوهش شامل مقیاس بلوغ عاطفی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">EMS</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، سینگ و بهارگاوا، 1990)، سیاهه سبک هویت (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">ISI</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، برزونسکی، </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">1992</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">و </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پرسشنامه معنای زندگی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">MLQ</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، استگر و همکاران، 2006) بود</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ن</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">د.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> داده&shy;ها با استفاده از روش تحلیل مسیر تجزیه و تحلیل شدند. </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتایج </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تحلیل معادلات ساختاری</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:"> حاکی از برازش مناسب مدل بود. </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">یافته&shy;ها نشان داد که سبک&shy;های هویت اطلاعاتی و متعهد به صورت مستقیم قادر به پیش&shy;بینی بلوغ عاطفی بودند (</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۰01/۰</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">p&lsaquo;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">). همچنین سبک&shy;های هویتی سردرگم و هنجاری به صورت غیرمستقیم از طریق معنای زندگی توانستند بلوغ عاطفی را پیش</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">&shy;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بینی کند (</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">۰01/۰</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">p&lsaquo;</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">). </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">این نتایج نشان می</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">&shy;</span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دهد که </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">سبک&shy;های هویت </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">با توجه به نقش مهم معنای زندگی می&shy;توانند تبیین کننده </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بلوغ عاطفی </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">باشند و لزوم توجه به این عوامل در تعامل با یکدیگر ضروری است.</span></span></span></span></span></span></span></span></span> <span style="font-size:10pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">This research was conducted to investigate the mediating role of the meaning of life in the relationship between identity styles with emotional maturity. The current research was a descriptive-correlation type of path analysis. The statistical population of this research was all adolescent girls who were studying in the second secondary level of Tehran city in the academic year of 2021-2022.</span></span> <span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Using the available sampling method, a sample of 289 people was selected and participated in the study. Research tools included the emotional Maturity Scale (</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">EMS, </span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">Singh & Bhargava</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">, 1990</span></span><span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">), Identity Style Inventory (ISI, Berzonsky, 1992), and Meaning Life questionnaire (MLQ, Steger & et al, 2006). The data were analyzed using the path analysis method. The results of the structural equation analysis indicated the appropriate fit of the model. The findings showed that informational and moratorium identity styles were able to predict emotional maturity (p<0.001) directly. Also, confused and normative identity styles were able to predict emotional maturity indirectly through the meaning of life (p<0.001). These results show that identity styles, considering the important role of the meaning of life, can explain emotional maturity and it is necessary to pay attention to these factors in interaction with each other.</span></span></span></span></span></span> بلوغ عاطفی, سبک­های هویت, معنای زندگی. Emotional Maturity, Identity Styles, Meaning of Life. 71 80 http://frooyesh.ir/browse.php?a_code=A-10-11965-1&slc_lang=fa&sid=1 Zeynab Elmi زینب علمی z.elmi1981@gmail.com 100319475328460068891 100319475328460068891 No Ph.D. Student of Counseling, Department of Counseling, Science and Research Branch, Islamic Azad University, Tehran, Iran. دانشجوی دکتری مشاوره، گروه مشاوره، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. Ali Delavar علی دلاور a.delavar@atu.ac.ir 100319475328460068892 100319475328460068892 Yes Professor, Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. استاد، گروه سنجش و اندازه­گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. Esfandiar Azad اسفندیار آزاد Esazad@yahoo.com 100319475328460068893 100319475328460068893 No Associate Professor, Behavioral Sciences Research Center, Life Style Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran. دانشیار، مرکز تحقیقات علوم رفتاری، پژوهشکده سبک زندگی، دانشگاه علوم پزشکی بقیه ­الله (عج)، تهران، ایران. Mahdi Zare Bahramabadi مهدی زارع بهرام آبادی mz.bahramabadi@gmail.com 100319475328460068894 100319475328460068894 No Associate Professor, Department of Counseling, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. دانشیار، گروه مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.