fa پیش‌بینی تحول مثبت نوجوانی در دانش‌آموزان بر اساس انعطاف‌پذیری روان‌شناختی و شفقت به خود روانشناسی عمومی General Psychology 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 </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پیش&shy;بینی تحول مثبت نوجوانی در دانش&shy;آموزان بر اساس انعطاف&shy;پذیری روان‌شناختی و شفقت به خود<b> </b></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 رگرسیون 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 </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کلیه </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دانش‌آموزان دختر مقطع متوسطه دوم شهر تهران در سال 1402 بودند </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">که به روش نمونه‌گیری در دسترس به تعداد 264 نفر انتخاب و پرسشنامه را تکمیل کردند.</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 تحول مثبت نوجوانی (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">PYDS</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، گلدوف و همکاران، 2014)، پرسشنامه پذیرش و عمل - نسخه دوم (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">AAQ-II</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، باند و همکاران، 2011) </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:">مقیاس شفقت به خود فرم کوتاه (</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">SCS-SF</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، ریس، 2011) 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 آزمون همبستگی پیرسون و رگرسیون چندگانه تجزیه و تحلیل شدند.</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 بین انعطاف</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:">پذیری روان‌شناختی و شفقت به خود با تحول مثبت نوجوانی رابطه مثبت و معناداری وجود دارد (</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">01/۰</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 انعطاف</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:">پذیری روان‌شناختی و شفقت به خود&nbsp; در مجموع 25 درصد از تغییرات تحول مثبت نوجوانی را تبیین کردند (</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:">انعطاف</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:">پذیری روان‌شناختی </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:">شفقت به خود </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">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:">تحول مثبت نوجوانی در دانش</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:">آموزان</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 در برنامه</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">&shy;</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">های ارتقا </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تحول مثبت نوجوانی </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ضروری است.</span></span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><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 aimed to predict the positive development of adolescence in students based on psychological flexibility and self-compassion. The current study was a descriptive-correlation type of regression analysis.</span></span> <span style="font-size:9.0pt"><span new="" roman="" style="font-family:" times="">The statistical population of this research consisted of all female students in the second secondary level in Tehran in 2024, who were selected using available sampling and completed the questionnaire, resulting in a sample of 264 individuals. The tools of this research include the Positive Youth Development Scale (PYDS, Geldhof et al., 2014), the Acceptance and Action Questionnaire - Second Edition (AAQ-II, Bond et al., 2011), and the Self-Compassion Scale short form (SCS-SF, Raes, 2011). Data were analyzed using Pearson&#39;s correlation test and multiple regression. The findings showed a positive and significant relationship between psychological flexibility and self-compassion, as well as their positive impact on the development of adolescence (p < 0.01). Also, psychological flexibility and self-compassion explained a total of 25% of the changes in the positive development of adolescence (p<0.001). These results show that psychological flexibility and self-compassion can explain the positive development of adolescence in students, and it is necessary to pay attention to these factors in interaction with each other in programs to promote the positive development of adolescence.</span></span></span></span></span></span></span> انعطاف ­پذیری روان‌شناختی, تحول مثبت نوجوانی, شفقت به خود. Psychological Flexibility, Positive Adolescent Development, Self-Compassion. 103 110 http://frooyesh.ir/browse.php?a_code=A-10-12431-2&slc_lang=fa&sid=1 Nadia Roshani نادیا روشنی n.roshani84@yahoo.com 100319475328460075683 100319475328460075683 No Ph.D. Student of Department of Educational Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran. دانشجوی دکتری تخصصی روان‌شناسی تربیتی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران. Afsaneh Ghanbari Panah افسانه قنبری پناه afsanghanbari@gmail.com 100319475328460075684 100319475328460075684 Yes Assistant Professor, Department of Counseling, Central Tehran Branch, Islamic Azad University, Tehran, Iran. استادیار گروه مشاوره و تربیت، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران. Parvin Kadivar پروین کدیور Kadivar@khu.ac.ir 100319475328460075685 100319475328460075685 No Full Professor, Department of Psychology, Faculty of Psychology and Educational Science, Kharazmi University, Tehran, Iran. استاد تمام گروه روان­شناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه­ خوارزمی، تهران، ایران.