fa نقش میانجی همدلی در رابطه سبک های دلبستگی و علائم شخصیت خودشیفته در دانشجویان 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="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">هدف پژوهش حاضر بررسی </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نقش میانجی </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نقش میانجی همدلی در رابطه سبک&shy;های دلبستگی و علائم شخصیت خودشیفته در دانشجویان </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">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 را تمامی دانشجویان 20 تا 40 سال دانشگاه&shy; تبریز در سال تحصیلی 1401-1402 تشکیل دادند</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">. تعداد 300 نفر به روش نمونه&shy;گیری خوشه&shy;ای به عنوان نمونه انتخاب شدند. ابزار پژوهش شامل </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پرسشنامه شخصیت خودشیفته</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">_</span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">16 (</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">NPI-16</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) آمز و همکاران (2006)، پرسشنامه سبک&shy;های دلبستگی (</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">AAI</span></span></span><span lang="FA" 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:"> سیمپسون (۱۹۹۰) و </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">مقیاس همدلی اساسی (</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">BES</span></span></span><span lang="FA" 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:">آلبیرو و همکاران (2009) </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بود</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">. از تحلیل معادلات ساختاری برای تحلیل داده&shy;ها استفاده شد. </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نتایج بیانگر برازش مطلوب مدل پژوهش بود. نتایج نشان داد که دلبستگی ایمن و همدلی به ترتیب با اندازه&shy; اثرهای 25/0 (007/0=</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و 20/0- (02/0=</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) اثر مستقیم معناداری بر شخصیت خودشیفته دارند، ولی اثر مستقیم دلبستگی</span></span></span> <span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ایمن، اجتنابی و دوسوگرا به ترتیب با اندازه اثرهای استاندارد 20/0-، 29/0- و 002/0- بر همدلی معنادار نبود (05/0<</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" 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:">همچنین </span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دلستگی اجتنابی با اندازه اثر استانداره شده 08/0 اثرغیرمستقیم معناداری بر علائم شخصیت خودشیفته با میانجی&shy;گری همدلی نشان داد </span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">(05/0=</span></span></span><span dir="LTR" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">P</span></span></span><span lang="FA" 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:">.</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">این نتایج نشان می&shy;دهد که همدلی با توجه به نقش دلبستگی اجتنابی می&shy;تواند تبیین کننده علائم اختلال شخصیت خودشیفته در دانشجویان باشد.</span></span></span></span></span></span></span></span></span> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The purpose of the present study was to investigate the mediating role of empathy in the relationship between attachment styles and narcissistic personality symptoms in Student</span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">s</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> at university. The statistical population consisted of 20-40-year-old students of Tabriz University in the academic year </span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">2022</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">-2023. 300 people were selected as a sample using the cluster sampling method. The research tools included Narcissistic Personality Questionnaire-16 (NPI-16) by Ames et al. (2006), </span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Adult Attachment Inventory </span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">(AAI) by Simpson (1990), and Basic Empathy Scale (BES) by </span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">Albiero</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> et al. (2009). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that secure attachment and empathy have a significant direct effect on narcissistic personality respectively with standardized effect sizes of 0.25 (P=0.007) and -0.20 (P=0.02), but the direct effect of secure</span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">,</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> avoidant, and ambivalent attachment was not significant on empathy with standard effect sizes of -0.20, -0.29 and -0.002 respectively (P</span></span></span><span dir="RTL" lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">0.05). Also, avoidant attachment with a standardized effect size of 0.08 showed a significant indirect effect on narcissistic personality symptoms with the mediation of empathy (P=0.05). These results show that empathy, considering the role of avoidant attachment, can explain the symptoms of narcissistic personality disorder in Student</span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">s</span></span></span><span lang="EN" style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> at university.</span></span></span></span></span></span></span></span> دلبستگی, همدلی, شخصیت خودشیفته, دانشجویان. attachment, empathy, narcissistic personality, Students. 11 20 http://frooyesh.ir/browse.php?a_code=A-10-10203-1&slc_lang=fa&sid=1 Touraj Hashemi تورج هاشمی Tourajhashemi@yahoo.com 1372775552 100319475328460055714 Yes Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. استاد گروه روان شناسی، دانشکده علوم تربیتی و روان­شناسی، دانشگاه تبریز، تبریز، ایران. Mansour Bayrami منصور بیرامی psychologist67@gmail.com 1699963667 100319475328460055715 No Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. استاد گروه روان شناسی، دانشکده علوم تربیتی و روان­شناسی، دانشگاه تبریز، تبریز، ایران. Elham Nozari الهام نوذری elhamn2482@gmail.com 1699939667 0009-0006-4723-5909 No PhD student in General Psychology, Faculty of Educational Sciences and Psychology, University of Tabriz, Tabriz, Iran. دانشجوی دکتری روان­شناسی عمومی، دانشکده علوم تربیتی و روان­شناسی، دانشگاه تبریز، تبریز، ایران.