fa پیش‌بینی اضطراب کودکان ابتدایی بر اساس انعطاف‌پذیری شناختی و تمایزیافتگی خود مادران مشاوره counseling پژوهشي Research <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><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 b="" nazanin="" style="font-family:">پژوهش </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">حاضر </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">با هدف </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">پیش&shy;بینی اضطراب کودکان ابتدایی بر اساس انعطاف‌پذیری شناختی و تمایزیافتگی خود مادران </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">انجام شد. پژوهش حاضر توصیفی_همبستگی از نوع تحلیل رگرسیون بود. </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">جامعه آماری این پژوهش </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">کلیه مادران </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">دانش آموزان دختر پایه پنجم و ششم مقطع ابتدایی در مدارس شهر آباده در سال تحصیلی 1403-1402 بودند </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">که به روش نمونه‌گیری در دسترس تعداد 219 نفر انتخاب و پرسشنامه را تکمیل کردند.</span></span> <span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ابزارهای این پژوهش شامل مقیاس اضطراب کودکان (</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">SCAS</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">، اسپنس، 1997)، سیاهه انعطاف</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&shy;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">پذیری شناختی (</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">CFI</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">، دنیس و واندروال، 2010) </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">و </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">سیاهه تمایزیافتگی خود (</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">DSI</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">، اسکورن و فریندلندر، 2009) بود</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">ن</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">د.</span></span> <span lang="AR-SA" style="font-size:10.0pt"><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 lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">یافته&shy;ها نشان داد که بین انعطاف</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&shy;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">پذیری ‌شناختی و </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">تمایزیافتگی خود مادران </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">با </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">اضطراب کودکان </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">رابطه منفی و معناداری وجود دارد (</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">01/۰</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">p&lsaquo;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">). همچنین انعطاف</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&shy;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">پذیری شناختی و </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">تمایزیافتگی خود مادران </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">در مجموع 39 درصد از تغییرات </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">اضطراب کودکان </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">را تبیین کردند (</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">۰01/۰</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">p&lsaquo;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">).</span></span> <span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">این نتایج نشان می</span></span><span dir="LTR" style="font-size:10.0pt">&shy;</span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">دهد که </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">انعطاف</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&shy;</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">پذیری ‌شناختی </span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">و تمایزیافتگی خود مادران می&shy;توانند تبیین کننده اضطراب کودکان ابتدایی باشند و لزوم توجه به این عوامل در تعامل با یکدیگر در برنامه</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">&shy;</span></span><span lang="FA" style="font-size:10.0pt"><span b="" nazanin="" style="font-family:">های کاهش اضطراب کودکان ابتدایی ضروری است.</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 aimed to predict the anxiety of elementary school children based on their mothers&#39; cognitive flexibility and self-differentiation. The present study was a descriptive-correlational research of the regression analysis type. The statistical population of this research included all mothers of fifth and sixth-grade female students in elementary schools in Abadeh city during the academic year 2023-2024. Using accessible sampling, 219 mothers were selected who completed the questionnaire. The instruments used in this study included the Spence Children&rsquo;s Anxiety Scale (SCAS, Spence, 1997), the Cognitive Flexibility Inventory (CFI, Dennis & Vanderwal, 2010), and the Self-Differentiation Inventory (DSI, Skowron & Friedlander, 2009). The data were analyzed using Pearson correlation tests and multiple regression analysis. The results indicated that there is a significant negative relationship between cognitive flexibility and the self-differentiation of mothers with the anxiety of children (p<0.01). Additionally, cognitive flexibility and self-differentiation of mothers collectively accounted for 39% of the variance in children&rsquo;s anxiety (p<0.001). These findings suggest that cognitive flexibility and self-differentiation of mothers can be predictors of anxiety in elementary school children, highlighting the necessity of considering these factors in interaction with each other in programs aimed at reducing anxiety in elementary school children.</span></span></span></span></span></span> انعطاف­ پذیری ‌شناختی, تمایزیافتگی خود, اضطراب. Cognitive Flexibility, Self-Differentiation, Anxiety. 21 28 http://frooyesh.ir/browse.php?a_code=A-10-12807-1&slc_lang=fa&sid=1 Negar Ranjbar نگار رنجبر negar.ranjbar565@gmail.com 100319475328460077667 100319475328460077667 No M.A. in School Counseling, Department of Counseling, Shahid Rajaee Teacher Training University, Tehran, Iran. کارشناسی ارشد مشاوره مدرسه، گروه مشاوره، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران. Jamshid Jarareh جمشید جراره jararehj@gmail.com 100319475328460077668 100319475328460077668 Yes Associate Professor of Counseling, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran. دانشیار گروه مشاوره، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران. Farideh Hamidi فریده حمیدی fhamidi@sru.ac.ir 100319475328460077669 100319475328460077669 No Associate Professor of Psychology, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran. دانشیار روانشناسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران.