نقش واسطه ای صفات سنگدلی_ فقدان همدلی در رابطه ی بین حمایت اجتماعی خانواده و قلدری نوجوانان دختر

هدف این پژوهش، بررسی نقش واسطه‌ای صفات سنگدلی_فقدان همدلی در رابطۀ بین حمایت اجتماعی خانواده و قلدری نوجوانان بود. این پژوهش یک مطالعۀ توصیفی از نوع همبستگی بود. جامعۀ آماری شامل تمامی دانش‌آموزان دختر دورۀ دوم متوسطه در سال تحصیلی 99_1398 بود. شرکت‌کنندگان پژوهش شامل 200 نفر از دانش‌آموزان دختر پایه‌های دهم تا دوازدهم بودند که به شیوۀ در دسترس انتخاب شدند و به پرسشنامۀ شیوع قلدری (bpq؛ ریگبی و اسلی، 1995)، مقیاس حمایت اجتماعی خانواده (pss_fa؛ پروسیدانو و هلر، 1983) و سیاهۀ سنگدلی_فقدان همدلی (icu؛ فریک، 2004) پاسخ دادند. برای بررسی مدل پژوهش، از روش معادلات ساختاری استفاده شد. نتایج نشان داد که رابطۀ بین متغیر حمایت اجتماعی خانواده با صفات سنگدلی_فقدان همدلی (p<0.001, β=-0.26) و قلدری (p<0.001, β=-0.41) نوجوانان منفی و معنادار بود. رابطۀ بین متغیر صفات سنگدلی_فقدان همدلی با قلدری نوجوانان مثبت و معنادار بود (p<0.001, β=0.49). همچنین یافته‌های حاصل از روش تحلیل مسیر حاکی از معناداری نقش واسطه‌ای سنگدلی_فقدان همدلی در رابطۀ بین حمایت اجتماعی خانواده و قلدری بود (p<0.001, β=-0.13). نتایج این پژوهش به گسترش مفاهیم و فرضیه‌های موجود در زمینۀ حمایت والدین و قلدری با در نظر گرفتن نقش مفاهیم روان‌شناختی مانند سنگدلی_فقدان همدلی کمک می‌کند. این نتایج را می-توان در تدوین برنامه‌های پیشگیرانه در حوزۀ قلدری نوجوانان و درمان آن به‌کار برد.

mediating role of callous-unemotional traits in the relationship between family social support and adolescent girls’ bullying

the aim of this study was to investigate the mediating role of callous-unemotional traits in the relationship between family social support and adolescent bullying. this research is a descriptive correlational study. the population included all female high school students in 2019-2020 academic year. the study participants included 200 female students in grades 10 to 12 who were selected by convenience sampling. they answered the bullying prevalence questionnaire (bpq; rigby slee, 1995), perceived social support-family scale (pss-fa; procidano heller, 1983), and inventory of callous-unemotional (icu; frick, 2004). the results showed a significant negative relationship between family social support and adolescent bullying and callous-unemotional traits. there was also a significant positive relationship between adolescent bullying and callous-unemotional traits and their subscales. the results further showed that callous-unemotional traits play a mediating role in the relationship between family social support and adolescent bullying. introduction       bullying is a serious public health concern that affects children and adolescents. bullying involves intentional and repetitive physical or psychological violence and constitutes an unequal power relationship in which the victim is unable to stop the bully’s aggression (postigo et al., 2013). research shows that bullying negatively affects students’ academic achievements and social adjustment (muscari, 2002) and also has long-term consequences in adulthood, such as increased risk of depression and decreased self-esteem (campbell et al., 2012).parents play an important role in the formation of child bullying. weak family interactions are regarded as predictors of aggressive behavior (abbasi et al., 2015). psychological aggression in the parents is also associated with aggression in the children (gómez-ortiz et al., 2014). factors such as social support from the family can also play a deterrent role in bullying (seeds et al., 2010).research suggests that callous-unemotional traits may play a mediating role in the relationship between family social support and bullying. callous-unemotional traits refer to a specific emotional style consisting of lack of guilt, limitation in expressing emotions, inability to show empathy, and use of others callously for personal gain (fanti et al., 2009). muñoz et al. (2011) showed that callous-unemotional traits may be associated with an inability to prevent bullying. in contrast, frick et al. (2003) showed that emotional warmth and responsiveness from the parents can lead to the development of empathy against antisocial traits.regarding the relationship between callous-unemotional traits and bullying (joliffe farrington, 2011), on the one hand, and the effect of family performance components such as social support on callous-unemotional traits (caton, et al, 2021), on the other hand, and also given the lack of research about bullying among girls, the aim of the present study was to investigate the mediating role of callous-unemotional traits in the relationship between family social support and bullying in adolescent girls.methodologythe present study is a theoretical and descriptive correlational study. the statistical population of the study included all female students in senior high school in the academic year 2019-2020, from which 200 students in the tenth to 12th grades who met the inclusion criteria were selected by convenience sampling to answer the questionnaires.research toolsbullying prevalence questionnaire (bpq)the bullying prevalence questionnaire was developed by rigby and slee in 1995.