پیش‌بینی تنهایی اجتماعی و عاطفی در دانشجویان بر اساس بدتنظیمی هیجانی: نقش تعدیل کننده جنسیت

هدف از پژوهش حاضر بررسی نقش بدتنظیمی هیجانی در پیش بینی تنهایی اجتماعی و عاطفی دانشجویان با نقش تعدیل کننده جنسیت بود. در یک طرح توصیفی-همبستگی، تعداد 152 نفر از دانشجویان شهر مشهد به روش نمونه‌گیری در دسترس انتخاب شدند. گردآوری داده‌ها به صورت الکترونیکی و از طریق شبکه‌های اجتماعی صورت گرفت. ابزارهای گردآوری داده‌ها شامل مقیاس نارسایی‌ها در کنش‌وری اجرایی بارکلی (bdefs) و مقیاس احساس تنهایی اجتماعی و عاطفی بزرگسالان (selsa-s) بود. تحلیل داده‌ها با تحلیل رگرسیون چندگانه و z فیشر انجام شد. نتایج حاکی از ارتباط منفی و معنادار بدتنظیمی هیجانی با تنهایی اجتماعی و عاطفی در کل نمونه بود. تنهایی اجتماعی در مقایسه با تنهایی عاطفی همبستگی بالاتری با بدتنظیمی هیجانی داشت. اما تفاوت آنها غیرمعنادار بود (p< 0.05). به نظر می‌رسد بدتنظیمی هیجانی بر احساس تنهایی اجتماعی و عاطفی به ویژه در زنان اثر دارد و آن را پیش بینی می‌کند.

predicting social and emotional loneliness in students based on emotional dysregulation: the moderating role of gender

mental health issues among college students have emerged as significant public health concerns (sheldon et al., 2021). one critical factor impacting mental health is emotional dysregulation (silvers, 2022), characterized by difficulties in managing emotions, leading to feelings of being overwhelmed and impulsive behavior. research has explored the links between various forms of emotional dysregulation and impulsivity-related behaviors, including problematic alcohol and drug use, risky sexual behaviors, binge eating, and non-suicidal self-injury (miller & racine, 2022). emotional dysregulation contributes to higher rates of absenteeism, impaired academic and cognitive performance, and reduced social interactions (sheldon et al., 2021). mood states, notably loneliness, significantly contribute to emotional dysregulation. perlman and peplau (1981) describe loneliness as a painful, unpleasant, and negative experience originating from unsatisfactory interpersonal relationships. loneliness can persist irrespective of time spent alone or social activity involvement (yun et al., 2021). studies have identified a negative correlation between social loneliness and life satisfaction and a positive correlation with depression among students (samadieh et al., 2024). additionally, research indicates that social loneliness negatively affects autonomy, competence, and belonging in friendships (tanhaye reshvanloo et al., 2023) .loneliness has also been linked to an increased use of maladaptive emotion regulation strategies, such as suppression, and a decreased use of adaptive strategies, like cognitive reappraisal (eres et al., 2021). moreover, loneliness exhibits gender-specific characteristics. wedaloka and turnip (2019) found that adolescent experience different levels of social and emotional loneliness, with girls reporting higher levels. salo et al. (2020) demonstrated that long-term social loneliness in boys is predicted by fathers' loneliness, whereas in girls, it is predicted by mothers' loneliness .previous research has extensively examined the relationship between loneliness and emotional dysregulation. however, several limitations exist within these studies. first, many of these studies have predominantly focused on general adult populations, with limited attention given to specific subgroups such as university students, who face unique challenges and stressors. second, while some research has explored gender differences in loneliness and emotional dysregulation, these studies often lack a comprehensive analysis of how gender moderates this relationship. the present study aims to address these gaps by focusing on university students and examining the predictive role of emotional dysregulation in social and emotional loneliness, with a specific emphasis on the moderating role of gender. method this study employed an applied research design for its purpose and a descriptive-correlational method for data collection. the