پیش بینی ناتوانی در همدلی بر اساس ترومای دوران کودکی با میانجی گری نقایص در نظریه ذهن در دانشجویان زن

نویسندگان
ستاره حاجیلی
فاطمه غلامی
اکبر محمدی
چکیده
هدف از پژوهش حاضر، پیش‌بینی ناتوانی در همدلی بر اساس ترومای دوران کودکی با میانجی‌گری نقایص در نظریه ذهن در دانشجویان زن بود. طرح پژوهش توصیفی از نوع همبستگی و ارزیابی مدل ساختاری (تحلیل مسیر) بود. جامعه آماری پژوهش را تمامی دانشجویان زن دانشگاه آزاد اسلامی واحد کرج در خرداد ماه سال ۱۴۰۴ تشکیل دادند که از میان آن‌ها، تعداد ۲۱۰ نفر به روش نمونه‌گیری در دسترس انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه ترومای دوران کودکی، آزمون ذهن‌خوانی از طریق تصاویر چشم و پرسشنامه بهره همدلی بود. تجزیه و تحلیل داده‌ها با استفاده از آزمون همبستگی پیرسون و تحلیل مسیر با بهره‌گیری از نرم‌افزارهای آماری انجام شد و برای سنجش معناداری اثر غیرمستقیم نیز روش بوت‌استراپینگ به کار گرفته شد. یافته‌های حاصل از تحلیل مسیر نشان داد که مدل مفروض از برازش مطلوبی با داده‌های تجربی برخوردار است. نتایج بررسی ضرایب مسیر مستقیم مشخص کرد که ترومای دوران کودکی اثر مستقیم و مثبت بر نقایص در نظریه ذهن و ناتوانی در همدلی دارد. همچنین اثر مستقیم نقایص در نظریه ذهن بر ناتوانی در همدلی مثبت و از نظر آماری معنادار بود. علاوه بر این، نتایج آزمون بوت‌استراپ نشان داد که نقایص در نظریه ذهن، نقش میانجی‌گری مثبت و معناداری را در رابطه بین ترومای دوران کودکی و ناتوانی در همدلی ایفا می‌کند. در مجموع، متغیرهای پیش‌بین توانستند ۴۰ درصد از واریانس ناتوانی در همدلی را تبیین کنند. در نهایت، نتایج پژوهش حاضر نشان داد تجارب آسیب‌زای دوران کودکی نه تنها به طور مستقیم ظرفیت همدلی را مخدوش می‌کنند، بلکه از طریق توقف تحول شناخت اجتماعی و ایجاد نقص در نظریه ذهن، ناتوانی در همدلی را در بزرگسالی تشدید می‌نمایند؛ از این رو، طراحی مداخلات روان‌شناختی مبتنی بر بهبود درمان‌های ترومامحور و تقویت مهارت‌های ذهن‌سازی و شناخت اجتماعی در مراکز مشاوره دانشگاهی برای دانشجویان زن با سابقه تروما ضرورت دارد.
کلیدواژه‌ها
ترومای دوران کودکی
ناتوانی در همدلی
نظریه ذهن
شناخت اجتماعی

عنوان مقاله English

Prediction of Empathy Impairment Based on Childhood Trauma with the Mediating Role of Deficits in Theory of Mind in Female Students

نویسندگان English

Setare Hajili
Fatemeh Gholami
Akbar Mohammadi
چکیده English

The present study aimed to predict empathy deficit based on childhood trauma, mediating by theory of mind deficits among female college students. The research design was descriptive-correlational utilizing structural equation modeling (path analysis). The statistical population consisted of all female college students at the Islamic Azad University, Karaj Branch, in June 2025, from whom a sample of 210 students was selected via convenience sampling method. The research instruments included the Childhood Trauma Questionnaire, the Reading the Mind in the Eyes Test, and the Empathy Quotient. Data analysis was performed using Pearson correlation coefficient and path analysis via statistical software, and the bootstrapping method was applied to evaluate the significance of the indirect effect. The findings from path analysis indicated that the hypothesized model demonstrated a good fit with the empirical data. The results of the direct path coefficients revealed that childhood trauma had a significant positive direct effect on both theory of mind deficits and empathy deficit. Furthermore, the direct effect of theory of mind deficits on empathy deficit was positive and statistically significant. Additionally, the bootstrapping results indicated that theory of mind deficits played a significant positive mediating role in the relationship between childhood trauma and empathy deficit. In total, the predictor variables accounted for 40% of the variance in empathy deficit. In conclusion, the results of the current study demonstrated that traumatic childhood experiences not only directly impair empathy capacity but also exacerbate empathy deficit in adulthood by arresting social-cognitive development and causing deficits in the theory of mind. Therefore, it is essential to design psychological interventions focused on trauma-informed therapies and enhancing mentalization and social cognition skills within university counseling centers for female students with a history of trauma.

کلیدواژه‌ها English

Childhood trauma
Empathy Deficit
theory of mind
Social cognition
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