fa رابطه بین حافظه فعال مادر و تاب‌آوری کودک با نقش واسطه‌گری ظرفیت تأملی والدینی علوم پزشکی / روانپزشکي Medical Sciences / Psychiatry پژوهشي Research <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0cm 12px; text-align: justify;" valign="top"><span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مقدمه و هدف:</span></span></b> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">از آنجایی که کارکردهای اجرایی را می&shy; توان به عنوان یک مجموعه جهانی از ظرفیت &shy;های شناختی تعبیر کرد که رفتارهای هدفمند را ترویج می&shy; کند، بررسی نقش عملکردهای اجرایی والدین به خصوص نقش مهم مادران در تعامل روزانه والد - فرزند و در نهایت پرورش تاب&shy; آوری کودکان گامی مهم است</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> در نتیجه هدف از انجام پژوهش حاضر، تعیین نقش واسطه &shy;ای ظرفیت تأملی والدینی در رابطه ضعف در حافظه فعال مادران و تاب&shy; آوری کودکشان بود</span></span><span dir="LTR" style="font-size:12.0pt">.</span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span></span><br> <span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">روش کار:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مطالعه حاضر توصیفی مقطعی بود. جامعه آماری این پژوهش </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">200 نفر از </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مادران ساکن تهران که دارای کودکان </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">6 </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تا </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">11 </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">سال، ساکن شهر تهران در سال </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">1402</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">بودند که با روش نمونه&shy; گیری در دسترس انتخاب شدند. </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">ابزار گردآوری داده &shy;ها، </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">پرسشنامه&shy; های ظرفیت&shy; تأملی والدینی، </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">توانایی &shy;های شناختی و</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نسخه تجدیدنظرشده تاب&shy; آوری کودکان بود.</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">تحلیل داده &shy;ها نیز با روش همبستگی پیرسون و تحلیل مسیر با استفاده از نرم‌افزار </span></span>27 <span dir="LTR" style="font-size:12.0pt"> spss v.</span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:"> انجام شد</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">.</span></span></span></span></span></span></span></span> <div><span style="font-size:10pt"><span><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">یافته ها:</span></span></b> <span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتایج نشان داد که ضعف در حافظه فعال ارتباط مستقیم، منفی و معناداری بر تاب‌آوری کودک داشت (0/01></span></span>p<span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) (0/23-=</span></span><span lang="FA" style="font-size:12.0pt">&beta;</span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">)</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">. همچنین ضعف در حافظه فعال اثر مستقیم و مثبت بر پیش‌ذهنی‌سازی (0/30=</span>&beta;<span b="" mitra="" style="font-family:">)، و اثر مستقیم و منفی بر قطعیت در تشخیص حالت‌های ذهنی (0/23-=</span></span><span lang="FA" style="font-size:12.0pt">&beta;</span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) و بر علاقه و کنجکاوی در مورد حالت&shy;های<b> </b>ذهنی (0/20-=</span></span><span lang="FA" style="font-size:12.0pt">&beta;</span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) داشت (0/001></span></span>p<span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">)</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">. در نهایت پیش‌ذهنی‌سازی اثر منفی معنادار (0/30-=</span></span><span lang="FA" style="font-size:12.0pt">&beta;</span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) و قطعیت در تشخیص حالت‌های ذهنی (0/31=</span></span><span lang="FA" style="font-size:12.0pt">&beta;</span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) و کنجکاوی و علاقه در مورد حالت‌های ذهنی (0/24=</span></span><span lang="FA" style="font-size:12.0pt">&beta;</span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">) اثر مثبت معنادار بر تاب‌آوری کودک داشتند (0/001></span></span>p<span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">)</span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">.</span></span></span></span></span></span></span></span></div> <span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتیجه‌گیری:</span></span></b> <span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">نتایج این پژوهش از نقش واسطه &shy;ای مؤلفه‌های ظرفیت تأملی والدینی در رابطه بین حافظه کاری مادران و تاب&shy; آوری کودکشان حمایت کرد و نشان داد تقویت </span></span><span lang="FA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">مؤلفه</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" mitra="" style="font-family:">&shy;های ظرفیت تأملی والدینی و حافظه کاری مادر می‌توانند به‌ عنوان یک ابزار مداخله‌ای مفید برای بهبود تاب‌آوری کودکان باشند.</span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span></span></td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> <div> <table align="center" hspace="0" vspace="0"> <tbody> <tr> <td align="left" style="padding-top:0cm; padding-right:12px; padding-bottom:0cm; padding-left:12px" valign="top"> <pre style="text-align: justify;"> <span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span courier="" new="" style="font-family:"><b><span new="" roman="" style="font-family:" times="">Introduction</span></b><b><span new="" roman="" style="font-family:" times="">:</span></b> <span new="" roman="" style="font-family:" times="">Since, executive functions can be interpreted as a universal set of cognitive capacities which promote purposeful behaviors, investigating the role of executive functions of parents, especially the important role of mothers in daily parent-child interaction and finally, fostering children&#39;s resilience is an important step. As a result, the purpose of this research was to determine the mediating role of parents&#39; reflective capacity in the relationship between mothers&#39; working memory weakness and their children&#39;s resilience.</span><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></pre> <div style="text-align: justify;"><span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><b>Materials </b><b>and Methods</b>: The present study was a descriptive cross -sectional study. The statistical population of this research included 200 mothers who had children between 6 and 11 years old, and lived in Tehran in 2023. They were selected by available sampling method. Data collection tools were parental reflective functioning questionnaires, cognitive abilities and the revised version of children&#39;s resilience. Data analysis was conducted by Pearson correlation test and path analysis using SPSS v.26 software.</span></span></span></span></span><br> <span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><b>Results:</b> The results indicated that weakness in working memory had a direct, negative and significant relationship with the child&#39;s resilience (&beta;=-0.23, p<0.01). Also, weakness in working memory had a direct and positive impact on prementalizing (&beta;=0.30) and a direct and negative effect on certainty in recognizing mental states (&beta;=-0.23) and on interest and curiosity about mental states (&beta;=-0.20) (p<0.001). Finally, pre-mentalizing had a significant negative effect (&beta;=-0.30), and certainty in recognizing mental states (&beta;=0.31) and curiosity and interest about mental states (&beta;=0.24) had a significant positive effect on child resilience (p<0.001).</span></span></span></span></span><br> <span style="font-size:10pt"><span style="background:white"><span style="text-justify:inter-ideograph"><span style="line-height:normal"><span new="" roman="" style="font-family:" times=""><b>Conclusion:</b> The results of this research supported the mediating role of the components of parental reflective functioning in the relationship between maternal working memory and the child&#39;s resilience and revealed that strengthening the components of parental reflective functioning and the mother&#39;s working memory can be a useful intervention for improving children&#39;s resilience.</span></span></span></span></span></div> </td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> تاب آوری, حافظه فعال مادر, ظرفیت تأملی والدین Resiliency, Working memory, Parental reflective functioning 1613 1623 http://journal.jmu.ac.ir/browse.php?a_code=A-10-954-1&slc_lang=fa&sid=1 Atieh AmirHosseini عطیه امیرحسینی 10031947532846008688 10031947532846008688 No MA in Family Clinical Psychology, University of Science and Culture, Tehran, Iran کارشناسی ارشد روانشناسی بالینی خانواده، دانشکده علوم انسانی، دانشگاه علم و فرهنگ، تهران، ایران Samaneh Behzadpoor سمانه بهزادپور 10031947532846008689 10031947532846008689 Yes Assistant Professor, Department of Psychology, Faculty of Humanities, University of Science and Culture, Tehran, Iran استادیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه علم و فرهنگ، تهران، ایران