Vafa Zohreh, Azizi Morteza, Elhami Athar Mojtaba
Department of Psychology, Islamic Azad University, Sarab Branch, Sarab, Iran.
School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran.
Front Psychol. 2021 Dec 24;12:755952. doi: 10.3389/fpsyg.2021.755952. eCollection 2021.
School alienation (SA) refers to a collection of negative attitudes toward the social and academic realms of schooling consisting of cognitive and affective components. The current study was designed to examine whether emotion dysregulation, social competence, and peer problems predict school alienation. In this vein, 300 school-attending adolescents in Sarab were recruited and completed difficulties in emotion regulation scale (DERS), academic alienation questionnaire (AAQ), social competence test (SCT), and index of peer relations (IPR) measures, but 280 (M age = 16.35; = 0.82; 46% girls) completed data were gathered. The results of hierarchical multiple regression indicated that school alienation was significantly predicted by emotion dysregulation, social competency, and peer problems. In conclusion, our findings suggest that school psychologists and other clinicians design interventions to improve the students' shortcomings in emotion regulations, social competency, and peer relationships domains.
学校疏离感（SA）是指对学校的社会和学术领域持有的一系列消极态度，包括认知和情感成分。本研究旨在检验情绪失调、社交能力和同伴问题是否能预测学校疏离感。为此，招募了300名就读于萨拉布的青少年，他们完成了情绪调节困难量表（DERS）、学业疏离感问卷（AAQ）、社交能力测试（SCT）和同伴关系指数（IPR）测量，但最终收集到了280名（M年龄 = 16.35；标准差 = 0.82；46%为女生）完成的数据。分层多元回归结果表明，情绪失调、社交能力和同伴问题能显著预测学校疏离感。总之，我们的研究结果表明，学校心理学家和其他临床医生应设计干预措施，以改善学生在情绪调节、社交能力和同伴关系方面的不足。
