The Structural Relation of Temparement-character and Alexithymia in Addiction Preparation (SEM) in University Students
The personality problems in interacting with many other factors can be provided the basis for addiction. With consider the role of emotional deficits in potential for addiction, alexitymia could be mentioned as a determinant factor in addiction preparation. The aim of this study was to investigate the structural relationship between temparement -character and alexithymia in addiction preparation in university students.The study was a descriptive-correlational study and statistical analysis of structural equation modeling (SEM) was performed to examine the research model. The statistical population consisted of 15000 undergraduate students of university of Tabriz . 348 students were selected by multistage applying multistage random clustering sampling method, In the first stage of each field of study, 4 faculties were selected, and in the second phase of each college, 2 undergraduate degrees and in the third stage of each discipline were selected 1 class and then they performed Temparement and character inventory (TCI), Torento Alexithymia Scale(TAS_20) and Addiction Potential Scale was done collectively on the students.The results indicated that the measured model with the conceptual model has favorable fit. The amount (GFI) and (AGFI) and (CFI) are in the optimal level and the (RMSEA) is at the optimal range. The positive and significant effects of novelty seeking, reward dependence and harm avoidance on addiction preparation. And the negative significant effects of self-directedness and self-transcendence on addiction preparation. There was positive significant effect of alexithymia on addiction preparation.
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Effectiveness of Brain-Based Learning Teaching Methods on Emotional Cognitive Outcomes of English Language Learning
Mina Pezhmanfard *, Shahram Vahedi, Touraj Hashemi,
Modern psychological research, -
The Effectiveness of Emotional Process Regulation Training on the Psychological Well-Being of Students with Behavioral-Emotional Disorders
Mahmaood Jabarzadeh Chaharbarod, Mansoor Beyrami*
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