Volume 11, Issue 4 (Volume12, Issue 4 2024)                   CPJ 2024, 11(4): 44-59 | Back to browse issues page

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Kharazmi University , dr_zahrakakar@khu.ac.ir
Abstract:   (886 Views)
The risk-taking behaviors have increased among Iranian girls in recent years and risk-taking behaviors endanger their physical, mental, and social health. Therefore, present study aimed to discriminational role of metacognitive beliefs, identity styles, negative repetitive thoughts, resilience in prediction tendency to high-risk behaviors in girls aged 16-18 years. The research design was a two-group diagnostic function. The statistical population consists of all girls students aged 16-18 years in Karaj city in year academic 2019-2020. In this study, according to convenience sampling method, 360 people female students by formula Kline (2016) were selected as samples and participants were divided into two groups (64 girls as high risk and 296 girls as normal). Participants responded to Iranian adolescents risk-taking scale of Zadeh Mohammadi and et al (2011), meta-cognitions questionnaire of Cartwright-Hatton & Wells (1997), revised identity style inventory of Berzonsky and et al (2013), repetitive thinking questionnaire-10 of McEvoy and et al (2014) and resilience scale of Connor and Davidson (2003). Data were analyzed by SPSS-24 software, using discriminant analysis method. The results showed that metacognitive beliefs, identity styles, negative repetitive thoughts, resilience can help to prediction tendency to high-risk behaviors. Function discriminant analysis assigned 98/1 percent of the normal girls and high-risk behaviors. Based on the results of the present study, metacognitive beliefs, identity styles, negative repetitive thoughts, resilience is an important step in identifying the factors that are effective in tendency to high-risk behaviors in adolescents. Therefore, the results study can be useful for the design and development of on tendency to high-risk behaviors in adolescent’s prevention programs.
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Type of Study: Research | Subject: Educational Psychology
Received: 2021/09/28 | Accepted: 2024/01/30 | Published: 2024/03/6

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