Volume 23, Issue 2 (9-2025)
RBS 2025, 23(2): 257-270 |
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Saeidi rezvani T, Amin Yazdi S A, Kareshki H, Mohammadkhani S. Importance–Performance Analysis of Basic and Advanced Functional–Emotional Developmental Capacities in Adolescents' Maladaptive Schemas. RBS 2025; 23 (2) :257-270
URL: http://rbs.mui.ac.ir/article-1-1929-en.html
URL: http://rbs.mui.ac.ir/article-1-1929-en.html
1- Ph.D. Candidate in Educational Psychology, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2- Professor, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. ,yazdi@um.ac.ir
3- Associate Professor, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
4- Professor, Department of Clinical Psychology, Kharazmi University, Tehran, Iran.
2- Professor, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. ,
3- Associate Professor, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
4- Professor, Department of Clinical Psychology, Kharazmi University, Tehran, Iran.
Abstract: (1007 Views)
Aim and Background: The aim of the present study was to analyze the importance–performance of basic and advanced functional-emotional developmental capacities in adolescents' maladaptive schemas.
Methods and Materials: In a descriptive-correlational design, a convenience sample of 211 high school students from Mashhad was selected during the academic year 1402-1403. The data collection instruments included the Adolescent Basic Integrated Development Scale (ABIDS), the Adolescent Advanced Integrated Development Scale (AAIDS), and the Short Form of the Young Schema Questionnaire (SF-YSQ). Data analysis was conducted using an Importance–Performance Matrix. (IPA).
Findings: Overall, the findings indicated that among the basic and advanced integrated developmental capabilities, reciprocal interaction and social problem solving and Engaging and Relating had the greatest impact on the formation of schemas in the disconnection and rejection domain, highlighting the need for more targeted interventions in these areas. Additionally, reciprocal interaction and social problem solving and gray-area thinking, played the most significant roles in the development of schemas related to impaired autonomy and performance. Regarding the impaired limits domain, the components of "Multiclausal thinking, emotional and behavioral regulation, reciprocal interaction and social problem solving and gray-area thinking had the strongest influence. Furthermore, reciprocal interaction and social problem solving and thinking based on internal standards were identified as the most influential constructs in shaping schemas within the other-directedness domain. Finally, reciprocal interaction and social problem solving and gray-area thinking emerged as the primary influencing factors in the development of schemas related to Overvigilance and Inhibition.
Conclusions: Overall, based on the research findings, it appears that designing and implementing therapeutic interventions aimed at enhancing both basic and advanced functional-emotional developmental capacities can play a significant role in moderating adolescents' maladaptive schemas
Methods and Materials: In a descriptive-correlational design, a convenience sample of 211 high school students from Mashhad was selected during the academic year 1402-1403. The data collection instruments included the Adolescent Basic Integrated Development Scale (ABIDS), the Adolescent Advanced Integrated Development Scale (AAIDS), and the Short Form of the Young Schema Questionnaire (SF-YSQ). Data analysis was conducted using an Importance–Performance Matrix. (IPA).
Findings: Overall, the findings indicated that among the basic and advanced integrated developmental capabilities, reciprocal interaction and social problem solving and Engaging and Relating had the greatest impact on the formation of schemas in the disconnection and rejection domain, highlighting the need for more targeted interventions in these areas. Additionally, reciprocal interaction and social problem solving and gray-area thinking, played the most significant roles in the development of schemas related to impaired autonomy and performance. Regarding the impaired limits domain, the components of "Multiclausal thinking, emotional and behavioral regulation, reciprocal interaction and social problem solving and gray-area thinking had the strongest influence. Furthermore, reciprocal interaction and social problem solving and thinking based on internal standards were identified as the most influential constructs in shaping schemas within the other-directedness domain. Finally, reciprocal interaction and social problem solving and gray-area thinking emerged as the primary influencing factors in the development of schemas related to Overvigilance and Inhibition.
Conclusions: Overall, based on the research findings, it appears that designing and implementing therapeutic interventions aimed at enhancing both basic and advanced functional-emotional developmental capacities can play a significant role in moderating adolescents' maladaptive schemas
Keywords: Basic functional-emotional developmental capacities, advanced functional-emotional developmental capacities, maladaptive schemas, adolescents, importance–performance matrix
Type of Study: Research |
Subject:
Special
Received: 2025/04/29 | Accepted: 2025/08/7 | Published: 2025/09/1
Received: 2025/04/29 | Accepted: 2025/08/7 | Published: 2025/09/1
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