Islamic lifestyle with a focus on health

Islamic lifestyle with a focus on health

The Mediating Role of Distress Tolerance in the Relationship Between Dysfunctional Attitudes and Loneliness: A Structural Equation Modeling Approach

Document Type : Original Article

Authors
Seyed Javad Banihashemi 1
Mohammad Velayat Mehr 2
1 . Ph.D, Student in General Psychology, Research Institute of Hawzah and University, Qom, Iran.
2 Department of General Psychology, Faculty of Psychology and Educational Sciences, University of Religions and Denominations, Qom, Iran
Abstract
Introduction: The present study was designed to test the mediating role of "distress tolerance" in the relationship between "dysfunctional attitudes" and "feelings of loneliness" in teachers in Qom.
Method: The research method was descriptive correlational and based on structural equation modeling. The research sample consisted of 137 teachers (mean age = 43.53 years, 66% female) which was conducted by convenience sampling method. Data were collected using Dysfunctional Attitudes Scale (DAS-26), Distress Tolerance Scale (DTS), and Social Emotional Loneliness Scale (SELSA-S).
Results: The analyses showed that dysfunctional attitudes were positively and significantly associated with the intensity of loneliness and negatively and significantly associated with distress tolerance. In addition, distress tolerance was significantly negatively associated with loneliness. Baron and Kenny's mediation test indicated the incomplete mediating role of distress tolerance in mediating the effect of dysfunctional attitudes on loneliness; so that approximately 28% of the direct effect of dysfunctional attitudes on loneliness is transmitted through reduced distress tolerance. R² values ​​showed that the variables have adequate explanatory power for loneliness (43%) and distress tolerance (40%).
Discussion and conclusion: The results of this study emphasize that to reduce feelings of loneliness and improve teachers' mental health, it is necessary to design and implement special training and educational programs to enhance distress tolerance, in addition to cognitive therapy interventions to correct ineffective attitudes.
 
Keywords
Distress Tolerance, Dysfunctional Attitudes, Loneliness, structural equations, Teachers
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