Prediction of Social Anxiety of School Teachers for Special Needs Based on Rumination and Maladaptive Schemas

Document Type : Original Article

Authors

1 Islamic Azad University, Bafgh branch

2 Ph.D in Curriculum Studies, Department of Educational Sience, Imam Reza International University

Abstract

Background and Objectives: The aim of this study was to predict social anxiety based on rumination and early maladaptive schemas in teachers for special education. Methods: The current research is applied in purpose and descriptive correlational in nature regarding data collection. The statistical population consisted of all the teachers at special needs primary schools in Yazd province during the academic year 2023-2024. A total of 120 individuals were selected through convenience sampling and completed the Social Anxiety Questionnaire by Jerabak (1996), Young's Maladaptive Schemas Questionnaire (1990), and the Rumination Scale by Nolen-Hoeksema and Morrow (1991) online. The data were analyzed using SPSS software and multiple simultaneous regression analysis. Findings: The results indicated a significant positive relationship between social anxiety and the total score of rumination, with the component of expressing being able to predict social anxiety among teachers. Additionally, there was a significant positive relationship between social anxiety and the maladaptive schema of abandonment/instability and disconnection/rejection, which was also capable of predicting social anxiety. Conclusion: According to the findings, rumination and the schemas of abandonment/instability and disconnection/rejection can predict the level of social anxiety in special needs school teachers.

Keywords

Files

Share

How to cite

Statistics