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Showing 2 results for Childhood Trauma
The mediating roles of anxiety sensitivity and body dissatisfaction in the relationship between childhood trauma and eating attitudes in college students
Milad Rahimi, Vahid Sadeghi-Firoozabadi,
Volume 18, Issue 4 (3-2025)
Abstract

The aim of this study was to investigate the mediating roles of anxiety sensitivity and body dissatisfaction in the relationship between childhood trauma and eating attitudes in college students. This correlational and path analysis research included students aged 18 to 25 years from Kharazmi University of Tehran, studying in the second semester of the 1402 academic year. A total of 422 students were selected by convenience sampling. The research instruments included the 26-item version of Garner et al.'s eating attitude test (1982), the revised anxiety sensitivity index of Taylor and Cox (1998), the body shape questionnaire of Cooper et al. (1987), and the childhood trauma questionnaire of Bernstein et al. (2003). The findings indicated a good fit between the data and the model. The results showed that there is a direct and significant relationship between childhood trauma, anxiety sensitivity and body dissatisfaction with eating attitudes. Also, childhood trauma have a direct and significant relationship with anxiety sensitivity and body dissatisfaction. In addition, anxiety sensitivity has a direct and significant relationship with body dissatisfaction. Also, body dissatisfaction and anxiety sensitivity play a mediating role in the relationship between childhood trauma and eating attitudes.


Explaining the Mediating Role of Student-Teacher Interaction in the Relationship between Father Attachment, Mother Attachment, and Childhood Trauma with Proactive-Reactive Aggression
Mrs. Mana Rashidi, Dr. Hadi Keramati, Dr. Hamidreza Hassan Abadi, Dr. Javad Kavousian,
Volume 19, Issue 2 (9-2025)
Abstract
This study aimed to investigate the relationship between attachment to the father and mother, and childhood trauma with proactive-reactive aggression, considering the mediating role of student-teacher interaction. The present study was applied in terms of its purpose, descriptive-correlational in terms of its nature, cross-sectional in terms of time, and quantitative in terms of data type. The statistical population included second and third year high school and pre-university students in Tehran in 1401-1402, and 215 subjects were selected as the sample size. To collect data, questionnaires were used, including Bernstein et al.'s (1988) Childhood Trauma Questionnaire, Armsden and Greenberg’s (1987) Attachment Styles Questionnaire, Ryan et al.'s (2006) Proactive-Reactive Aggression Questionnaire, Wolters et al.'s (1993) Student-Teacher Interaction Questionnaire, and PISA’s (2012) Socioeconomic Status Questionnaire. Data analysis was performed in two parts: descriptive and inferential statistics using Spss-V23 and Pls-V3 software. The findings showed that attachment to the father and mother did not directly affect student-teacher interaction, and childhood trauma directly had a significant effect on student-teacher interaction. Also, attachment to the father does not indirectly affect aggression, and attachment to the mother and childhood trauma indirectly have a significant effect on aggression.

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