مدل ساختاری خودکشی بر اساس تاب آوری و تحریف شناختی با میانجیگری هویت اخلاقی در نوجوانان.

Background & Aims: Adolescents are among the vulnerable groups against suicide, many of them have dysfunctional attitudes, cognitive errors, and inconsistent moral problems. Therefore, it is important to know the antecedents of this problem. Therefore, the current study was conducted with the aim of investigating the structural model of suicide based on resilience and cognitive distortion with the mediation of moral identity in adolescents. Methods: The current research is a theoretical research and its design was descriptivecorrelation and structural equation modeling. The statistical population of the research included all ninth grade female students of Takestan city with an average age of 15 years who study in the schools of Takestan city in the academic year of 1400-1401. The sample size to test the hypotheses was determined by referring to Klein's (2015) strategy for studies that use the structural equation modeling method. That is, the minimum ratio of the sample size for each observed variable is 5 people, the ratio of 10 people for each variable is more suitable and the ratio of 20 people for each variable is considered desirable; Therefore, in the present study, using available sampling method, a sample size of 300 participants was considered. Research tools included: Revised Suicide Questionnaire (SBQ-R), Connor and Davidson Resilience Questionnaire (2003), Abdullahzadeh and Salar's Cognitive Distortion Scale (2009) and Aquino and Reed's Moral Identity Questionnaire (2002). Results: The findings showed that the standardized factor loading for all questions is more than 0.4. It can be said that the validity of the measurement structures of the relevant variables is confirmed at a significance level of 0.05. The value of Cronbach's alpha coefficient of all variables is more than 0.7. Further, in order to confirm the factor analysis model and document the obtained results, it is necessary that the fit indices of the model are acceptable. The following table shows the indicators used along with their values. In the factor analysis model, the chi-square value for the degree of freedom is 1.309 and less than 3. Also, the value of the root mean square error estimate (RMSEA) is equal to 0.032 and less than 0.08. Also, Comparative Fit Index (CFI), Incremental Fit Index (IFI) and Goodness of Fit Index (GFI) have all been calculated at a reasonable level. Therefore, in general and according to the calculated indices, it is possible to conclude the optimal fit of the model. Also, in the research model, the chi-square value of the degree of freedom is 1.485 and smaller than 3. Also, the value of the root mean square error estimate (RMSEA) is equal to 0.040 and less than 0.08. The comparative fit index (CFI), goodness of fit index (GFI) and incremental fit index (IFI) are equal to 0.96, 0.86 and 0.96, respectively, and all of them are at a very favorable level, so the model shows a good fit and is approved. The findings showed that the existence of a relationship between resilience and suicide tendency is confirmed with a probability of 95%. Because the standard path coefficient between these two variables is positive and equal to -0.149.Therefore, it can be said that there is a significant and inverse relationship between resilience and the tendency to commit suicide. On the other hand, the existence of a relationship between cognitive distortion and suicidal tendencies is confirmed with a probability of 95%. Because the standard path coefficient between these two variables is positive and equal to 0.134. Therefore, it can be said that there is a significant and direct relationship between cognitive distortion and suicidal tendencies. In order to investigate the mediating role of moral identity between the independent (resilience) and dependent (suicidal) variables, Baron and Kenny's test was used. According to the conceptual model of the research, in addition to the direct relationship between resilience and suicidal tendency, its indirect relationship can also be obtained through the mediating variable of moral identity. Based on the findings in the first stage and the initial model, which considered only the relationship between resilience and suicidal tendencies, this relationship is significant and its path coefficient is estimated as -0.340. In the next step, the mediating variable (moral identity) is entered into the model and is placed between the two variables of resilience and tendency to commit suicide. The path coefficient between these two variables has decreased from -0.340 to -0.149 and is statistically significant. Therefore, it can be said that the mediation of moral identity in the relationship between resilience and suicidal tendency is confirmed. Also, the investigation of the mediating role of moral identity in the relationship between cognitive distortion and suicide was determined. In the first stage and the initial model, which only considered the relationship between cognitive distortion and suicide tendency, this relationship was significant and its path coefficient was estimated as 0.304. In the next step, the mediator variable (moral identity) is entered into the model and is placed between the two variables of cognitive distortion and suicidal tendency. The path coefficient between these two variables has decreased from 0.304 to 0.134 and is statistically significant. Therefore, it can be said that the mediation of moral identity in the relationship between cognitive distortion and suicidal tendency is confirmed. Conclusion: The results confirmed the significant relationship between resilience and tendency to commit suicide on the one hand and cognitive distortion with suicide on the other hand, and moral identity also plays a mediating role in the relationship between these components. Therefore, it is suggested that teaching resilience skills and recognizing distorted thoughts, along with paying attention to a rich moral identity and in order to prevent issues related to suicide, especially among teenage students, should be considered important by the school authorities and the country and should be on their agenda. [ABSTRACT FROM AUTHOR]