Tahereh Golestani bakht; Mahnaz Shokri
Volume 2, Issue 1 , August 2014, , Pages 89-100
Abstract
Introduction: The purpose of this study was to investigate the Relationship between Academic Procrastination with meta-cognitive beliefs of high school students in the city of Amole. Method: The study’s samples were 374 high school students who were selected using the simple random sampling procedure. ...
Read More
Introduction: The purpose of this study was to investigate the Relationship between Academic Procrastination with meta-cognitive beliefs of high school students in the city of Amole. Method: The study’s samples were 374 high school students who were selected using the simple random sampling procedure. Data were collected using scales of Solomon & Rothblum Academic Procrastination and Wells & Cartwright - HattonMeta-cognition. Cronbach's alpha coefficient was used to determine the reliability of the research instruments. Findings: Data were analyzed by t-test and stepwise regression. t-test indicated that there was significant difference between male and female students of academic procrastination, so procrastination of male is more than female. But there was not difference in meta-cognitive beliefs between two groups. Stepwise multivariable regression analysis revealed that among the components of meta-cognitive beliefs, cognitive uncertainty was stronger predictor for academic procrastination. Conclusion: There was no significant difference between male and female in meta-cognitive but significant difference in academic procrastination and cognitive uncertainty is useful in prediction of Academic procrastination.
Farangis Abdollahi; Zohreh Rafezi; Hossien Skandari
Abstract
Introduction: The aim of this study was to compare the recognition of facial emotions and cognitive biases in people with body dysmorphic disorder and people without body dysmorphic disorder. Method: The method of the present study was causal-comparative.The statistical population of the present study ...
Read More
Introduction: The aim of this study was to compare the recognition of facial emotions and cognitive biases in people with body dysmorphic disorder and people without body dysmorphic disorder. Method: The method of the present study was causal-comparative.The statistical population of the present study included all people with body dysmorphic disorder in the age group of 25 to 35 years in 2019. The research sample included 70 people (35 people in each group) who were selected by available sampling methods. Data was collected using the Yale-Brown Obsessive Compulsive Scale modified for Body Dysmorphic Disorder (Phillips et al. 1997), The Interpretations Questionnaire-modified (IQ-modified; adapted from Buhlmann et al. 2002), and the Facial Emotions Recognition Test (Ekman & Friesen, 1976). The data was analyzed using t-test and non-parametric Friedman test. Results: The results showed that there was a significant difference (P <0.01) between people with body dysmorphic disorder and People without body dysmorphic disorder in cognitive biases. Also, there was a significant difference (P <0.01) between the two groups of individuals without body dysmorphic disorder and individuals with body dysmorphic disorder in the component of recognizing facial emotions. Conclusion: The results of the statistical analysis showed that people with body dysmorphic disorder have more and more negative body-related cognitive biases compared to people without body dysmorphic disorder. Also, people with body dysmorphic disorder perform weaker than people without body dysmorphic disorder in recognizing facial emotions except sadness. It seems that these variables play an essential role in the formation and continuation of this disorder..
abbas gholtaj; abdol mohammad taheri; fatemeh marahel
Volume 3, Issue 2 , January 2015, , Pages 95-108
Abstract
Introduction: The aim of this research was to study and compare the components of educational democracy in non-profit and public schools and its relationship with critical thinking and social skills of students in middle schools of Gachsaran city. Method: The research method was descriptive and comparative. ...
Read More
Introduction: The aim of this research was to study and compare the components of educational democracy in non-profit and public schools and its relationship with critical thinking and social skills of students in middle schools of Gachsaran city. Method: The research method was descriptive and comparative. The statistical population included all students and teachers of female guidance schools in 2011-12. There were 75 and 160 teachers in non-profit and public schools, respectively. The second population included female students of guidance schools in 2011-12 who were 320 and 820 in non-profit and public schools, respectively. The method of sampling was randomized clustering. From each type of school 2 were selected randomly. An author-made questionnaire for components of educational democracy whose reliability was confirmed by 5 professors was used. The second questionnaire was Critical Thinking Tendency of Rikth whose reliability was obtained as 0.79 using Cronbach's Alpha. The third questionnaire was Social Skills Questionnaire of Inderbitsen whose reliability was obtained as 0.86 using Cronbach's Alpha. The obtained data from questionnaires were analyzed using descriptive statistics (computation of frequency, frequency percentage, cumulative percentage, mean, and standard deviation) and comprehensive statistics (T- test for independent groups). Results: The obtained results suggested that there is a significant difference between public and non-profit schools for components of educational democracy meaning, so that non-profit schools have better status. Also, there was a significant difference between critical thinking and social skills of female students of public and non-profit schools. Conclusions: The scores of non-profit students were better in both cases.
azam bayanlou; parviz azadfallah; Kazem Rasoolzadeh Tabatabaie
Volume 3, Issue 1 , July 2014, , Pages 100-113
Abstract
Introduction: The present study was conducted to investigate the development of creative thinking and related subscales in monolingual and earlybilingual children. Method: The study sample consisted of 260 male and female students (130 Azari-Fars earlybilingual students and 130 Fars monolingual) which ...
Read More
Introduction: The present study was conducted to investigate the development of creative thinking and related subscales in monolingual and earlybilingual children. Method: The study sample consisted of 260 male and female students (130 Azari-Fars earlybilingual students and 130 Fars monolingual) which were selected at convenience from elementary schools in region II of the city of Qom. Data were collected by Torrance Creative Thinking Test (TTCT; figural version of form B,1974) and the results were analyzed by MANOVA and paired comparison of means. Results: According to the findings, gender, language, and grade had significant effect on creative thinking and its subscales, which led to a nonlinear trend in development of creativity between the groups. Conclusion: the interaction between gender, language and age has the most significant impact on the development of creativity; such that bilingual boys at higher grades were more creative and monolingual girls were less among the groups.
atefeh allameh; Manigeh Shehni Yeilagh; Ali Reza Haji Yakhchali; Mahnaz Mehrabizadeh Honarmand
Volume 4, Issue 2 , January 2016, , Pages 102-123
Abstract
Introduction: One of the behavioral disorders with extremely high prevalence is aggression. Children with aggressive behaviors expose the family, school and society to various problems that make them vulnerable against mental-social disturbances in their adolescence and even adulthood. The aim of this ...
Read More
Introduction: One of the behavioral disorders with extremely high prevalence is aggression. Children with aggressive behaviors expose the family, school and society to various problems that make them vulnerable against mental-social disturbances in their adolescence and even adulthood. The aim of this study was comparing self-efficacy in peer interaction and social competence of male students with aggressive and normal behaviors in 5 and 6th grades of elementary school in Ahvaz city (1393-94 academic year).Method: The sample included 250 male student (125 aggressive students and 125 normal students) that were selected through random multistage sampling method. The research design was causal-comparative. The instruments included: Children’s Self-efficacy for Peer Interaction Scale, Social Competence Scale, and Child Aggression in School Questionnaire. Data were analyzed using multivariate analysis of variance (MANOVA) method. Results: The results showed that there was a significant difference between the groups in self-efficacy in peer interaction and social competence. In addition, the level of self-efficacy in peer interaction and social competence of the aggressive group were lower than the normal group. Conclusion: According to the results of this study, deficit in self-efficacy in peer interaction and social competence can be considered as one of the significant factors in emerging aggressive behaviors.
mojtaba aghili; elaheh sadat nasiri
Volume 3, special , March 2015, , Pages 109-125
Abstract
Aim: The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Method: Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies ...
Read More
Aim: The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Method: Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies questionnaires, attribution styles survey, and academic responsibility evaluation questionnaire. The data were analyzed by regression modeling. Results: The results indicated a relationship between learning strategies and attribution styles as well as a relationship between learning strategies and responsibility; however, there was no relationship between attribution styles and responsibility. In addition, there were significant differences in responsibility in various fields of study, but there were no significant differences among attribution styles in various fields. Other results of this study indicated a significant relationship between learning strategies and attribution styles with responsibility. Conclusion: Mastering learning strategies can help students to have more control and responsibility. Also, paying attention to goals and expectations can be effective in academic performance.
Pegah Nejat; Fatemeh Bagherian; Javad Hatami; Omid Shokri
Volume 4, Issue 1 , September 2015, , Pages 109-126
Abstract
Aims: Moral Foundations Theory is among the latest theories of moral judgement in social cognition. This theory has specified six foundations of care, fairness, loyalty, authority, sanctity, and liberty as underlying morality concerns. The present study aimed to examine the characteristics of these foundations ...
Read More
Aims: Moral Foundations Theory is among the latest theories of moral judgement in social cognition. This theory has specified six foundations of care, fairness, loyalty, authority, sanctity, and liberty as underlying morality concerns. The present study aimed to examine the characteristics of these foundations in Iranian moral mentality and compared them against foreign findings and predictions, particularly the recent debate between two leading theorists in this field, i.e. Graham and Janoff-Bulman. Method: Participants were 172 Iranians who were questioned about ideal society and moral and immoral behaviors. Responses were examined and categorized based on belongingness to foundations. Accordingly, foundation exemplars and their motivational weight and relational context were determined. To determine the grouping of foundations, exploratory factor analysis; to compare foundations regarding motivational weight, analysis of variance; and to compare the frequency of foundation exemplars between relational contexts, chi-square test was used. Results: The number of extracted factors from the foundations was three in the contxt of each of the three questions. Foundations were found to differ regarding motivational weight; however, almost all of them had exemplars from both motivational orientations. Moreover, despite the focus of each foundation on one or two particular relational contexts, almost all foundations had exemplars referring to all three relational contexts. Conclusion: Findings provided support for the three-folded super-structure of morality. Results also indicated that Janoff-Bulman has drawn a narrow image of the motivational orientation of foundations, just as assumptions of moral foundation theorists underestimate the variability in relational contexts of foundations.
Elham Mosavyan; Seyedeh Fereshteh Nejati
Volume 5, Issue 1 , August 2016, , Pages 113-129
Abstract
Introduction: Considering the importance of facial emotion recognition in social interactions and the conflicting results of the previous studies that have evaluated the emotion recognition in healthy individuals with psychiatric symptom distress, the present study aimed to investigate the relationship ...
Read More
Introduction: Considering the importance of facial emotion recognition in social interactions and the conflicting results of the previous studies that have evaluated the emotion recognition in healthy individuals with psychiatric symptom distress, the present study aimed to investigate the relationship between facial emotion recognition and psychiatric symptom distress as indexed by the SCL-90-R scale. Method: The sample size was 60 that consisted of 31 subjects with clinical symptoms and 29 healthy individuals as the control group. The Symptom Checklist-90-Revised (SCL-90-R) Form was chosen to determine the level of psychiatric symptom distress, and the facial emotion recognition was examined by 42 images of facial emotion picture (Ekman & frieze,1976) that measured 6 different emotional states (sadness, happiness, fear, anger, disgust, surprise, and the neutral state). Findings: The results of data analysis indicated that the participants with depression symptoms had difficulty in recognizing disgust, happiness and neutral state; however, the participants with anxiety symptoms had better performance in recognizing fear. Conclusion: The findings indicated that different symptoms, which are due to different underlying neurobiological and cognitive functions, influence emotion recognition in different ways.
sayed mousa golestaneh; fatemeh nouroozi
Volume 7, Issue 1 , August 2018, , Pages 121-140
Abstract
Introduction: The purpose of this research was to examine the effectiveness of time Prespective therapy on motivational strategies and cognitive in procrastinition students. Method: Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study ...
Read More
Introduction: The purpose of this research was to examine the effectiveness of time Prespective therapy on motivational strategies and cognitive in procrastinition students. Method: Design of this experimental research was pretest-posttest associated with control group. Instruments of the present study includes the Zimbardo Time Perspective Questionnaire, Zusho and Barnett procrastination Motivational-cognitive Questionnaire (2011) and Tuckman and Brousse Questionnaire (1991). Statistical population consists of all the students studying at Gulf University in the academic year 2015-2016; and 300 of them were selected by multistage cluster sampling and responded to the academic procrastination scale (TPS). Then by using cutting point, 36 Procrastinition girl Students were randomly assigned to two experimental and control groups. Time perspective therapy (six sessions) was considered as an independent variable based on the Zimbardo protocol (2012). To analyze the data, Multivariate Covariance Analysis was performed using SPSS software. Findings: The results of the research showed that Time Prespective Therapy improvement of motivational and Cognitive strategies and procrastination in the experimental group compared with the control group. The results of ANCOVA analysis showed that, through controlling pretests, there is a meaningful difference between posttests of mastery goals, performance- approach goals, need for cognition, procrastination, expectation for success, task value, rehearsal, organization and metacognitive self-regulation in experimental and control groups. But, there was no significant change in the avoidance goal variable (p = 0. 19). Conclusion: Based on the results Time Perspective Therapy is an effective therapeutic approach to increasing Motivational Strategies and Cognitive in Procrastinition girl Students.
Hossien Zare
Volume 6, Issue 1 , August 2017, , Pages 125-134
Abstract
Introduction: The purpose of this study was the efficacy of acceptance and commitment therapy (ACT) on Improving flexibility and cognitive fusion in anxious students. Method: This study was a quasi-experimental study with a pretest, post-test and follow-up. The statistical population of the study ...
Read More
Introduction: The purpose of this study was the efficacy of acceptance and commitment therapy (ACT) on Improving flexibility and cognitive fusion in anxious students. Method: This study was a quasi-experimental study with a pretest, post-test and follow-up. The statistical population of the study included female students of Payame Noor University of Guilan. Subjects were first screened using the inclusion and exclusion criteria. Therefore, 30 anxious students were selected and randomly divided into experimental and control groups (15 persons in each group). All of the sample groups completed flexibility and Cognitive Fusion Scales. The ACT group received 8 sessions of treatment, while the control group did not receive any treatment. Results: The results showed that there were significant differences between the two groups in terms of flexibility and cognitive fusion. Conclusion: The results indicate that ACT is an effective intervention in anxious students.
Hadi Taghizadeh; Amanollah Soltani; Hamdollah Manzar Tavakoli; Zahra ZaynDin Meymand
Volume 6, Issue 2 , February 2018, , Pages 125-142
Abstract
Introduction: The purpose of the present study was to study the association between the response inhibition executive functions of response inhibition and working memory and the development of the mind theory in primary school children. Methods: This research method was correlational. The population ...
Read More
Introduction: The purpose of the present study was to study the association between the response inhibition executive functions of response inhibition and working memory and the development of the mind theory in primary school children. Methods: This research method was correlational. The population in this study consisted of all elementary school students in Mashhad in the academic year 1396-95. The sample consisted of 180 students randomly selected and matched by age, gender, and grade. Data collection tools in this study consisted of 38 questions form the Theory of Mind, Morris et al. ( ), Stroop Test and the Wechsler Memory Scale Active. The data collected were analyzed using correlation and linear regression analysis to test the research questions. Results: The results showed a positive and significant relationship between the executive functions of response inhibition, working memory and the development of theory of mind. Also a correlation was found between response inhibition and working memory's ability to predict the level of theory of mind. Furthermore, the results showed a positive relationship between theory of mind and response inhibition and working memory span. Conclusion: In general, executive functions, particularly working memory and response inhibition play decisive roles in anticipating and development of human mental abilities, including the ability of the conceptual mind. In addition, improving these actions led to greater recognition of social human understanding. Therefore, paying attention to learners’ working memory capacity and the effectiveness of learning and teaching materials designed to create the ultimate objective of all of them, or facilitate the development of cognitive functions, display significant effects.
Ezatollah Ghadampour; mahdi berzegarbfroui; leila heidaryani
Abstract
Introduction: Educational burnout is one of the most important problems in the educational system at all levels. The aim of this study was to investigate the mediating role of respective negative thinking in relationship between the dimensions of time perspective and academic burnout. Method: The method ...
Read More
Introduction: Educational burnout is one of the most important problems in the educational system at all levels. The aim of this study was to investigate the mediating role of respective negative thinking in relationship between the dimensions of time perspective and academic burnout. Method: The method was descriptive and correlational using structural equation modeling. The statistical population included all pre-university male students in Maybod city studying in the academic year of 2015-16. Among them, 261 samples were selected through multi-stage cluster sampling. Data were collected applying Zimbardo and Boyd's time perspective, Ehring et al.'s respective negative thinking and Berso's academic burnout questionnaires. The data were analyzed using structural equation modeling. Results: The results of structural equation modeling showed that the negative last and present situation dimensions with intermediating respective negative thinking have a positive indirect effect on academic burnout. In addition, the positive last, pleasurable present and future dimensions with mediating respective negative thinking have negative indirect effect on academic burnout. Conclusion: These findings suggest that academic burnout will be decreased by changing the perspective of time and having positive thinking and sufficient resources for the purposeful thinking.
. .; saman kamari songhor abadi; . .; . .
Volume 5, Issue 2 , November 2016, , Pages 136-154
Abstract
Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, ...
Read More
Aim: The aim of this study was to investigate the mediating role of emotions in the relationship between social cognition and academic satisfaction. Method: The study was descriptive and correlational research. The statistical population comprised all students in Shiraz city in the 95-96 school year, of which, 278 (107 boys, 171 girls) who were selected by cluster sampling. Data were gathered by academic satisfaction questionnaire, achievement emotion questionnaire, and social cognition questionnaire. The methods used for analyzing was Pearson correlation and path analysis. Results: The results of the correlation matrix showed that there is a significant correlation between all variables of this study, which includes academic satisfaction, emotional, and social cognition dimensions (p < .0/01). The following analysis revealed the significant mediating role of achievement emotion in the relationship between social cognition and academic satisfaction. Conclusion: In general, it can be concluded that the social cognition and achievement emotion are two of the most important factors for investigating the academic performance and academic satisfaction.
MOBINA TARKHAN; Hamid Taher Neshatdost; morteza TARKHAN
Abstract
Objective: The aim of this research was to evaluate the effectiveness of compassion focused therapy on cognitive flexibility and social sufficiency of women with marital conflicts. This research method was semi-experimental with pretest-posttest design. Using felner and etal's social sufficiency, Denis ...
Read More
Objective: The aim of this research was to evaluate the effectiveness of compassion focused therapy on cognitive flexibility and social sufficiency of women with marital conflicts. This research method was semi-experimental with pretest-posttest design. Using felner and etal's social sufficiency, Denis and Vendervall’s cognitive flexibility and Sanai and Barati's marital conflicts, questionnaires, 30 women of with marital conflicts. Were purposive selected and were randomly assigned in two experimental and control group (each group was 15). The experiment group received 8 sessions of CFT based on Gillbert's instruction package and the control group did not receive any training in this field. After executing the CFT, social sufficiency, cognitive flexibility and marital conflicts of the members of two groups were measured again. Data were analyzed using multivariate covariance analysis (MANCOVA) and univariate covariance analysis (ANCOVA). Calculated F either in the Mancova analysis and either in the Ancova analysis for variables of social sufficiency, cognitive flexibility, showed significant differences in both groups. The results of this study which are in line with other studies that CFT has significant role in increasing social sufficiency and cognitive flexibility in the women with marital conflicts.
Fatemeh Alipour; javad mesrabadi; Salaam Rahimi
Abstract
Aim: Anxiety is one of the most common problems in societies, which impairs the perception, thinking, and optimal functioning of individuals. Problem-solving skills have received increasing support as a short-term psychotherapy method for managing anxiety and depression. Method: This research was conducted ...
Read More
Aim: Anxiety is one of the most common problems in societies, which impairs the perception, thinking, and optimal functioning of individuals. Problem-solving skills have received increasing support as a short-term psychotherapy method for managing anxiety and depression. Method: This research was conducted by meta-analysis method to combine the research on problem-solving skills and anxiety relation. The Statistical population of the present meta-analysis was the available research related to problem solving and anxiety published from 2007 to 20021 and from 2000 to 2021. Based on the inclusion and exclusion criteria of initial studies and sensitivity analysis, 69 effect sizes, and 47 initial studies were analyzed by CMA software. Results: The results showed that the random model summary effect size was -0.678, which was statistically significant and indicated the positive effect of problem-solving skills on reducing anxiety types, including Trait Anxiety, State Anxiety, Math Anxiety, Test Anxiety, and Social Anxiety. The results also showed no significant difference between the two genders in the effectiveness of the problem-solving training and its application, whereas there was a significant difference between the types of anxiety, the type of research method, and the age of the subjects. Conclusion: As a result, supplying programs to educate, develop, and enhance problem-solving skills in the community is a necessity that needs to be considered more than before.
Razieh sheikholeslami; omayeh hassan nia
Abstract
Introduction: The purpose of this study was to determine the validity, reliability and factor structure of McMahon and Good's (2015) Moral Metacognition Scale in Iranian students. Method: For this purpose, 524 undergraduate students of Yasuj University in the academic year 1395-96 were selected using ...
Read More
Introduction: The purpose of this study was to determine the validity, reliability and factor structure of McMahon and Good's (2015) Moral Metacognition Scale in Iranian students. Method: For this purpose, 524 undergraduate students of Yasuj University in the academic year 1395-96 were selected using multistage cluster random sampling. Correlation coefficients between factors with total factor scores, Cronbach's alpha coefficient, exploratory factor analysis, and second-order confirmatory factor analysis were used to assess the internal consistency and validity of the scale. Results: The results showed that the questionnaire had a good reliability (0.90), and exploratory factor analysis confirmed four factors, and second-order confirmatory factor analysis showed that the structure of the questionnaire had a good fit with the data and all goodness of fit indices were confirmed for the four-factor model underlying the questionnaire. According to the main research, these factors were named metacognitive regulating factor, expressive cognitive, procedural cognitive, and conditional cognitive knowledge. Conclusion: These results suggest that McMahon and Good's (2015) moral metacognition scale can be used as a suitable tool for measuring students' moral metacognition in Iran.
Morteza Tarkhan
Abstract
Introduction: The Purpose of this research was to study the relationship between predicting of psychological well-being through defense mechanisms and cognitive self-differentiation in students. Method: The research method was correlation and participants of this research were 125 people of students ...
Read More
Introduction: The Purpose of this research was to study the relationship between predicting of psychological well-being through defense mechanisms and cognitive self-differentiation in students. Method: The research method was correlation and participants of this research were 125 people of students selected via simple randomization. The research materials were :Skowron and Friddlander Self-differentiation Questionnair, Andrews , Sing and Bond Defense Styles Questionnaire and Ryff Psychological Well-being Questionnaire.. Results: Multiple regression analysis with stepwise method and Pearson correlation showed that cognitive self-differentiation %8/23 , mature defense mechanism %5/53 , immature defense mechanism %4/30 , neurotic defense mechanism %4/12 and the generally explained %22/18 of common variance (R²) of psychological well-being of students. Conclusion: The findings of this research indicated that cognitive self-differentiation, mature defense mechanism, immature defense mechanism and neurotic defense mechanism have basic role in psychological well-being of students.
mansoureh Hajhosseini; abed mahdavi; Maryam Mohammadi
Abstract
Objective: The aim of this study was to identify the effect of group education based on schema therapy on psychological well-being and differentiation of female students. Method: The study was carried out in a quasi-experimental design with pretest-posttest and control group. The statistical population ...
Read More
Objective: The aim of this study was to identify the effect of group education based on schema therapy on psychological well-being and differentiation of female students. Method: The study was carried out in a quasi-experimental design with pretest-posttest and control group. The statistical population of the study included all female students from 18 to 21 years of residence in Chamran dormitory of Tehran in 2018 which were selected from among them, 30 were randomly available and replaced by accident in two groups of experimental and control.In order to collect data, we used psychological well-being questionnaire (PWBS) and differentiation Skron and Smith Questionnaire (2003) and measured in accordance with the plan, the subjects in two stages before and after the implementation of group education.The treatment program was performed for 11 sessions of 90-minute group training for experimental groups but the control group did not receive any training. Data were analyzed using multivariate analysis of variance and the findings indicated that schema therapy significantly increased psychological well-being and six components i.e. self-acceptance, positive relationship with others, autonomy, mastery of the environment, the goal of life and personal development.The program also led to a significant difference in the testable group compared to the control group in self-differentiation. Results: The result was confirmed by the effectiveness of schema therapy in modifying maladaptive schemas and enabling young students to help maintain independence and regulate their emotion and behavior. Conclusion: This program has also been effective in improving the dominance of individuals on their own schemas in improvement of their psychological well-being and can be used as a fruitful model in the students ' psychological counseling.
Psychology
Pouyan Ezatizadeh; MAHNAZ SHAHGHOLIAN; mohammad hossein Abdollahi; Ali shahbaz ghazvini
Abstract
The purpose of this research was to investigate the relationship between cognitive fusion and emotional processing with psychological distress in adolescents. This research is fundamental in nature and the present research method is descriptive and correlational. The statistical population was all male ...
Read More
The purpose of this research was to investigate the relationship between cognitive fusion and emotional processing with psychological distress in adolescents. This research is fundamental in nature and the present research method is descriptive and correlational. The statistical population was all male teenagers of Mahdasht, Karaj city in Alborz province. The statistical sample of this research was 280 people who were selected by available method. They completed Psychological Distress Questionnaire (Kessler et al., 2002), Cognitive Fusion Questionnaire (CFQ; Gillanders et al., 2014) and Emotional Processing (Baker et al., 2010). The results showed that there is a significant positive relationship between cognitive fusion and psychological distress and between emotional processing and psychological distress. Also, there is a significant positive relationship between subscales of emotional processing including suppression, the experience of unpleasant emotions, the experience of unprocessed emotions, avoidance and control with psychological distress. The results showed that 39% of the changes in psychological distress can be explained by cognitive fusion and emotional processing. These results can be used to reduce psychological distress in teenagers.
Cognitive psycholog
Nadia Khoshkhooy; Moslem kord; Majid Saffarinia; Anahita Veisi; Zahra Nikmanesh
Abstract
Introduction: The purpose of this research was a comparison of emotional working memory capacity in monolingual (Persian) and bilingual (Armenian-Persian) girls aged 7 to 9 years and 11 months and 29 days. Method: The statistical population of the current study included elementary school girls aged 7 ...
Read More
Introduction: The purpose of this research was a comparison of emotional working memory capacity in monolingual (Persian) and bilingual (Armenian-Persian) girls aged 7 to 9 years and 11 months and 29 days. Method: The statistical population of the current study included elementary school girls aged 7 to 9 years and 11 months and 29 days in the second semester of the 1401-1402 school in Tehran. The statistical sample included 30 monolingual students (Persian) and 30 bilingual students (Armenian-Persian) who were selected among the first to third- grade students of public schools and the available sampling method. In this research, the information was processed by children's emotional working memory capacity test and number capacity test (reading forward and reverse digits). The data were analyzed by the Kolmogorov Smirnov, the Independent Samples test to compare two groups and logistic regression in IBM SPSS STATISTICS21 software. Findings: The results showed that there is a significant difference between monolingual and bilingual children in the age groups between 7 years and 6 months and 8 years and 11 months and 29 days (p<0.05), but no significant difference was observed in the other age groups (p>0.05). Also, the aging (by one unit) reduces by about 80.5% in the difference between the scores of monolingual and bilingual people (p>0.01). Conclusion: According to the obtained results, it can be concluded that bilingualism is more effective than monolingualism in the capacity of emotional working memory and cognitive-emotional functions of children, and it should be taken into account in educational and business planning.
Reza Ghorban Jahromi; Elaheh Hejazi; Javad Ejei; Mohamad Khodayari Fard
Volume 2, Issue 2 , March 2014, , Pages 87-99
Abstract
The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement based on students’ academic procrastination. For this reason, 268 third grade high school students (161 female & 107 male) from Shiraz ...
Read More
The aim of the present study was investigating the mediating role of achievement goals in the relationship between need for closure and cognitive engagement based on students’ academic procrastination. For this reason, 268 third grade high school students (161 female & 107 male) from Shiraz were selected through multistage cluster sampling and answered to a self-report questionnaire consisted of need for closure scale (NFCS), achievement goals scale (AGS), cognitive engagement scale (MSLQ), and academic procrastination scale (PASS). The results generally showed that in an academic procrastination context need for closure dimensions have significant negative indirect effects on deep cognitive strategies through the mediation of achievement goals; however, this effect on shallow cognitive strategies is significant, negative, and indirect. The findings demonstrated that the direct effect of need for structure on mastery and performance-approach goals is significantly negative; but this effect on performance-avoidant goals was significantly positive. Moreover, the direct effect of need for certainty on mastery goals and performance-approach goals was respectively negative and positive, both significant. The direct effect of need for certainty on performance-avoidance goals was not significant. The effect of each of the achievement goals on shallow and deep cognitive strategies was different.
behnaz khayeri; reza mirmahdi; shahla Acuchekian; hasan heidari; ali aleyasin
Abstract
Introduction: The aim of this study was to investigate the effectiveness of emotion-focused therapy on obsessive-compulsive symptoms, rumination and cognitive avoidance of women patients with obsessive-compulsive disorder. In order to select the participants of the study, 20 patients with obsessive-compulsive ...
Read More
Introduction: The aim of this study was to investigate the effectiveness of emotion-focused therapy on obsessive-compulsive symptoms, rumination and cognitive avoidance of women patients with obsessive-compulsive disorder. In order to select the participants of the study, 20 patients with obsessive-compulsive disorder were selected by Purposive sampling method from among the patients referred to the counseling centers of Isfahan in 2018, were selected and divided into two groups of emotion-focused therapy and control. Emotion-focused therapy was performed during eight weekly sessions and the control group did not receive any special treatment during this period of time.Yale- brown obsessive-compulsive scale, Ruminative Response Scale and cognitive avoidance scale were completed in three stages: pretest, post-test, and follow-up.To analyze the data, the method of analysis of variance with repeated measurements was used. The findings showed that the efficacy of emotion-focused therapy on reducing obsessive-compulsive symptoms, rumination and cognitive avoidance of patients was significant in post-test scores (0/05>sig). Conclusion: The findings of this study have potentially significant implications for therapists to consider the effectiveness of emotion-focused therapy on the severity of obsessive-compulsive symptoms, rumination and cognitive avoidance in women patients with obsessive-compulsive disorder
Mojgan Sepah Mansour; Elmira Memar; Masoumeh Azmoudeh
Volume 1, Issue 2 , June 2013, , Pages 92-100
Abstract
Aims: This study investigated the relationship between self-esteem and self-efficacy with persuasion in educational managers. Method: The Population of this study consisted of all educational managers of Islamic Azad University in Tehran. 120 people (76 women and 44 men) were selected by multistage ...
Read More
Aims: This study investigated the relationship between self-esteem and self-efficacy with persuasion in educational managers. Method: The Population of this study consisted of all educational managers of Islamic Azad University in Tehran. 120 people (76 women and 44 men) were selected by multistage cluster sampling. In order to measure their self-esteem, Koper Smith test (1967) was used and to measure self-efficacy, general self-efficacy beliefs test (Scherer et al, 1982) was used. The Persuasion was measured by applied intelligence Persuasion test (Sepah Mansour and Hooman, 1389). For data analysis, the Pearson correlation and Regression analysis were used. Results and conclusion: The results showed a significant positive correlation between persuasion with self-esteem and persuasion with self- efficacy. (r=0/771,r=0/494). Also the results showed that 59% of the variance associated with the persuasion can be explained with self-esteem (R2 = 0.594) and 24% of the variance in self- efficacy can be explained whit persuasion (R2 = 0.244). The results of the slope coefficients indicated that, in predicting persuasion, the share of self-esteem was more than self- efficacy . (β= 0.70).
Sayed Ali Akbar Ahmadi; Hosein Safarzadeh; Mohammad Javad Hozoori; fariba dehnavi
Volume 2, Issue 1 , August 2014, , Pages 101-116
Abstract
Introduction: Cultural Intelligence and conflict resolution ability are essential for 21st-century’s leaders when considering the increased interaction with individuals from different cultural backgrounds. The main objective of this study was to investigate the effect of cultural intelligence of ...
Read More
Introduction: Cultural Intelligence and conflict resolution ability are essential for 21st-century’s leaders when considering the increased interaction with individuals from different cultural backgrounds. The main objective of this study was to investigate the effect of cultural intelligence of Managers on their employees’ ability to solve conflicts in the Social Security Organization. Method: This research is a descriptive- correlation Study that 119 managers and 175 employees of Social Security Organization participated in (2012). To measure Cultural Intelligence, the Iranian version of the Cultural Intelligence Questionnaire)2011( was used and Employees conflict resolution was measured using a Conflict Resolution Questionnaire. Findings: The results showed that Cultural Intelligence of managers (and its three dimensions) had a statistically significant and positive impact on employees’ conflict resolution ability. Additionally, employees’ conflict resolution ability was estimated above average. Also results showed that Based on demographic factors such as gender, culture and education cannot comment on the Cultural Intelligence of managers and conflict resolution ability’s employees. Conclusion: Based on the findings we can say that Cultural Intelligence is a key factor, influencing and determining for conflict resolution ability.
fatemeh sadat sepidehdam; hosein zare; Samane Haddadi
Abstract
Abstract This study examined the mediating effect of self-balance on the structural relationship between cognitive ability and social problem solving with attention. Method: Research method was descriptive and correlational. Subjects were 308 participants (188 female and 114 male) selected by available ...
Read More
Abstract This study examined the mediating effect of self-balance on the structural relationship between cognitive ability and social problem solving with attention. Method: Research method was descriptive and correlational. Subjects were 308 participants (188 female and 114 male) selected by available sampling among aircrew of Iran Air company. To collect data, the following questionnaires were used:Nejati’s Cognitive Abilities Questionnaire, Hardin’s Integrated Self-Discrepancy Index (ISDI) and Social Problem Solving Inventory-revised short-form by D’Zurilla, and Nezu. Results: The results revealed that all the subscales of cognitive ability are correlated negatively with the components of adaptive problem solving and are positively related with the non-adaptive problem solving, with the significant level of 0.01. Also the four sub scales of Self-Discrepancy were related positively with adaptive problem solving and negatively with the non-adaptive problem solving and are correlated significantly on the level of 0.01. Conclusion: Due to the increasing evolution and complexity of the cognitive processes of the human brain, further studies are needed to enhance the relationships among personality, problem solving and cognitive abilities. Therefore effective programs are suggested for cognitive enhancement of employees in critical jobs like aircrew. Keywords: cognitive ability, social problem-solving, Self-Discrepancy, Structural Equation Modeling, social cognition.
