Psychology
azam akrami; Ahmad Ghazanfari; Reza Ahmadi
Abstract
The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training ...
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The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training package, appropriate content objectives were first prepared, and after receiving expert feedback, the training package was finalized. The Content Validity Index (CVI) and Content Validity Ratio (CVR) for all objectives in this training package were high. Therefore, the motivational strategies training package was developed in 8 ninety-minute sessions. In the effectiveness evaluation section, a quasi-experimental pre-test-post-test design with a control group and follow-up was used. The statistical population of this study included all female students studying in high school in Foladshahr in the academic year 1402-1403. The data collection tool was the Weissman Social Development Questionnaire. For data analysis, repeated measures ANOVA was used to examine the significant difference in means between the groups. The results showed that the mean scores of the social development variable were significantly different between the experimental and control groups (F=223.57, P=0.000, effect size=0.732), indicating a significant difference between the two groups. Additionally, there was a significant difference between the mean scores of the variables in the experimental and control groups (P<0.05), indicating that the effectiveness of both motivational strategies training and emotion regulation training on social development and its components was confirmed. The motivational strategies training method was significantly more effective than the emotion regulation method in promoting social development, and the sustainability of the training effect was confirmed.
Educational Psychology
Marziye Eskandaripour; Javad Mesrabadi; Masoud Baghbani
Abstract
This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place ...
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This research was conducted with the aim of quantitatively combining researches in the field of relationship between social growth indicators and academic achievement using meta-analysis method. Also, determining the role of variables such as types of social growth indicators, dependent variable, place of research, the gender and age of subjects on this relationship was another goal of this meta-analysis. According to the entry criteria, 42 primary studies were analyzed. After removing an outlier effect size based on the results of the funnel plot, the summery effect size between these two variables was equal to 0.33. Also, heterogeneity analysis showed the possible role of moderating variables on the relationship between these two constructs. Social capital and social support had a larger effect size than other indicators in the relationship between social growth indicators on academic achievement. In relation to the dependent variable, using the GPA of literature and math courses as the dependent variable had a greater effect than using the overall academic GPA as the dependent variable. It was also found that the effect size of research implementation in school is not much different from research implementation in university. In relation to gender, it was also found that the effect size of the relationship between social growth indicators and academic achievement is slightly higher in men than in women. Also, the effect sizes of the relationship between the two mentioned variables increase with the age of the examinees.
social Psychology
Javid Takjoo; Iraj Shakerinia; Seyed vali ollah Mousavi; Sajjad Rezaei
Abstract
Introduction: Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.Method: The current research conducted using one-shot study design. The statistical ...
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Introduction: Dishonesty is a pervasive behavior that occurs in various contexts. Therefore, the purpose of this research is to measure the rate and motivations of dishonesty in aggregate and compare it in both genders.Method: The current research conducted using one-shot study design. The statistical population consists of all undergraduate students of University of Guilan. The present study includes 189 students who were selected by purposeful sampling and based on the inclusion and exclusion criteria and were divided into two groups: men (92 people) and women (97 people). The Dice-rolling method was used to measure the rate and motivations of dishonesty. The resulting data were analyzed by binomial test. The Independent t test and the Chi-square test of independence was used to compare the rate and motivations of dishonesty in both genders respectively.Finding: The results indicate that a significant proportion of men (z=4.78, df=91, p< 0.001), women (z=1.71, df=96, p<0.05), and the total participants (z=4.66, df=188, p<0.001) engaged in dishonest behavior with economical motivation. The honest-image motivation was observed in men (z =1.15, df=91, p<0.045), while a conservative approach to dishonest behavior was observed in women (z=1.71, df=96, p<0.05). Furthermore, no significant difference was found between men and women in the rate of dishonest behavior (t=1.15,df=187, p<0.175) or in the economical motivation (χ²=2.805, df=1, p<0.093). Conclusion: Based on the findings, maximizing personal gain is a motivator for dishonest behavior. Additionally, maintaining an honest self-image is more prominent in men, while a conservative approach is more evident in women
Cognitive psycholog
neda nemati; Mohammad Oraki; majid Saffarinia
Abstract
This study aimed to determine the differences in the effectiveness of Imago Therapy and Emotion-Focused Therapy (EFT) on psychological flexibility and cognitive empowerment in women affected by marital infidelity. The research population included all women affected by extramarital relationships in Isfahan ...
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This study aimed to determine the differences in the effectiveness of Imago Therapy and Emotion-Focused Therapy (EFT) on psychological flexibility and cognitive empowerment in women affected by marital infidelity. The research population included all women affected by extramarital relationships in Isfahan (including the Nik Ovin Psychological Clinic and the Hazrat Abolfazl Charity Institute) in the spring of 2024. A group of women affected by extramarital relationships were randomly assigned into three groups (two experimental groups and one control group) of 15 participants each. They were assessed using the Cognitive Flexibility Inventory (CFI) by Dennis and Vander Wal (2010) and the Psychological Empowerment (PE) scale by Spreitzer and Mishra (1996). Data were analyzed using mixed ANOVA with SPSS version 23. The results showed that both Imago Therapy and Emotion-Focused Therapy significantly increased psychological flexibility and cognitive empowerment, and there was no significant difference in effectiveness between these two therapeutic approaches (P < 0.05). The findings also indicated that the therapeutic effects were stable over time. Therefore, it can be concluded that Imago Therapy and Emotion-Focused Therapy can be effective approaches for improving the well-being of women affected by infidelity and play an important role in enhancing their quality of life.
Educational Psychology
Reihane Barari Lafmajani; Mohammad Oraki
Abstract
The present study aimed to present a structural model of self-actualization based on creative thinking and perceived empowerment in students with the mediating role of problem-solving ability. The research method was descriptive-correlational. The statistical population of this study included all students ...
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The present study aimed to present a structural model of self-actualization based on creative thinking and perceived empowerment in students with the mediating role of problem-solving ability. The research method was descriptive-correlational. The statistical population of this study included all students of Payam Noor University in Varamin in the academic year 1402-1403. The sample size for structural equation modeling was estimated to be 350 people. The available sample was used to collect research data, and the research tools were the standard questionnaires of self-actualization by Soleimani et al. (1396), creative thinking skills by Wilch and Duval (2002), empowerment by Spritzer (1995), and problem-solving skills by Cassidy and Long (1996). The research data were analyzed at the descriptive statistical level by calculating the mean and standard deviation, and at the inferential statistical level by using Pearson correlation and structural equation modeling using SPSS version 26 and IMOS version 24 software. The research findings showed that the structural model of self-actualization based on creative thinking and perceived empowerment in students with the mediating role of problem-solving ability has a good fit. Also, creative thinking, perceived empowerment, and problem-solving ability have a direct effect on students' self-actualization, and problem-solving ability has a direct effect on students' creative thinking and perceived empowerment. Therefore, according to the research findings, it is suggested that: Factors affecting students' self-actualization be taken into account and universities and higher education centers, while cultivating creative thinking and problem-solving ability in them, increase their perceived empowerment so that capable individuals are trained for the future of the country.
Cognitive psycholog
Samila Arzeroomchilar; Zohreh Rafezi
Abstract
Introduction: The aim of the current research is to answer the question whether functions related to emotion such as risky decision-making and theory of mind change in all people under the influence of sadness and happiness induction, or according to different levels of emotional processing. People react ...
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Introduction: The aim of the current research is to answer the question whether functions related to emotion such as risky decision-making and theory of mind change in all people under the influence of sadness and happiness induction, or according to different levels of emotional processing. People react differently after experiencing these emotions. Method: In order to investigate this question, 60 volunteers, in the age range of 18-40 years old, were included using available sampling method. After evaluating the mood with the Beck Depression Questionnaire and measuring emotional processing by the Baker scale, they were randomly placed in one of the groups of induction of happiness, induction of sadness and control. In order to induce emotional states, the methods of playing short films and mental imagery were used. Then the Iowa software test and the eye reading mind test were performed. Findings: The results obtained using univariate analysis of variance (ANOVA) showed that in this research, the induction of none of the emotions of happiness and sadness had no significant effect on the amount of theory of mind and risky decision making of participants with different levels of emotional processing. Conclusion: From these findings, it can be concluded that being exposed to emotions of happiness and sadness with moderate to relatively high intensity in the short term (less than an hour), cannot significantly alter the level of functions of theory of mind and risky decision making in the direction of improvement or dysfunction in individuals with different emotional processing levels.
