Research Paper
Ahmad Rasteghar
Volume 6, Issue 1 , August 2017, Pages 9-26
Abstract
Introduction: The present study was fulfilled with the aim of presenting a causal model of the relationship between need for cognition and cognitive engagement regarding the mediating role of achievement goals and academic emotions among virtual students of Shiraz University by path analysis. Method: ...
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Introduction: The present study was fulfilled with the aim of presenting a causal model of the relationship between need for cognition and cognitive engagement regarding the mediating role of achievement goals and academic emotions among virtual students of Shiraz University by path analysis. Method: For so doing, 231(301 male and 109 female) virtual students were selected via stratified ratio sampling and then answered to a questionnaire consisted of need for cognition scale (Cacciopo& Petti, 1984), achievement goals scale (Middleton & Midgley, 1997), academic emotions scale (Pekrun et al. 2005), and cognitive engagement scale (Pintrich, 1991). The scales’ reliability was achieved based on Chronbach alpha coefficient. The study method was descriptive with co relational design. Findings: Generally, the results showed that need for cognition indirectly and negatively affect shallow cognitive strategies through the mediation of performance-avoidance goals, performance-approach goals, mastery goals, and negative emotions. Moreover, need for cognition indirectly and positively affect deep cognitive strategies through the mediation of mastery goals, performance-avoidance goals, and positive emotions. Conclusion: The fit indices of the model showed that the proposed model in the study have a relatively good fit with the data gathered from virtual students.
Research Paper
Hamid Faramarzi; Alireza Haji yakhchali; Manigeh Shahni Yeylagh
Volume 6, Issue 1 , August 2017, Pages 27-42
Abstract
Introduction: The aim of this study was to investigate the role of internal-external motivation and goal mastery approach -performance approach- as predictors of creative self-efficacy in male junior high school students (grade 9) in Romeshgan City. The population consisted of all male high school students ...
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Introduction: The aim of this study was to investigate the role of internal-external motivation and goal mastery approach -performance approach- as predictors of creative self-efficacy in male junior high school students (grade 9) in Romeshgan City. The population consisted of all male high school students in Romeshgan City in the academic year 2015-2016. Method: A total of 346 subjects were selected from the population by using multistage random sampling method. The research design was correlational. The research instruments were motivational orientations scale, achievement goals scale, and creative self-efficacy questionnaire. Data were analyzed using Pearson correlation and multiple regression. Findings: The results of the analysis showed that there was a significant correlation between creative self-efficacy and intrinsic motivation, external motivation, objective mastery approach, challengism, curiosity, independent expertise, teacher pleasantness, and dependence on teacher. Also, the results showed that challengism, curiosity, independent expertise, teacher pleasantness and dependence to teacher explain 0.16 of variance in creative self-efficacy using stepwise method. Conclusion: Based on the present study results, one might relying on intrinsic motivation and empower students to select their objectives and increase their creative self-efficacy.
Research Paper
Mansor Bayrami; touraj hashemi; Hamid Poursharifi; Morteza Andalib
Volume 6, Issue 1 , August 2017, Pages 43-66
Abstract
Introduction: The aim of this study was investigating the fitness of causal-structural relationship of parental coercion and blame attributions with delinquency by mediating of self-control and cognitive and affective empathy in clients of correction centers. Method: using a retrospective descriptive-correlational ...
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Introduction: The aim of this study was investigating the fitness of causal-structural relationship of parental coercion and blame attributions with delinquency by mediating of self-control and cognitive and affective empathy in clients of correction centers. Method: using a retrospective descriptive-correlational design, 258 clients chosen by convenience sampling method took part in the study. They completed Alabama Parenting Questionnaire-child form (APQ), Baron-Cohen empathy quotient scale (EQ), Gudjonsson blame attribution inventory (GBAI) and crime violence inventory (CVS). The gathered data was analyzed by Structural Equation Modeling with AMOS-Graphic software. Findings: The results confirmed the fitness of proposed model after reforming. Investigation of direct paths showed that the direct path of parental coercion positively; and blame attribution and affective empathy negatively associated with delinquency. However, the path between cognitive empathy and delinquency was not significant. For investigation of indirect effects, bootstrapping method was used and results showed that affective empathy has partial mediating role between parental coercion and delinquency. Nevertheless, it does not have mediating role between blame attribution and delinquency. Finally, cognitive empathy had mediating role between parental coercion and delinquency, but it did not have mediating role between blame attribution and delinquency. Conclusion: The results of the current study can be used by criminal psychologists, criminologists and other relevant specialists, and they can play a role in crime prevention.
Research Paper
Majid Baradaran
Volume 6, Issue 1 , August 2017, Pages 67-76
Abstract
Introduction: The purpose of this research was to study the comparison of temperament and character dimensions and cognitive emotion regulation in anxious and normal students. Method:The study was a causal-comparative study and 87 anxious individuals and 87 normal individuals were selected from the students ...
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Introduction: The purpose of this research was to study the comparison of temperament and character dimensions and cognitive emotion regulation in anxious and normal students. Method:The study was a causal-comparative study and 87 anxious individuals and 87 normal individuals were selected from the students of Payame Noor University of rasht city as the sample of the study. The groups( anxious individuals and normal individuals) matched in demographic features(age and sex) and completed the Cognitive Emotion Regulation Questionnaire and Temperament and Character Inventory. Results: Results revealed that there were significant differences between anxious and normal students in all factors of cognitive emotion regulation(self blame, other blame, acceptance,rumination, positive refocusing,refocus on planning, positive reappraisal, putting in to perspective, catastrophizing) and temperament and character dimensions (Harm avoidance, self-directiveness, co-operativeness and self-transendence). Conclusion: The results show that cognitive emotion regulation and temperament and character dimensions determine the anxiety intensity in anxious people.
Research Paper
Fatemeh Moein Alghoraee; Azam Nferesti; Samira Karamlu; Nima Ganji
Volume 6, Issue 1 , August 2017, Pages 91-104
Abstract
Introduction: Social cognition with components such as stereotypical thought and basic schemata has a critical role in social encryption and encoding. It also influences response and behavior in persons. The aim of the present study wass assessing the three components of social cognition in depressed ...
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Introduction: Social cognition with components such as stereotypical thought and basic schemata has a critical role in social encryption and encoding. It also influences response and behavior in persons. The aim of the present study wass assessing the three components of social cognition in depressed and healthy persons. Method: By using comparative method in the statistical society of depressed students in Tehran, a sample of 60 visitors to the counseling center of the University with eligibility to participate in research was selected by using purposive sampling. Another 60 subjects were selected for the healthy group. Data was collected using Attribution Style Scale, Maladaptive Schemata, Dysfunctional Attitudes Questionnaires and Beck Depression Scale. Results: Analysis of covariance revealed significant differences in attribution style, maladaptive schemata and dysfunctional attitudes between healthy and depressed groups. Conclusion: Disrupted social cognition components are clear in depressed people; therefore, it seems necessary to consider them for therapy process.
Research Paper
Sahnaz Nohi; Hamidreza Hatami; Masoud Janbozorgi; Asraf Sadat Banijamali
Volume 6, Issue 1 , August 2017, Pages 77-90
Abstract
Introduction: Parenting styles of parents, have important roles in children's physical and psychological health. This study was conducted to determine the effectiveness of combined parenting Education (biological-social) to Mothers on perceived self–efficacy of overweight children. Method: The ...
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Introduction: Parenting styles of parents, have important roles in children's physical and psychological health. This study was conducted to determine the effectiveness of combined parenting Education (biological-social) to Mothers on perceived self–efficacy of overweight children. Method: The method was quasi- experimental. The studied population included all overweight boy elementary school students (Region Two and Five in Tehran) with their mothers. Overall 50 mothers with their children selected Through available sampling. finally, due to the drop of 2 subjects, 48 people remained in the study and were randomly assigned to two experimental and control groups consist of 24 people. The experimental group trained, 90 minutes sessions weekly for 2.5 months (10 sessions) and control group received no intervention. Prior to and after Training, all participant completed demographic information questionnaire, Children completed perceived self- efficacy questionnaire too and their BMI were measured. Findings: Data analysis with Ancova and Mancova showed that Parenting education improves the perceived self-efficacy scores in the experimental group compared with the control group (P
Research Paper
Ali Rasoli; Mojtaba Dehghan; Mohamad Hossin Abdollahi; Mahnaz Sahgholyan
Volume 6, Issue 1 , August 2017, Pages 105-124
Abstract
Introduction: People's cognitive style is important in their attitudes and lives. Besides, it is associated with their personalities and experience of emotions. Therefore, the aim of this study was comparing the personality traits and acceptance/commitment among married people with Assimilator cognitive ...
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Introduction: People's cognitive style is important in their attitudes and lives. Besides, it is associated with their personalities and experience of emotions. Therefore, the aim of this study was comparing the personality traits and acceptance/commitment among married people with Assimilator cognitive style and Explorer cognitive style. Method: The design was causal-comparative and the population of the study consisted of all adults that were living in Mazandaran city, and among them 130 married men and women (65 women and 65 men) were selected as sample through available sampling method. To collect data, the Scale of Cognitive Style, five Factor Personality Inventory (NEO-FFI) and second edition of Accepting and Action Questionnaire (AAQ-II) were used. For data analysis, multivariate analysis of variance was used. Results: The results showed that people with Explorer Cognitive Style and Assimilator Cognitive Style were significantly different in terms of personality traits of neuroticism, flexibility and conscientiousness and also were significantly different in terms of the degree of acceptance/commitment. However, there was no significant difference between two cognitive styles in terms of extraversion and openness to experience. Conclusion: Thus, the way people process information and also their Cognitive confrontation with problems can lead to tendency toward specific personality traits and differences in their acceptance or experimental avoidance.
Research Paper
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 ...
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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.
Research Paper
Amir Azizi; Fazlollah Mir Drikvand; Mohammad Ali Sepahvand
Volume 6, Issue 1 , August 2017, Pages 135-146
Abstract
Introduction: The aim of this study was to determine the effectiveness of cognitive rehabilitation on continuous attention, working memory and visual - motor perception in primary school students with specific learning disability. Methods: In this quasi -experimental study, 30 primary school students ...
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Introduction: The aim of this study was to determine the effectiveness of cognitive rehabilitation on continuous attention, working memory and visual - motor perception in primary school students with specific learning disability. Methods: In this quasi -experimental study, 30 primary school students with a learning disorder diagnosis in Tabriz Learning Center in 2016-2017 were selected through call method and using randomly were replaced into experimental and control groups (n = 15 per group). In all four groups of N-back, continuous performance test and visual perception -motor Bender-Gestalt as pretest and post-test completion. Cognitive rehabilitation was performed in the experimental group using Sund Smart software for 20 sessions of 30-45 minutes (3 times a week for seven weeks) and the control group did not receive any interventions. Data were analyzed using multivariate covariance analysis in SPSS.20 software. Findings: The multivariate covariance analysis showed that there is a significant difference between the mean scores of pre-test and post-test in the experimental and control groups in continuous attention variables and visual - motor perception, but there is no significant difference between the mean scores of the groups in the working memory variable at the evaluation stages. Conclusions: The use of cognitive rehabilitation is recommended in improving continuous attention and visual-motor perception in elementary school students with special learning disabilities.
Research Paper
Fatemeh Rohi Jahromi; Hosain Zare; Nila Akhondy
Volume 6, Issue 1 , August 2017, Pages 147-156
Abstract
Introduction: The aim of this study was to investigate the relationship between body language and perceived social interaction in high school students. Method: The research method was descriptive and correlational. The statistical population was all the 12871 high school students of Shiraz city ...
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Introduction: The aim of this study was to investigate the relationship between body language and perceived social interaction in high school students. Method: The research method was descriptive and correlational. The statistical population was all the 12871 high school students of Shiraz city the enrolled in the academic year of 1395-1396. Using Cochran Formula and cluster sampling, 290 students were chosen to take part in the study. Data collection took place using Body Language Questionnaire by Hasibani and the Glass's Perception of Social Interaction Questionnaire. Data were analyzed by SPSS version 20 and by using the Pearson correlation coefficient and multiple regression analysis. Findings: The results indicated that among the nonverbal behaviors of teachers, according to standard beta, head (β=0.28), hand (β=0.21) and eyes (β=0.16) had the most role and contribution in explaining the students' perceived social interaction. Conclusion: Therefore, the teachers used head, hands and eyes as non-verbal cues for more interaction with students.
