Zinab Momennai; ali taghvaeinia; Fariborz Nikdel
Abstract
IntroductionEmotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions ...
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IntroductionEmotional intelligence refers to the differences between individuals in identifying motivation, emotions, and feelings, and controlling emotions, both in the individual and in social relationships. In fact, emotional Intelligence is the ability to process information related to one's emotions and the ability to use the information as a guide for understanding and acting. (MacCann et al., 2020). According to Bar-On (2003), emotional intelligence and teaching this skill deals with oneself, others, and the environment. Therefore, it should be more adaptive to changing conditions and be more successful in meeting environmental demands. Responsibility in the educational situation is broad in scope and guarantees health indicators and improved quality of life of children in school. In addition, recently, scientific interest in the problems of stress and coping with it has been increasing. Therefore, the purpose of this study was to investigate the effectiveness of emotional intelligence training for preschool teachers on their responsibility and coping skills. MethodThe research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population includes preschool teachers in Izeh City in 2020. From the target population, 30 people were selected by random sampling method and assigned to experimental (15) and control (15) groups. First, pre-tests were performed for both groups. The experimental group received emotional intelligence training in 10 sessions of 45 minutes over two months. The instruments used in the pre-test and post-test include the Responsibility subscale of the California Psychological Inventory and the Coping Inventory for Stressful Situations. Data were analyzed using the analysis of covariance by SPSS-23 software. ResultsThe results obtained by comparing the post-test of independence variables in the two groups by controlling the effect of the pre-test, after emotional intelligence training showed the scores of responsibility and Task-oriented coping who participated in the experimental group compared to those in the control group Were significantly increased (P <0.01). The results also showed that the scores of the components of emotion-oriented coping and avoidant-oriented coping who participated in the experimental group, compared to those who were replaced in the control group decreased (P ≤.01). In general results showed that emotional intelligence training has a significant effect on the responsibility (F=20.20, p<0.0001) and coping skills (included: Task-oriented coping: F=11.25, p<0.003; Emotion-oriented coping: F=14.75, p<0.001; Avoidant-oriented coping: F=5.07, p<0.004) of preschool teachers. ConclusionTherefore, it can be concluded that emotional intelligence training is an effective method to increase preschool teachers’ responsibility and positive coping skills by using techniques such as familiarity with the concept of emotion, emotional awareness, identifying emotions, accepting emotions, confronting emotions, and personal responsibility skills. Also, emotional intelligence training because it emphasizes both cognitive and emotional factors, affects preschool teacher’s responsibility and coping skills.
morteza ziabakhsh; Masoud Sharifi; Jalil Fath Abad; vahid nejati
Abstract
Aim of the study:Attention deficiency and hyperactivity disorder is the most common disorder in childhood period. This study was carried out with the aim of comparing two types of treatment in different types of visual attention.Research method: It was a quasi-experimental study with pre-test and post-test ...
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Aim of the study:Attention deficiency and hyperactivity disorder is the most common disorder in childhood period. This study was carried out with the aim of comparing two types of treatment in different types of visual attention.Research method: It was a quasi-experimental study with pre-test and post-test and control group. Fifty elementary school male students were selected as sample from students referred to psychiatric clinics in Karaj city. The sample that was selected using convenient sampling method was grouped randomly into three same groups including two experimental and one control group. Pre-test was done on all three groups using IVA test. One of the experimental groups was rehabilitated for 14 sessions using researcher-made tool. Another experimental group was treated for 18 sessions using neurofeedback method with Beta protocol. Control group did not receive any interventions. Afterwards, a post-test was done on all three groups using IVA test.Results:Results were analyzed using SPSS 19 software and MANCOVA analysis method. Results of multivariable co-variance analysis method showed cognitive rehabilitation method is more efficient than neurofeedback method in improving different types of visual attention in elementary school male students with ADHD.Conclusion:Rehabilitation method used for improving different types of visual attention in elementary school male students with ADHD is more efficient compared with neurofeedback method.
F. Mohamadi; J. Karami; T. Hashemi
Volume 18, Issue 1 , June 2011, , Pages 169-190
Abstract
The purpose of this study was to compare Fernald Multisensory and Practice-Repetition in improvement of reading disabilities in students of school. The research was conducted according to quasi-experimental method using pre-test, post-test and control group design. The sample, selected randomly, consisted ...
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The purpose of this study was to compare Fernald Multisensory and Practice-Repetition in improvement of reading disabilities in students of school. The research was conducted according to quasi-experimental method using pre-test, post-test and control group design. The sample, selected randomly, consisted of 39 students (18 male, 21 female) from grade level 3 with reading disability in Javanrod city in 1385-86 porbipant were divided into 3 groups (education via Fernald Multisensory method, education via Practice-Repetition and the control group). Afterwards, they were matched according to IQ, gender, parents' education parents and formal education. The MANCOVA results of the posttest indicated meaningful differences between the groups. The MANCOVA and Tukey tests showed that Fernald Multisensory method was more effective than the control group and Exercise-Repetition group in verbal reading (p<0.001), speed of verbal reading (p<0.001), comprehention (p<0.05). Word reading (p<0.001) and speed of word reading (p<0.001), the results showed that the Exercise-Repetition group also performed better in verbal reading (p<0.01) and word reading (p<0.001) than the control group.
Sh. Mami; N. Naseri; F. Waisi
Volume 21, Issue 2 , December 2014, , Pages 169-178
Abstract
The aim of this research was to investigate the effectiveness of self- regulation strategy training on problem solving and the self- efficiency of the students of mathematics. The research method utilized is experimental with pre-test and post-test and a control group. The statistical universe of the ...
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The aim of this research was to investigate the effectiveness of self- regulation strategy training on problem solving and the self- efficiency of the students of mathematics. The research method utilized is experimental with pre-test and post-test and a control group. The statistical universe of the research included all of the female 10th graders in Ilam. Of these students, 30 were selected through cluster sampling as the samples of the research. Then, they were randomly divided into two 15-member groups (an experiment and control group). Each of the experiment group members separately had eight 90-minute training sessions, based on self-regulating learning strategy training. In order to collect the data needed, the mathematics self- efficiency scale (MSES) and problem solving were employed. The data was analyzed through multivariate covariance analysis. The findings showed that the experiment group had significant differences with the control group with regard to the scores of the posttest on problem solving and self- efficiency. Therefore, it can be claimed that self-regulation strategy training is effective regarding both problem solving and the self-efficiency of the students. Thus, teachers can help students improve their skills in problem solving and enhance their self- efficiency in mathematics.
K. Sevari
Abstract
In the present research, the causal relationship of educational interactions with academic satisfaction mediated by self-regulatory learning has been investigated. The population of the present research included Payam Noor University students in Ahwaz (1392), 500 of whom were selected through multi-stage ...
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In the present research, the causal relationship of educational interactions with academic satisfaction mediated by self-regulatory learning has been investigated. The population of the present research included Payam Noor University students in Ahwaz (1392), 500 of whom were selected through multi-stage random sampling method. For data collection, the Sevari Educational Interactions Questionnaire (1391), the Sevari Educational Satisfaction (1391) and the Sevari Self-Regulatory Learning Questionnaire (1391) were used. The results showed that educational interactions (student-student interaction, student–professor interaction and student–content interaction) had a positive causal relationship with educational satisfaction. The relationships of student-student interaction and student–content interaction with educational satisfaction, through self-regulatory learning was significant, but the path form student–professor interactions to educational satisfaction through self-regulatory learning was not significant. Based on the present study, it is suggested that for creating educational satisfaction, it is extremely necessary to reinforce student-student and student–content interactions.
M. Khadivi; Y. Zargar; I. Davoudi
Volume 19, Issue 1 , June 2012, , Pages 175-198
Abstract
The main purpose of this study was to investigate the effects of stress management training based on cognitive-behavior therapy on type A personality and job stressors in an industrial company. Research population included all personnel of that company and as a primary sample 500 person was selected ...
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The main purpose of this study was to investigate the effects of stress management training based on cognitive-behavior therapy on type A personality and job stressors in an industrial company. Research population included all personnel of that company and as a primary sample 500 person was selected randomly. Final sample was 30 men who had 1 St.d more than mean in type A personality inventory and randomly divided into experimental and control groups. As a pretest we performed type A personality and job stressors inventories in both experimental and control groups then the experimental group received 10 sessions of stress management training based on cognitive-behavior therapy. After experimental intervention, experimental and control groups were examined in post-test step through type A personality and job stress inventories. MANCOVA results showed that stress management training was effective in type A behavior patterns reform and personnel job stress reduce in that industrial company.
M. Movahedi; Y. Movahedi; K. Kariminejad
Volume 20, Issue 2 , December 2013, , Pages 179-192
Abstract
The aim of the present study was to investigate the effect of teaching spiritual intelligence components on increasing the organizational citizenship behavior and general health. The statistical population consisted of all female teachers in Khorramabad city. Teaching spiritual intelligence components ...
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The aim of the present study was to investigate the effect of teaching spiritual intelligence components on increasing the organizational citizenship behavior and general health. The statistical population consisted of all female teachers in Khorramabad city. Teaching spiritual intelligence components during 5 educational sessions was taken as an independent variable while increasing the organizational citizenship behavior and general health were regarded as dependent variables. The present research was a field experimental design with a pretest-posttest design and a control group. The research instruments were Sohrabi and Naseri's spiritual intelligence questionnaire, Podsakoff, Mackenzi, Paine and Bechrach's organizational citizenship behavior questionnaire and Goldberg and Hillier's general health questionnaire. Research sampling consisted of 40 teachers in Khorramabad city who worked at the academic year of 2011-2012 and were selected with an available random sampling method. The results of multivariate analysis indicated that the training of spiritual intelligence components resulted in the promotion of organizational citizenship behavior and general health (P<0/0001).
Fathallah hasanzade -; samanesadat tabatabaii
Abstract
Research findings show that adolescent girls are susceptible to develop various forms of eating behaviors, because they are sensitive to challenges related to size, shape and physical appearance. This study aimed to investigate the role of shame, self-Compassion and intolerance of uncertainty in pathology ...
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Research findings show that adolescent girls are susceptible to develop various forms of eating behaviors, because they are sensitive to challenges related to size, shape and physical appearance. This study aimed to investigate the role of shame, self-Compassion and intolerance of uncertainty in pathology of eating Attitudes among female students. This study was descriptive and correlational and the statistical society of the study included all third year high school female students in Birjand in the academic year of 1395-1396. Given to the society volume and on the basis of krejcie-morgan sample size table, sample volume was assessed 259. data was collected by Body-image shame scale (Duarte et al, 2015), Other as shamer scale (Matos et al, 2015), short form of the Self-compassion scale (Raes et al, 2011), Intolerance of uncertainty scale (Carleton et al, 2007) and Eating attitude test (Garner et al, 1979). In order to examine the research hypotheses, multiple regression analysis was used. Multiple regression analysis showed that body-image shame, adaptive self-compassion and Shame from others predict eating Attitudes, but maladaptive self-compassion and Intolerance of Uncertainty did not play a role in explaining this relationship. These findings emphasize on the facilitating role of self-compassion abilities and pathogenic effects of shame in pathology of eating Attitudes.
S. Bassak Nejad; A. Aghajani Afjadi; Y. Zargar
Volume 18, Issue 2 , December 2011, , Pages 181-198
Abstract
The aim of the present study was to investigate the effectiveness of cognitive group therapy based on mindfulness on sleep quality and life quality in female university students. The study was an experimental method (with control group design). Participants were selected by using accessable sampling ...
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The aim of the present study was to investigate the effectiveness of cognitive group therapy based on mindfulness on sleep quality and life quality in female university students. The study was an experimental method (with control group design). Participants were selected by using accessable sampling method, and were then randomly divided into control and experimental groups. Each group had 15 participants. The Pittsburg Sleep Quality Index and WHO Life Quality Questionnaire were used as pre-test for both groups. The experimental group received 8 sessions of cognitive group therapy based on mindfulness. The results of statistical analysis of MONCOVA showed that cognitive group therapy based on mindfulness significantly increased the sleep quality but did not increase the life quality, during this short session of therapy. These results supported the main hypothesis that cognitive group therapy based on mindfulness would significantly increase the sleep quality.
Y. Karimi; V. Khalkhali; H. Ahad; G. Nafisi
Volume 16, Issue 2 , December 2009, , Pages 189-218
Abstract
The goal of the present research was to examine the impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally and externally controlling communication style on fifth-grade male students’ academic achievement. For this a two factorial design 2 × 3 were conducted. ...
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The goal of the present research was to examine the impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally and externally controlling communication style on fifth-grade male students’ academic achievement. For this a two factorial design 2 × 3 were conducted. A learning text was framed in terms of the attainment of an intrinsic (i.e., health) versus extrinsic (i.e., physical attractiveness) goal and communicated these different goal contents in an internally and externally controlling versus autonomy-supportive way. Both conceptual and rote learning were assessed. 147 subjects participated in the study. Results of MANOVA analyses shown that intrinsic versus extrinsic goal framing and autonomy support promoted conceptual learning and retention. Such results were not found for rote learning. It appears that internally and externally controlling contexts and extrinsic goal contexts are equally effective in promoting a literal memorization of the learning material as autonomy supportive and intrinsic goal contexts.
Y. Zargar; H. Vahedi; M. Mehrabizadeh Honarmand; I. Davodi
Volume 21, Issue 1 , June 2014, , Pages 161-174
Abstract
Objective: This research compares the Neurofeedback treatment and medication effects on Continuum performance improvement in male students with Attention Deficit/Hyperactivity Disorder (ADHD). Method: For this quasi-experimental method, 30 students (boys) with ADHD (ages 7-14) were randomly assigned ...
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Objective: This research compares the Neurofeedback treatment and medication effects on Continuum performance improvement in male students with Attention Deficit/Hyperactivity Disorder (ADHD). Method: For this quasi-experimental method, 30 students (boys) with ADHD (ages 7-14) were randomly assigned to Neurofeedback treatment and medication groups. The Neurofeedback treatment group was treated in twenty 45-minute sessions for a period of 2 months and the medication group received Ritalin during that time. Results confirmed the efficacy of neurofeedback and medication in attention improvement and impulsivity reduction. No significant differences in Continuum performance improvement between the two treatment groups was found.
Majid Dolatkhah; Mohammad Ali Mohammadyfar; Ali Akbar Aaminbeidokhti; mahmood najafi
Abstract
Introduction The purpose of this study was to compare the effectiveness of the school success program and stress management on self-efficacy, involvement, burnout and academic performance of students in district 1 of Ahvaz city. The school's success program is a preventive program based on a multidimensional ...
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Introduction The purpose of this study was to compare the effectiveness of the school success program and stress management on self-efficacy, involvement, burnout and academic performance of students in district 1 of Ahvaz city. The school's success program is a preventive program based on a multidimensional therapeutic and corrective approach, and it focuses on increasing academic success and self-esteem, self-concept, self-efficacy, feeling relaxation at school, self-centered and school-oriented attitudes and goal oriented. Stress is a risk factor for health. Several studies have shown that students with high stress have raised more complaints at both physical and mental health levels. Students with high stress tend to perceive exams as hazardous or threatening in comparison with students with low stress. The sample was all male high school students in the first grade of the district one of Ahvaz city in the year 2017-2018. Method The statistical population of this study was all first-year high school students in the first grade of Ahvaz city, district one in 2017-2018. From this statistical population, a sample of 270 participants was selected through cluster random sampling. After performing a pre-test, 60 students were randomly assigned to all the first grade students and assigned to two experimental groups (each group with 20 participants) and one control group (20 participants). The present study included a pilot study with pre-test and post-test with a control group. The self-efficacy questionnaire (Morgan), academic involvememnt questionnaire (Zerang), academic burnout (Bersu et al.), and academic performance of students (the mean scores of academic grades in both the first and second academic semester) were used to measure the variables. School success and stress management interventions were considered for 10 sessions, (each session was two hours). Results Multivariate analysis of variance showed that success styles interventions and stress management increased self-efficacy, academic involvement and academic performance, while reducing academic burnout. Succeeding in school can play an important role in students' education. Discussion The two types of training can be used as complementary or supplementary programs to improve academic performance. This success method can play an important role in student education as it is in complete concordance with students' target learning activities.
Abstract
The purpose of this study was to test the hypothesized causal model of antecedents and consequences of teachers’ resiliency in different education levels. The statistical population consisted of all teachers working in primary, middle and secondary education in the city of Bushehr, of which 400 ...
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The purpose of this study was to test the hypothesized causal model of antecedents and consequences of teachers’ resiliency in different education levels. The statistical population consisted of all teachers working in primary, middle and secondary education in the city of Bushehr, of which 400 teachers were selected by multistage cluster sampling. Connor-Davidson Resilience Inventory (2003), Work Preference Scale Amabile et al ,Emotion Regulation Questionnaire John and Gross (2003), Life Orientation Test Scheier and Carver (1994), General Self-Efficacy Scale Sherer and Maddox (1982), Multidimensional Scale of Perceived Social Support Zimet et al (1988), The Coping Inventory for Stressful Situations Endler and Parker (1990), job performance questionnaire Patterson (1970), Family Questionnaire Asptain and Baldwin (1983) , Quality of Life Questionnaire Weir and Sherbon (1992) and King Spiritual Intelligence Questionnaire (2008) were used to collect data. Structural Equation Statistical method also used to test the research hypotheses. The results of direct relations antecedent resiliency variables in a given model showed that paths between coping strategies, internal-external motivation, emotional regulation, family performance and spiritual intelligence and resiliency is significant, but direct relationship between social support and optimism and resiliency variables were non-significant. Also, direct relationship between resiliency with outcome variables such as quality of life and job performance were significant but there was not significant relationship between resiliency with self-efficacy. Overall, the model results show that the proposed model indices’ fitness is acceptable. In order to better fitness, a modified version was evaluated. The results imply the improvement of fitness of modified model.
G. Kiany; G. H. Maktabi; N. Behroozi; Z. Morovati
Abstract
The purpose of this Study was to investigate the effectiveness of emotional intelligence training on social competence, performance on theory of mind tasks and help seeking improvement in students with learning disabilities. The participants, who participated in this experimental study, included 40 male ...
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The purpose of this Study was to investigate the effectiveness of emotional intelligence training on social competence, performance on theory of mind tasks and help seeking improvement in students with learning disabilities. The participants, who participated in this experimental study, included 40 male fifth and sixth graders in Ahvaz, selected through multi stage random sampling. The instruments of the study were the Felner Social Competence Scale, the Stemman Theory of Mind Test and Pintrich and Ryan’s help seeking scale. The subjects in this study were divided in two groups (1 experimental and 1 control group). The experimental group was subject to Emotional intelligence training while the control group didn't receive any treatment. Both the experimental and control groups participated in a pre-test and post-test. The results were analyzed using descriptive statistics and the Multivariate test. The results showed that there was a meaningful difference between the performances of two groups. The performance of the experimental group regarding social competence, the theory of mind test and help seeking had been improved in the post-test. Results suggest the importance of the application of emotional intelligence training in improving social performances in children with learning disorders.
K. Mohammad; M. Najafi; G. Dehshiri; A. Nikbakht
Volume 19, Issue 2 , December 2012, , Pages 177-198
Abstract
The aim of this study was to investigate and compare the effectiveness of individual and group cognitive-behavioral therapy on adolescents’ depression. The research design was the pre-test and post-test experimental research with control group and follow up. For these purposes, 26 adolescents with ...
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The aim of this study was to investigate and compare the effectiveness of individual and group cognitive-behavioral therapy on adolescents’ depression. The research design was the pre-test and post-test experimental research with control group and follow up. For these purposes, 26 adolescents with depression were randomly selected and assigned to three groups of individual: cognitive-behavioral therapy, group cognitive-behavioral therapy and control group. Depression Questionnaire for Children and depression diagnostic interview were used to assess the extent of depression. The results showed that individual and group cognitive-behavioral therapy significantly affected reducing signs of depression in post-test and in follow up stages. But it did not reveal any significant difference between individual and group therapy in post-test and in follow up. Generally, the results of this research indicated that individual and group cognitive-behavioral therapy is effective in reducing adolescents’ depression and they can be used as a clinical intervention by specialists.
Seyed Esmail Hashemi; A Naami
Abstract
The purpose of this study was to investigate the relationship between psychological empowerment and job performance with the mediating role of job attitudes.The statistical population were the employees of Marun Oil & Gas Producing Company, Ahvaz. Among them 216 employees were selected via stratified ...
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The purpose of this study was to investigate the relationship between psychological empowerment and job performance with the mediating role of job attitudes.The statistical population were the employees of Marun Oil & Gas Producing Company, Ahvaz. Among them 216 employees were selected via stratified random sampling. The research instruments consisted of the psychological empowerment questionnaire, the counterproductive behavior questionnaire, the organizational citizenship behavior questionnaire, the in-role behavior questionnaire, the job Satisfaction questionnaire and the affective commitment questionnaire. A simple correlation method was employed for the simple hypothesis and a bootstrap was employed in order to test the mediating hypotheses using Structural Equation Modeling (SEM) based on Amos 20 and SPSS 16. The results showed that the model was fit with the data. There was a positive relationship between psychological empowerment and job satisfaction, affective commitment, IRB and OCB and a negative relationship with counterproductive behavior. The results also indicate that affective commitment mediated the relationship between psychological empowerment and organizational citizenship behavior, and the relationship with psychological empowerment and in-role behavior, but only job satisfaction mediated the relationship between psychological empowerment and organizational citizenship behavior. Thus, it can be concluded that psychological empowerment has a positive effect on job attitudes, and conclusively on job performance.
M. Zemestani; I. Davoudi; M. Mehrabizadeh Honarmand; Y. Zargar
Volume 20, Issue 1 , June 2013, , Pages 183-212
Abstract
The aim of this study was to examine the effects of brief group behavioral activation (BA) and metacognitive therapy (MCT) on depression, anxiety, and cognitive emotional regulation strategies (including self-blame, acceptance, rumination, positive reappraisal and catastrophizing) in University students. ...
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The aim of this study was to examine the effects of brief group behavioral activation (BA) and metacognitive therapy (MCT) on depression, anxiety, and cognitive emotional regulation strategies (including self-blame, acceptance, rumination, positive reappraisal and catastrophizing) in University students. In a pretest-posttest quasi-experimental design, with a control group, 41 bachelor students of Shahid Chamran University of Ahvaz, after primary clinical assessment and acquisition of study criteria, were randomly assigned to either BA (n = 13), MCT (n = 14), or a waiting-list control group (n= 14). The treatment groups received treatments in 8 sessions. The Beck Depression Inventory, Beck Anxiety Inventory, and Cognitive Emotion Regulation Questionnaire were used for measuring variables, before and after the intervention, and 2-month follow up. Data were analyzed using multivariate analysis of covariance. Post hoc pair-wise comparisons showed that both treatments were equally effective for depressive and anxiety symptoms. However, therapeutic techniques differed with regard to their effects on specific facets of emotion regulation, such as Positive Reappraisal and Catastrophizing, with MCT being more effective in modifying this strategies, compared to BA. Therapeutic gains were maintained to some extent over 2-month follow up, except for Acceptance variable, indicating that MCT᾽S therapeutic effects, on this strategy were maintained, comparing to BA. Given the efficacy of both treatments on depression and anxiety symptoms and cognitive emotion regulation strategies, brief BA and MCT could be an alternative for the clients that seek an effective and economic treatments in university counseling centers.
Neda Sayfipour Omshi; Abbas Abolghasemi
Abstract
IntroductionIn recent years, people around the world have been exposed to the Coronavirus and its aftermath. It seems that paying attention to Corona is important from a psychological point of view, despite quarantine and social distance, observing double hygiene, using masks and health advice, and changing ...
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IntroductionIn recent years, people around the world have been exposed to the Coronavirus and its aftermath. It seems that paying attention to Corona is important from a psychological point of view, despite quarantine and social distance, observing double hygiene, using masks and health advice, and changing people's lifestyles in general. More than two years after the outbreak of the Coronavirus and the infection and death of many people around the world as a result of the virus, a wave of psychological pressure has swept through communities. Corona anxiety seems to be one of the most common problems and challenges in societies after the occurrence and spread of corona. Therefore, this study aimed to investigate the mediating role of self-efficacy and distress tolerance in the relationship between life expectancy and corona anxiety. MethodThis is a cross-sectional descriptive study. The statistical population consists of adults aged 20 to 45 years who answered the questionnaires electronically in cyberspace (by sharing the questionnaire link in WhatsApp and Telegram groups). From these individuals, 291 samples were selected using the existing method for the structural model. The time of the research was September 2021. Instruments were Snyder's 12-item life expectancy questionnaire, the 18-item Corona Anxiety Scale, the 15-item Simmons and Gahr Distress Scale, and the 17-item Scherer General Self-Efficacy Questionnaire. Data were analyzed using Pearson torque correlation coefficient and structural equation modeling technique with SPSS version 24 and AMOS software. Bootstrap analysis based on Macro Preacher and Hayes (2008) was also used to test the significance of indirect paths. ResultsThe results showed that the mediating role of self-efficacy in the relationship between life expectancy and corona anxiety in individuals was significant. Mediator analyzes showed that self-efficacy plays a mediating role in the relationship between life expectancy and corona anxiety. While the mediating role of distress tolerance in the relationship between life expectancy and corona anxiety was not significant in individuals and this means that distress tolerance does not mediating role in the relationship between these two variables and distress tolerance cannot change the relationship between corona anxiety and life expectancy. ConclusionBased on the results of the present study, it seems that self-efficacy can reduce corona anxiety by affecting life expectancy because this study showed that although increasing corona anxiety does not change life expectancy; however, life expectancy improves with increased self-efficacy despite increased corona anxiety. On the other hand, the results of this study showed that distress tolerance does not play a role in corona anxiety and life expectancy, which means that increasing or decreasing distress tolerance does not change the relationship between corona anxiety and life expectancy.
Pooneh Safari; Rezvan Homaei
Abstract
IntroductionThe coronavirus has become a serious threat to public health and well-being. The spread of the virus, especially among children and teenagers, has caused great concern and anxiety. Given the pandemic's impact on important social, economic, and political aspects, it is crucial to explore the ...
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IntroductionThe coronavirus has become a serious threat to public health and well-being. The spread of the virus, especially among children and teenagers, has caused great concern and anxiety. Given the pandemic's impact on important social, economic, and political aspects, it is crucial to explore the psychological effects of the disease on individuals at different levels of society. For instance, the psychological well-being of teenagers is of utmost importance, and factors such as moral identity, tolerance of disturbance, and resilience are believed to play a significant role. This study aims to examine the relationship between psychological well-being, moral identity, tolerance of disturbance, and resilience in female high school students. MethodThis study utilized a structural equation correlation design and included all female high school students in Ahvaz during the academic year 1401-1400. A total of 253 participants were selected through multi-stage cluster sampling. District 1 of Ahvaz was randomly chosen, and five secondary schools were randomly selected from this district. After coordinating with school principals and teachers, students were asked to respond to questionnaires through WhatsApp and student groups. The Psychological well-being of Ryffs (2002), Moral identity of Aquino & Reed (2002), Distress Tolerance of Simmons & Gahr (2005), and Resilience of Connor & Davidson (2003) were used to collect data. Descriptive and inferential statistics were used to analyze data, including Pearson correlation coefficient, structural equation modeling, and Cronbach's alpha method to calculate the reliability coefficients. ResultsThe study found that all direct paths, except for the relationship between moral identity and psychological well-being, were significant (p > 0.05). There was also an indirect relationship between moral identity and psychological well-being through resilience, as well as between distress tolerance and psychological well-being through resilience. DiscussionThe study's findings can help improve the psychological well-being of students. The coronavirus pandemic has become a global health emergency, causing psychosocial stress, job closures, and increased mortality rates. These factors can reduce psychological well-being, but individuals with high resilience can maintain their mental health during these challenging times. Therefore, improving the psychological well-being of individuals should be a priority. It is suggested that educational workshops be held to help individuals control their behavior, improve their psychological tolerance, and enhance their psychological well-being..
M. Shehni Karamzadeh; E. Hejazi; A. Khanzadeh; B. Hejazi
Volume 17, Issue 2 , December 2010, , Pages 187-212
Abstract
The purpose of the present study was to investigate the effects of self-efficacy, goal orientation and math anxiety on math performance of high school students, majoring in math, in Tehran, using a path analysis model. The sample was 240 (120 male and 120 female) second grade high school students ...
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The purpose of the present study was to investigate the effects of self-efficacy, goal orientation and math anxiety on math performance of high school students, majoring in math, in Tehran, using a path analysis model. The sample was 240 (120 male and 120 female) second grade high school students who were selected by multi-stage sampling method. Several questionnaires were used for measuring goal orientation, math self-efficacy and math anxiety. Also, the final exam grades were used for measuring math performance. The results of path analysis showed that self-efficacy was not a good mediator between math anxiety and goal orientation, but the direct paths from mastery goal orientation to self-efficacy, from performance avoidance goal to math self-efficacy, and from math anxiety to math self-efficacy were significant. Finally, the modified model, with math anxiety as mediator, was tested and indicated a better fit.
Sh. Korai; M. Sodani; M. Mehrabizadeh Honarmand; G.H. Maktabi
Abstract
The purpose of this study was to investigate the effects of emotional intelligence training on problem solving of married students. Participants were 40 married students selected randomly from Shahid Chamran University married students who agreed to take part in the study. They were randomly assigned ...
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The purpose of this study was to investigate the effects of emotional intelligence training on problem solving of married students. Participants were 40 married students selected randomly from Shahid Chamran University married students who agreed to take part in the study. They were randomly assigned to experimental and control groups. The design of the study was a pretest-posttest with control group. Problem Solving Scale was used in order to collect the data. ANOVA and MANOVA were used to analyze the data. The results indicated that emotional intelligence training enhanced family problem solving and relationships of subjects in experimental group, in comparison to control group.
T. Kazemeini
Volume 18, Issue 1 , June 2011, , Pages 191-206
Abstract
The present study examines the effectiveness of cognitive-behavioral therapy (CBT) in improving college students’ self-esteem and self-efficacy. This research based on pretest-posttest control group. A sample of 24 college students who referred to psychological clinic at Ferdowsi university of ...
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The present study examines the effectiveness of cognitive-behavioral therapy (CBT) in improving college students’ self-esteem and self-efficacy. This research based on pretest-posttest control group. A sample of 24 college students who referred to psychological clinic at Ferdowsi university of Mashhad and liked to attend the cognitive-behavioral group therapy that and who earned low scores in Coppersmith’s self-esteem inventory in screening stage, was randomly assigned to the experimental and control groups (7 female and 5 male). Experimental group received eight weekly one-and-a-half-hour sessions of cognitive-behavioral therapy and control group received no specific intervention. Measurement scales were Coppersmith’s Self-Esteem Scale and Shere’s Self-efficacy Inventory. For analyzing data, Multivariate Analysis of Covariance (MANCOVA) has been used.After controlling the baseline scores, the experimental group participants demonstrated significantly higher levels of self-esteem and self-efficacy compared to the control group.It seems that cognitive-behavioral group therapy can enhance self-esteem and self-efficacy in college students.
K. Fathi; M. Mehrabizade Honarmand; Y. Zargar; I. Davoodi; N. Shahba
Volume 20, Issue 2 , December 2013, , Pages 193-216
Abstract
The purpose of this study was to investigate the effectiveness of stress management with group cognitive behavioral therapy on illness perceptions, quality of life, general health and clinical symptoms of women with psoriasis. Among fifty one women who volunteered to participate in the study, thirty ...
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The purpose of this study was to investigate the effectiveness of stress management with group cognitive behavioral therapy on illness perceptions, quality of life, general health and clinical symptoms of women with psoriasis. Among fifty one women who volunteered to participate in the study, thirty two women with psoriasis were randomly selected and divided into two groups (experimental and control group). All the participants reply to short version of Brief Illness Perception Questionnaire, Quality of Life Skindex-16, general health questionnaire and Psoriasis Area Severity Index. The experimental group was trained with cognitive behavioral stress management during 10 sessions. Multivariate analysis of covariance showed an improvement in illness perceptions, quality of life, general health and clinical symptoms in the experimental group comparing to the control group. Based on findings, it is suggested that stress management with group cognitive behavioral therapy can be used as a psychotherapy method along with medical treatment to treat psoriatic patients.
leila akrami
Abstract
The purpose of this study was to determine the effectiveness of group intervention based on PEERS’ program on reducing behavioral problems and social anxiety in adolescents with high-function autism disorder. This study was performed using single-subject method and A-B-A design. The statistical ...
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The purpose of this study was to determine the effectiveness of group intervention based on PEERS’ program on reducing behavioral problems and social anxiety in adolescents with high-function autism disorder. This study was performed using single-subject method and A-B-A design. The statistical population of the study included students with autism spectrum disorder in Yazd city in the academic year of 2017-2018. Four students with high-function autism were selected through purposeful sampling method. The training sessions were organized according to the PEERS intervention program of the in 14 sessions Based on the results of the visual analysis of the data, the program has been effective in improving behavioral problems and social anxiety. In order to follow up the intervention, one month after the intervention, the children’s behavior assessment system (BASC-3) and the social anxiety questionnaire(SAS-A) were completed by mothers and adolescents.Based on the findings of this study, it seems that the nature of the intervention program with the participation of mothers together with the creation of opportunities for the interaction of adolescents lead to the improvement of social anxiety. Also, the PEERS program can have a direct and positive effect on behavioral problems. The present study provides evidence for the effectiveness of PEERS’ Program on behavioral problems and social anxiety in adolescents with High-Function Autism disorder. It seems to be the group nature of the program, use of role playing and maternal participation have important role in decrease behavioral problems and social anxiety in adolescents with high-function autism disorder.
N. Hamid; L. Talebian; M. Mehrabizadeh Honarmand; A. Yavari
Volume 18, Issue 2 , December 2011, , Pages 199-224
Abstract
The purpose of this study was to investigate the effect of group logotherapy on depression, anxiety and quality of life in cancer patients in Ahvaz Big Oil Hospital. The original sample included 60 patients who were selected by matching method. Then 30 patients who scored one standard deviation above ...
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The purpose of this study was to investigate the effect of group logotherapy on depression, anxiety and quality of life in cancer patients in Ahvaz Big Oil Hospital. The original sample included 60 patients who were selected by matching method. Then 30 patients who scored one standard deviation above the mean in Anxiety Inventory (ANQ), Beck Depression Inventory (BDI) & Quality of Life Questionnaire (QLQ–C30) were selected randomly and divided into two groups (experimental and control). Then 10 sessions of group logotherapy were held for experimental group, but the control group received no intervention. Also MANCOVA was used for analyzing the data. The results revealed that there were significant differences between two groupe on variables (p < 0.001). The depression and anxiety of experimental group were significantly decreased comparing to control group. Also, the quality of life was significantly increased in experimental group in comparison to control group. So, using logotherapy for cancer patients is recommended.
