fatemeh sepehrnoush moradi; elahe hejazi moghary
Abstract
The present study aims to examine the mediating role of hope in relation to the developmental assets of family, school and others with psychological well-being of the students. Students of the state high schools in Hamadan consisted of the statistical population; the sample group was 410 people (222 ...
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The present study aims to examine the mediating role of hope in relation to the developmental assets of family, school and others with psychological well-being of the students. Students of the state high schools in Hamadan consisted of the statistical population; the sample group was 410 people (222 girls and 188 boys) that were selected by multistage cluster sampling and responded to developmental assets, hope and psychological well-being scales. The path analysis results suggested that the family and school were directly related to the hope and the hope and family were directly related to the psychological well-being. The family and school with the mediator of hope influence positively and indirectly on psychological well-being; however, the effect of others was not significant on hope and psychological well-being. The results of comparison model in two groups of girls and boys showed that proposed model was not significantly. It can be said according to the findings that the hope has a mediator role in the relationship between family and school developmental assets with psychological well-being.
mehdi rezaee; ezatollah ghadampur; rezae kazemi
Abstract
Introduction Emotional invalidation is a transdiagnostic process that can be relevant across a variety of disorders. Emotional invalidation (the perception of others as indifferent to one’s emotions) is associated with difficulty accepting emotions, maladaptive coping with emotions, perception ...
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Introduction Emotional invalidation is a transdiagnostic process that can be relevant across a variety of disorders. Emotional invalidation (the perception of others as indifferent to one’s emotions) is associated with difficulty accepting emotions, maladaptive coping with emotions, perception of negative emotions as less controllable and comprehensible, and less psychological flexibility (Linehan, 1993; Leahy, Tirch, & Napolitano, 2011). Childhood abuse (sexual and emotional abuse) may be considered prototypical experiences of invalidation of emotional experiences (Westpha, Leahy, Pala, & Wupperman, 2016; Leahy, 2015). Childhood abuse communicate that the child’s internal experiences do not matter. Furthermore, abusive caregivers who routinely punish emotional or sexual displays convey that negative emotions are unacceptable and unimportant (Leahy, 2015). Also in cross-sectional studies, childhood abuse has been found to be a predictor of depressive symptoms directly (Infurna et al., 2016; Jascheka, Carter-Pokrasa, Hea, Leea, & Canino, 2016). Emotional invalidation is linked to a host of internalizing such as depression, anxiety, and social avoidance (Tanaka, Wekerle, Schmuck, & Paglia-Boak, 2011; Hong, & Lishner, 2016).The present study examined the predictive associations among childhood trauma (emotional and sexual), emotional invalidation and depressive symptoms in female college students with current major depressive disorder and with history of major depressive disorder. In summary, the following hypotheses are proposed: Hypothesis 1. Sexual abuse would contribute to the depressive symptoms through emotional invalidation. Hypothesis 2. Emotional abuse would contribute to the depressive symptoms through emotional invalidation. Method The present investigation is a descriptive-cross-sectional study. The population of this study was 21,000 female college students in six different branches of Payam-e-Noor University with Persian languages (Baharestan, Eslamshahr, Shahryar, Tehran Souht, Robatkarim and Varamin). Data were obtained from college women enrolled in a clinical research study of mood disorders and behavior from the 2015 to 2016 academic year. Of these, 394 were selected through available sampling, of whom 92 met the criteria for current major depressive disorder (MDD) and 347 who had history of MDD in the last 12 months. Measures Beck Depression Inventory:The BDI-II (Beck, Steer, & Brown, 2000) was used to assess depressive symptoms during the last two weeks. It measures the severity of depression and consists of 21 items. The reliability and validity of the BDI-II have been well demonstrated both in clinical and non-clinical samples (Beck et al., 2000). Structured Clinical Interview for DSM-IV Axis I & II (SCID): SCID is a structured diagnostic measure designed to assess DSM–IV Axis I and II disorders. The SCID showed good reliability in previous studies (Maffei et al., 1997). Childhood Trauma Questionnaire - Short Form:The CTQ (Bernstein et al., 2003) retrospectively assesses the severity of different types of trauma and provides five subscales: Sexual abuse, emotional abuse, physical abuse, physical neglect, and emotional neglect. Each item is scored on a five-point Likert scale from. The CTQ has demonstrated excellent reliability, convergent, divergent and predictive validity in both clinical and non-clinical populations (Bernstein et al., 2003). Leahy Emotional Schemas Scale (LESS; Leahy, 2002): This scale is made up of 50 items that are used to assess how one thinks about his own emotions. The LESS is a six-point Likert scale for each question (very true of me = 6 to very untrue of me = 1), it includes items regarding how they have dealt with emotional experiences during the last month. Results The results showed that depressive symptoms were significantly correlated with emotional (r = 0.46), sexual (r = 0.29) abuse and emotional invalidation (r = 0.51). In the present study, the 95% confidence interval (CI) of the indirect effects was obtained with 5000 bootstrap samples. The final step was to determine if the 95% CI for the estimated indirect effect included zero. An indirect effect is significant at the .05 level if the 95%CI does not include zero. There was significant indirect effect (path ab) of sexual abuse on depression symptoms through emotional invalidation (CI=0.20 to 0.75). In other words, consistent with that first hypothesis, emotional invalidation significantly mediated the effect of sexual abuse on depression symptoms. In addition, the bootstrapping results indicated that the direct effect of sexual abuse on depression (path c’ = 1.05, p < 0.0001) remained significant when controlling emotional invalidation, thus suggesting partial mediation. In addition, according to the bootstrapping results, emotional invalidation significantly mediated the effect of emotional abuse on depression symptoms (CI = 0.33 to 0.65). The direct effect of emotional abuse on depression (path c’ = 1.06, p < 0.0001) also remained significant when controlling emotional invalidation, thus suggesting partial mediation. Discussion The present study aimed to clarify whether emotional invalidation would explain the effect of childhood trauma (sexual and emotional abuse) on depressive symptoms. Consistent with our hypotheses, emotional invalidation partially mediated the effect of sexual and emotional abuse on depression. It is important to note, however, that this finding is consistent with previous studies (Leahy et al., 2011; Linehan, 1993; Infurna et al., 2016; Jascheka et al., 2016). Results from the current study suggested that one pathway by which sexual and emotional abuse may affect depressive symptoms is via emotional invalidation. This finding can be explained by reffering to attachment theory. First, during the process of forming and maintaining attachment during early childhood, the rudiments of empathy, mirroring, and validation include the caregiver’s responsiveness to the child’s distress, which reinforces the child’s mental representation—“My feelings make sense to others.” Second, responsive soothing of the child’s feelings by the caregiver encourages the child to believe, “My distressed feelings can be soothed.” Initially, it is proposed that this “soothing” occurs through the caregiver’s attention and reassurance but later is “internalized” by the child in self-calming and optimistic self-statements, similar to Bowlby’s idea of internal working models, in this case the internal representation that one’s feelings make sense and can be calmed. Third, the child’s communication of feelings to the caregiver becomes an opportunity not only for expressing feelings but for the caregiver to link emotional states to external events that “cause” the feeling—“You’re upset because your brother hit you.” This attempt to comprehend the cause of feelings and to share them with the caregiver can also assist in differentiating these feelings—“It sounds like you are angry and hurt”—and in constructing a theory of mind that can be applied to both self and others. Indeed, without an adequate theory of mind, the child will be impaired in showing validation toward others and will be unable to soothe her own feelings and the feelings of others (Leahy et al., 2011).
Askar Atashafrouz; Shoja Araban
Abstract
This study aimed to investigate the causal relationship between personality traits and academic performance with mediating role of study strategies in students of Farhangian university of Khuzestan. The study population included all of the students of Farhangian University in the academic year of 1392-93. ...
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This study aimed to investigate the causal relationship between personality traits and academic performance with mediating role of study strategies in students of Farhangian university of Khuzestan. The study population included all of the students of Farhangian University in the academic year of 1392-93. From this population, nine classrooms (214 students) were selected as sample, using clustering sampling method. The research instruments in this study were NEO Personality Inventory (NEO-FFI), Approaches to Study and Skills Inventory for Students (ASSIST) and grade point average of students. For analysing data, the AMOS-16 was used. Results showed that openness and conscientiousness, by pushing students to deep study approach, promote academic performance. The agreeableness, by adopting a strategic study approach in students, improves academic performance. In addition, the findings indicate the positive relationship of trait neuroticism with both the surface study approach and the low academic performance of students. In general, the results showed that personality traits, both directly and indirectly through study strategies, associated with academic performance
M. Aliakbari; A. Sharifi; M. Sahragard
Volume 20, Issue 1 , June 2013, , Pages 79-90
Abstract
The aim of the present research was to examine psychometric properties of BFQ-C in Iranians sample. 445 students from 8 to 14 years of old in primary and secondary schools in of Chaharmahal va Bakhtiari province, were selected by multistage cluster sampling and with the Big Five Personality Questionnaire ...
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The aim of the present research was to examine psychometric properties of BFQ-C in Iranians sample. 445 students from 8 to 14 years of old in primary and secondary schools in of Chaharmahal va Bakhtiari province, were selected by multistage cluster sampling and with the Big Five Personality Questionnaire for Children were tested. To determine the reliability and validity of questionnaire, Cronbach's alpha test and factor analysis were used. Results showed that the reliability coefficient of the questionnaire using alpha for total scale is 0. 825 and for the subscales is ranging from 0.92 to 0.96. Factor analysis with Maximum Likelihood technique showed that eigen value of only five factors are considerable and explained 60.47% of the total variance. BFQ-C has a clear-cut factor structure, good internal consistency, and sufficient validity in the sample of Iranian students.
sirous allipour
Abstract
The aim of this study was to test a model consisting of Causal relationship between religiosity and spirituality with psychological adjustment with mediating role of attachment to god. 144 students of Jundishapur University (82 female and 62 male) were selected by simple random sampling. The instruments ...
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The aim of this study was to test a model consisting of Causal relationship between religiosity and spirituality with psychological adjustment with mediating role of attachment to god. 144 students of Jundishapur University (82 female and 62 male) were selected by simple random sampling. The instruments used in this study were The Daily Spiritual Experience Scale (2002), The Age Universal I-E Scale-12 (1990), The Short Depression-Happiness Scale (2004), Attachment to God Scale (2003), Attachment to God Inventory (2004) and Satisfaction With Life Scale (1985). The fitness of the proposed model was examined through structural equation modeling. The indirect effects were tested by using bootstrap procedure. The findings indicated that the relationship of religiosity and spirituality with psychological adjustment was known by means of the intermediary variable of attachment to god. The proposed model enjoys good features and psychological adjustment was predicted and explained by religiosity, spirituality and attachment to god (GFI=0.93) and (RSMEA=0.02).
Marzeh Arghavani; Ghasem Ahi; Mohamad hasan Qanifar; Fatemeh Shahabizadeh; Reza Dastgerdi
Abstract
IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an ...
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IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an important role in increasing the quality of the educational environment and improving learning and performance of learners. Another factor is the significant effect of teacher-parent relationships and parental involvement on students' learning and developmental and academic processes. Utilizing cognitive and metacognitive strategies is one of the individual characteristics that are strongly affected by the learning and classroom environment and affects a person's performance and academic success, and according to Martin's model of motivation and involvement, it can act as a mediator between teacher-student and teacher-parent relationship along with educational consequences. MethodThe current research was a descriptive-correlation type. The statistical population included all the students of the second secondary level of Birjand city and one of their parents in the academic year in 1398-99. The studied sample included 392 students (254 girls, 138 boys) and one of their parents, who were selected by random multi-stage cluster sampling. Data using tools, teacher-student relationship Murray & Zvoch, teacher-parent relationship Vickers & Minke, metacognitive awareness Schraw & Dennison, academic vitality Dehghanizadeh & Chari, perceived learning subscale Alavi, and Marks, planning for graduation subscale of the National Questionnaire of Student Engagement (NSSE), readiness to enter university student subscale Sokol, and happiness subscale and behavior in the classroom of the National Educational Progress Assessment Questionnaire Blazar & Kraft. For collected and analyzed the data using structural equation modeling and path analysis. ResultsThe findings showed that the direct effect of the teacher-student and teacher-parent relationship on metacognitive awareness is positive and significant and on academic consequences is positive and non-significant. Metacognitive awareness directly, positively, and significantly affects on academic consequences. Also, the indirect effect of teacher-student and teacher-parent relationships on academic consequences through metacognitive awareness is positive and significant. The overall effects of the teacher-student and teacher-parent relationship on academic consequences through metacognitive awareness are positive and significant ConclusionThe findings of this study, influenced by the ecological theory and the teacher's interpersonal behavior model along with a metacognitive orientation based on the social constructivist perspective showed that students' academic consequences are affected by both mesosystem and exosystem level variables, also the important role of teacher-student, teacher-parents, and metacognitive awareness as a mediator in these relationships in improving the educational consequences. Based on these findings, teachers and parents are recommended to pay attention to the elements of metacognitive awareness in the development of student's academic skills to help them become metacognitive experts who are aware of their thinking processes and self-regulated learning skills.
M. Mehrabizadeh Honarmand; N. Rezaei; E. Hashemi Sheykhshabani; M. Rezaeimanesh
Volume 17, Issue 2 , December 2010, , Pages 81-98
Abstract
The purpose of this research was to examine the relationship between life stressor events, sleep qualitity and job satisfaction with chronic fatigue in personnel of an industrial company. The sample consisted of 225 personnel selected by stratified random sampling. Chalder of Fatigue Scale, Life Events ...
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The purpose of this research was to examine the relationship between life stressor events, sleep qualitity and job satisfaction with chronic fatigue in personnel of an industrial company. The sample consisted of 225 personnel selected by stratified random sampling. Chalder of Fatigue Scale, Life Events Scale, Pittsburg Sleep Quality Index and Job In General Scale were used for collecting data. The data were analyzed by using Pearson correlation and multivariate regression. The results of this research showed that there was significant relationship between life stressor events, sleep qualitity and job satisfaction with chronic fatigue. Also, results showed that sleep qualitity is the best predictor of chronic fatigue in personnel.
Y. Yarahmadi; N. Yosefi; N. Shirbgi
Volume 19, Issue 1 , June 2012, , Pages 81-98
Abstract
The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved ...
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The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved model showed that motivational variables play an essential role in deciding to continue or quit school by students. Also, it is proved that motivational variables can be either reinforced in the classroom by autonomy-supportive teachers and highly perceived educational values or exasperated by controlling teachers and low perceived values of education. Collected data from 365 guidance and high school students, were analyzed using LISREL. Results showed that the perceived value of education predicted personal motivation to education. The results also showed that there is a negative relationship between perceptions of teacher support and perceived competence. The perceived competence had a positive relationship with the dependent variable in deciding to continue or quit school. The motivational sources not only had an effect on the decision to continue or quit school, but also on educational performance.
A. Nazari Chegani; N. Behroozi; S. E. Hashemi Sheykh Shabani; M. Mehrabizadeh Honarmand
Volume 19, Issue 2 , December 2012, , Pages 81-100
Abstract
The present study investigated the relationship of secure and insecure avoidant attachment styles with depression and life satisfaction with mediating role of optimism and social support among female undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 employees who ...
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The present study investigated the relationship of secure and insecure avoidant attachment styles with depression and life satisfaction with mediating role of optimism and social support among female undergraduate students of Shahid Chamran University of Ahvaz. The sample consisted of 300 employees who were selected randomly by multi-stage sampling method. In order to investigate Attachment Styles Inventory (AAI; Simpson, 1990), optimism (LOT-R; Scheier, Carver & Bridge, 1994), Social Support (PSSI; Phlips, 1986), Beck Depression Inventory (BDI; Beck, 1974) and Satisfaction with Life Scale (SWLS; Ryff, Lee, Essex & Schmutte, 1994). Results showed that secure attachment life style with satisfaction and depression has respectively significant negative relationship and positive relationship, and there is respectively significant positive relationship and negative relationship between insecure avoidant attachment style and life satisfaction and depression. There are significant positive relationships between secure attachment style and social support and optimism. Research also confirmed the mediating role of optimism and social support variables.
maryam nasri; maryam nasri
Abstract
Transdiagnostic treatment is one of the new therapies that the effect of it on many psychological variables has been established. The purpose of the current study was to examine the effectiveness of Transdiagnostic treatment on cognitive flexibility, emotion regulation and hb factor in patients with ...
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Transdiagnostic treatment is one of the new therapies that the effect of it on many psychological variables has been established. The purpose of the current study was to examine the effectiveness of Transdiagnostic treatment on cognitive flexibility, emotion regulation and hb factor in patients with type 2 diabetes. The research method was experimental (pretest, posttest with control group). In this research, 32 patients with type 2 diabetes randomly assigned to experimental (8 males and 8 female) and control (8 males and 8 female) groups. The Cognitive Flexibility (Dennis & Vander Wal, 2010) and Emotion Regulation Scales (Gross & John, 2003) were used for collecting the data. The ELISA method was used for assessing the Hb factor. Transdiagnostic treatment was administered to experimental group, in 12 one-hour sessions. The data were analyzed using analysis of covariance (ANCOVA). The results indicated that the Transdiagnostic treatment is effective in increasing the cognitive flexibility and emotion reappraisal and decreasing the emotion control (p < 0.01), but, had no effect on hb factor. According to the results, Transdiagnostic treatment was suggested for improving the cognitive flexibility and emotion regulation in patients with type 2 diabetes.
Naeemeh Sayafan; Alireza Hajiyakhchali; Manijeh Shehniyailagh
Abstract
Introduction
Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage ...
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Introduction
Attention can be described as the choice of a thing or thought from several thoughts or several things by the mind so clearly that it seems to have happened at the same time. The ability to pay attention allows a person to control the entry of different stimuli into the consciousness stage of the mind and choose only a limited number of them from different stimuli. Research shows that attention deficit disorder is one of the main educational problems.
Method
The statistical population was all the children with attention deficit disorder who were referred to a counseling center, in Shiraz in 2019. The statistical sample consisted of 36 children between 8 to 11 years old, who were selected from the counseling center using a targeted sampling method. Then they were assigned into three groups of control (12 persons) and an experimental group (12 samples). In the experimental group, the anode electrode was placed on the FP1 region, and the cathode electrode was placed on the right shoulder blade and fastened to the head with a clamp. In each session, transcranial direct current stimulation was applied at an intensity of 1 mA for 30 minutes for each subject. Research tools were the Demographic Characteristics Questionnaire, Stroop Effect Test, and Electroencephalograph recorder. 10 transcranial Direct Current Stimulation sessions for each subject in the experimental group were done over three weeks. During the interventions, the control group was under the passage of time. In the post-test, both groups were compared in terms of attention and Electroencephalographic patterns. The statistical data analysis was performed using the analysis of covariance at p < 0.05. SPSS software was used for data analysis.
Results
The results of the pre-test and post-test comparison showed that the effect of transcranial Direct Current Stimulation (tDCS) was significant in the experimental group. Therefore, it seems that transcranial Direct Current Stimulation affects the attention and electroencephalographic pattern of children with attention deficit disorder. As a result, transcranial Direct Current Stimulation can be used to treat children with attention deficit disorder. Since the level of students' attention to the subject of the lesson is one of the main factors of education and learning, therefore, according to the results of the mentioned studies and the present research, it can be concluded that Transcranial Direct Current Stimulation increases the excitability of the children's brain.
Conclusion
Transcranial Direct Current Stimulation is effective in improving selective attention and reducing the theta/beta ratio in the CZ region of children with attention deficit disorder. Therefore, it is suggested that extracranial Transcranial Direct Current Stimulation in the fp1 region be used as an adjunct to accelerate the treatment of children with ADD
M. Rabeie; I. Baghban; M. Abedi; S. Hashemi Sheykhshabani
Volume 18, Issue 2 , December 2011, , Pages 87-112
Abstract
The purpose of the present study was to investigate the structure of vocational interests of Shahrekord teachers, based on the Tracey's Spherical Model. The population includes the whole teachers of primary, middle and high schools of Shahrekord from which 633 were selected through the stratified random ...
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The purpose of the present study was to investigate the structure of vocational interests of Shahrekord teachers, based on the Tracey's Spherical Model. The population includes the whole teachers of primary, middle and high schools of Shahrekord from which 633 were selected through the stratified random sampling. The research instruments was Tracey's Personal Globe Inventory. Data analysis, using CI statistical index, revealed that the teachers' interests fitted the data significantly according to the spherical, 8-type and 6-type models and their interests were in accord with a global model. Teachers mostly have helping, artistic and investigative interests and tend to prestigious ideas, people and prestigious occupations. Also the results of analysis of variance showed that there were differences between the teachers' interests, and demographic properties.
K. Sevari; K. Beshlideh
Volume 17, Issue 1 , June 2010, , Pages 89-102
Abstract
The purpose of the present study was to investigate the relationship of personality characteristics with academic burnout of secondary school students in Ahvaz. The sample consisted of 200 male and female students who were selected by multi-stage random sampling method. All these students responded to ...
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The purpose of the present study was to investigate the relationship of personality characteristics with academic burnout of secondary school students in Ahvaz. The sample consisted of 200 male and female students who were selected by multi-stage random sampling method. All these students responded to Burnout Scale and Personality Questionnaire. The data was analyzed using Pearson correlation and multi-regression methods. The results indicated that there were significant and positive relationships between neurosis and agreeableness, and academic burnout. Also, there were negative correlations between extraversion and openness, and academic burnout. The findings of this research confirmed the importance of positive and negative effects of personality on academic burnout.
F. Afzali; A. Delavar; M.R. Falsafinezhad; N.A. Farrokhi; A. Borjali
Volume 21, Issue 2 , December 2014, , Pages 89-104
Abstract
Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference ...
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Surveying the reasons and nature of the differences between male and female student performance in learning mathematics has been researched by many researchers in education, but most of them have surveyed mathematics as a total factor. In this study, efficiencies of CDM models were used to survey difference in fundamental mathematics skills. Cognitive diagnostic assessment was administered based on eight main characters, consisting of 32 questions on a sample of 509 students from Tehran. The DINA model showed no differences in the guess, slip, IDI and RMSEA parameters among the two groups. Also, male and female students had equal performances regarding the average mastery of mathematics skills, but female students were more predominant than boys in the mastery of mathematics concepts while male students showed a meaningful predominance in mathematics middle operations skills and applying what they had learned to real life situations.
Hossein Vaez; Yadollah Zargar; Abdolzahra Naami; Taghi Doostgharin; Mahnaz Mehrabizadeh Honarmand
Abstract
The purpose of this study was to determine the effectiveness of Family and Schools Together program on reducing the behavioral problems of primary school students in Ahvaz. This research was experimental with pre-test, post-test and follow up with control group. First, 80 primary school students (40 ...
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The purpose of this study was to determine the effectiveness of Family and Schools Together program on reducing the behavioral problems of primary school students in Ahvaz. This research was experimental with pre-test, post-test and follow up with control group. First, 80 primary school students (40 girls and 40 boys) were selected by multi-stage cluster sampling and were randomly assigned to experimental and control groups. Students, along with family members, participated in Family and Schools Together program for 8 sessions of 150 minutes for two months. In this study, a demographic and Goodman Children's Problems questionnaires were used. The experimental design was run for two months and two months after the post-test, a follow-up test was carried out. The results of the data analysis indicated that Family and Schools Together program has been effective in reducing student behavioral problems. Also, reducing the behavioral problems of children in the follow up phase has continued.
Abstract
This study examined the effectiveness of cognitive-behavioral therapy on social anxiety and blood sugar control in children with type I diabetes Mellitus. For this purpose, 38 children affected by diabetes Mellitus type 1, living in Tehran, were selected randomly and were divided into the experiment ...
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This study examined the effectiveness of cognitive-behavioral therapy on social anxiety and blood sugar control in children with type I diabetes Mellitus. For this purpose, 38 children affected by diabetes Mellitus type 1, living in Tehran, were selected randomly and were divided into the experiment group (n = 19) and control group (n = 19). In this investigation, clinical trial method of pre-test and post-test types with control group was used. The measuring tools included the Children Symptom Inventory, Parent Form (CSI-4) and HbA1C test, which were used before and after the treatment. Then, in order to investigate the experimental group, 12 sessions of 45 minutes cognitive-behavioral therapy were conducted. For analyzing the data, a univariate and a multivariate covariance analysis were used. The results showed a significant difference between the experiment group and control group in terms of the effectiveness of cognitive–behavioral therapy on the variables under study. As such, cognitive–behavioral therapy reduced the social anxiety and improved the blood glycemic control in the group which received cognitive–behavioral therapy, relative to the control group. The results of the investigation also showed that, along with other available treatments, the cognitive-behavioral therapy can be considered as one of the new effective remedial intervention, especially in children affected by diabetes.
Ebadollah Toyari; Saeed Bakhtiarpour; Reza Pasha; mohammadReza Borna
Abstract
The aim of this study was to design and test the pattern of the effect of mental-spirtual transformation and social support on marital happiness considering the mediating role of emotional regulation in parents of exceptional children. In this descriptive-correlational study, all the parents of exceptional ...
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The aim of this study was to design and test the pattern of the effect of mental-spirtual transformation and social support on marital happiness considering the mediating role of emotional regulation in parents of exceptional children. In this descriptive-correlational study, all the parents of exceptional children of Khuzestan privince in year 2019 constituted the research population. From this population, 234 people were selected through convenience sampling method. In this study, mental-spirtual transformation, social support, marital happiness and emotional regulation were used for data collection in this study. The proposed model was evaluated using a path analysis method. Bootstrap test was used to test the indirect relationships. The results of this study showed that all direct paths social support with marital happiness were significant. Indirect pathways were also significant through emotional regulation with marital happiness. The proposed model had an acceptable fitness to the result and an important step in recognizing the effective factors in the marital happiness of parents of exceptional children and can be useful as a model for designing and stress management programs and increased marital happiness for this parents.
M. Ghiasi; M. Molavi; H. Neshatdost; M. Salavati
Volume 18, Issue 1 , June 2011, , Pages 93-118
Abstract
This research was performed in order to investigate the factor structure of Young Schema Questionnaire-S3 (YSQ-S3) in two groups of clinical and non-clinical samples. The participants consisted of 470 individuals (165 male and 305 female) who were not referred to clinics offering psychological and psychiatry ...
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This research was performed in order to investigate the factor structure of Young Schema Questionnaire-S3 (YSQ-S3) in two groups of clinical and non-clinical samples. The participants consisted of 470 individuals (165 male and 305 female) who were not referred to clinics offering psychological and psychiatry services, and also 82 individuals (37 male and 45 female) who were referred to clinics for psychological and psychiatry services, but have not received any psychotherapy since last two years, who were selected accessible sampling. All subjects completed Young Schema Questionnaire (YSQ- S3) and Dysfunctional Attitude Scale (DAS). The data was analyzed by confirmatory factor analysis, discriminate analysis, and Pearson correlation coefficient test. By performing factor analysis in non-clinical group, 12 factors were found, of which three factors corresponded fully with Young's 18 factors. For extracted factors, Cronbach's alpha was 0.94, specificity was from 0.57- 0.73 and the sensitivity was from 51.20 to 64.60. The concurrent validity coefficient was 0.64 between Dysfunctional Attitude Scale and extracted factors of YSQ-S3. The cut-off points were determined for screening too.
E. Abbasi; A. Sadr; M. Rest; S. Mohamed Khan Kermanshahi
Volume 20, Issue 2 , December 2013, , Pages 93-116
Abstract
This study aimed to examine the knowledge, attitude and practice of female high school students in Ilam province in relation to personal hygiene (hygiene during menstruation). In this study, a survey method was used in which a researcher-made questionnaire with 46 questions on the range of 2 to 6 option ...
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This study aimed to examine the knowledge, attitude and practice of female high school students in Ilam province in relation to personal hygiene (hygiene during menstruation). In this study, a survey method was used in which a researcher-made questionnaire with 46 questions on the range of 2 to 6 option was administered to the subjects. In order to analyze the obtained data, descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t-Test, chi-square) were used. The entire population in this study includes all 14026 female high school students studying theoretical branches in Ilam province. In this study, a multi-stage cluster sampling technique was used and 375 subjects were selected based on Morgan table. T-test results showed that the students' knowledge in relation to menstrual hygiene is favorable. However, their attitude in relation to menstrual hygiene was not favorable. Besides, the t-test results showed that the performance of students in practice domain during menstruation is relatively favorable. Finally, as this study was carried out in Ilam, the results are limited and care should be taken not to over-generalize the findings.
MohammadReza Mottaghinia
Abstract
This study was carried out to design a model forteacher personalefficacy from school climate and teacher collective efficacy - socialvariables.In this study, 255 teachers from elementary schoolsin Bajestan city were selected with multistage random sampling method.Instruments of the study were Teacher ...
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This study was carried out to design a model forteacher personalefficacy from school climate and teacher collective efficacy - socialvariables.In this study, 255 teachers from elementary schoolsin Bajestan city were selected with multistage random sampling method.Instruments of the study were Teacher Sense of Efficacy Scale (Short form),School Climate Index and Collective Teacher Belief Scale. Results of the studyshowed that all absolute, comparative and parsimonious fit indices weresuitable for the supposed model. According to this model, indirect path fromschool climate towards teacher personal efficacy, via collective teacherefficacy, was positive and significant. Also direct path from collectiveteacher efficacy towards teacher personal efficacy and direct path from schoolclimate towards teacher collective efficacy were positive and significant, too.Results of current study showed the importance of mediation of collectiveteacher efficacy in relationship between school climate and personal teacherefficacy, indicating the neccessity of group activites among school teachers.
Ehsan Shahsavari Shirazi; Manijeh Shehniyailagh; Alireza Hajiyakhchali
Abstract
IntroductionSelf-hypnosis is simply a focused state of mindfulness that allows one to make the most of their mental capacities and abilities. In a final analysis, self - hypnosis is practically a tool that can be used to make better use of skills or techniques of self - control. All forms of hypnosis ...
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IntroductionSelf-hypnosis is simply a focused state of mindfulness that allows one to make the most of their mental capacities and abilities. In a final analysis, self - hypnosis is practically a tool that can be used to make better use of skills or techniques of self - control. All forms of hypnosis are actually self-hypnosis. Even in so-called hypnotic situations, it is the client who hypnotizes himself, another person, usually called a hypnotherapist, provides the right conditions and guides the client to the hypnotic trance. Self- hypnosis is a way in which people can focus on their mental content and use their imagination, mental imagery and thoughts to evoke certain emotions so that they can finally make changes in their behaviors and attitudes. In other words, in a state of hypnotic ecstasy, the person can change their inner world. Feelings, perceptions, and behaviors also change when a person is able to change their thoughts and their visual imagery that they normally engage with. The purpose of the present study was to evaluate the effect of self-hypnosis on attention and the pattern of electroencephalography in candidates for university entrance examination.MethodThe statistical population was all the clients who referred to the Mr. Karami counseling center in Shiraz, in 2019. The statistical sample consisted of 24 male students between 18 to 20 years old, who were selected from the counseling center using targeted sampling method. Then they were assigned into two groups of control (12 persons) and experimental group (12 persons) randomly. Research tools were Demographic Characteristics Questionnaire, Stroop Effect Test and Electroencephalography recorder. 10 self-hypnosis sessions for each subject in experimental group were done, over two weeks. During the interventions of experimental group, the control group was under the passage of time. In post-test, both groups were compared in terms of attention and Electroencephalographic patterns. The statistical data analysis was performed using the analysis of covariance at p < 0.05. SPSS software was used for data analysis.ResultsThe results of pre-test and post-test comparison showed that the effects of intervention on experimental group were significant. Therefore, it seems that self-hypnosis affects attention and the pattern of electroencephalography in candidates for university entrance examination. DiscussionDue to the effectiveness of self-hypnosis on attention and the pattern of electroencephalography in candidates for university entrance examination, self-hypnosis can be used in entrance exam preparation centers to improve the attention of candidates
M. R. Abedi; A. Sadeghi; M. Rabiei
Abstract
The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). ...
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The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). Results were presented using descriptive statistics. All scores were changed to percentile ranks and Z and T scores. Standard and percentile norm tables were developed for the students (6 to 16 gears) thereafter. The results indicated that WISC-IV is reliable and valid and the norm tables are suitable for assessing intelligence of children in the province of Chahar Mahal Va Bakhteyri. It is suggested that such norm tables be prepared for all Iranian students.
H. Hgharabaghi; M. Garooci
Volume 16, Issue 2 , December 2009, , Pages 113-128
Abstract
Job satisfaction as cognitive, internal and evaluative reactions of persons in relation to their jobs is influenced by the amount of salary, physical conditions of work environment, type of relations governing the work environment and other factors. Nevertheless, the role of personality factors in job ...
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Job satisfaction as cognitive, internal and evaluative reactions of persons in relation to their jobs is influenced by the amount of salary, physical conditions of work environment, type of relations governing the work environment and other factors. Nevertheless, the role of personality factors in job satisfaction is a chief factor in which little research has been done in our country. Therefore, this study is aimed at investigating the relationship between the five-factor model of personality and job satisfaction. To this end, 370 employees of Tabriz Tractor manufacturing were randomly selected from a pool of twelve job units as sample for this study, using stratified random selection, and NEO-FFI; and JDI questionnaires were administered for personality and job satisfaction evaluation respectively. The results of the study showed a positive relationship between Conscientiousness, Extraversion, Agreeableness and job satisfaction. There was a significant negative correlation between Neuroticism and job satisfaction, but there was no significant correlation between Openness and job satisfaction. The results of multiple linear regression analysis proved that Conscientiousness (R2adj=0.09), Neuroticism (R2adj=0.02) and Openness (R2adj= 0.01) were respectively the most important predictors of job satisfaction. In this research, 12.3% of variance of job satisfactionwas, therefore, explained by personality factors.
C. Rahimi; Z. Rasaie; N. Mohamadi
Volume 21, Issue 1 , June 2014, , Pages 79-100
Abstract
The aim of this research was to study the ability of the continuous performance test (CPT) in the differential diagnosis of patients with psychiatric disorders and normal subjects. The research was causal-comparative. Using the convenient sampling method, 27 schizophrenic, 28 major depressive, 29 obsessive-compulsive ...
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The aim of this research was to study the ability of the continuous performance test (CPT) in the differential diagnosis of patients with psychiatric disorders and normal subjects. The research was causal-comparative. Using the convenient sampling method, 27 schizophrenic, 28 major depressive, 29 obsessive-compulsive patients and 29 normal individuals were selected and then matched based on age, gender, educational background and marital status. The Participants’ cognitive performance was assessed using CPT. Data were analyzed using the MANOVAs and the Scheffe post hoc test. Results suggested that, compared to normal subjects, patients with schizophrenia and obsessive-compulsive disorders had a significantly lower performance in three components of the CPT (i.e., omission error, correct response, reaction time). Likewise, depressive patients manifested significantly poor performance in two components of test (i.e., commission error, reaction time). The CPT was accordingly capable of differentiating patients with schizophrenia, major depression and obsessive-compulsive disorders from normal individuals, but could not differentiate patient groups.
Y. Valinejadghanati; M. Birami; E. Fathi Azar; Sh. Vahedi; M. Mirnasab
Abstract
The purpose of this research was to study the effectiveness of strategy training using Witt's model on the improvement of working memory and math performance among third grade primary school students with low working memory levels. In this quasi-experimental design, 36 students were selected with low ...
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The purpose of this research was to study the effectiveness of strategy training using Witt's model on the improvement of working memory and math performance among third grade primary school students with low working memory levels. In this quasi-experimental design, 36 students were selected with low working memory and low academic math performance. These students were randomly assigned in three groups (one experimental, one placebo and one true control groups). The experimental group was trained based on Witt's model for 6 weeks. The placebo group were taught science using the reciprocal method, while the true control group didn't receive any treatment. To analyze the data, MANOVA, ANCOVA and the Bonferroni test were used through SPSS 20. Results showed that the intervention improved the students' performance in backward digits, counting and block recall tests, but the enhancement in forward digit recall test was not significant. Also, results indicated that the students' math performance had improved. According to the findings, the students' working memory and math performance can be improved with appropriate interventions in the working memory.
