دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621The effectiveness of individual and group cognitive-behavioral therapies on depression decrease and ejection fraction increase in coronary heart diseaseاثر درمان های شناختی –رفتاری فردی و گروهی بر کاهش میزان افسردگی و افزایش میزان بازده قلبی در بیماری کرونر قلب12215589FAچنگیزرحیمیهیات علمی دانشگاه شیرازJournal Article20140710Depression as a usual disorder in coronary heart disease decreases mental health and ejection fraction of these patients. The purpose of this study was to investigate the effectiveness of individual and group cognitive-behavioral therapies on depression decrease and ejection fraction increase in coronary heart disease, and to compare the two psychotherapy methods. Subjects were coronary heart disease patients between ages of 30 to 60 with medium or severe depression. The subjects were randomly assigned to three matched groups, including two experimental groups for individual cognitive-behavioral therapy (n=20) and group cognitive-behavior therapy (n=16) and a control group (n=20). The control group received no psychological treatment. The patients were selected using available sampling method. All participants completed the Beck Depression Inventory-II, as well as, Ejection Fraction Test as pre-tests and post-tests. Data was analyzed using repeated measures and Scheffé test. Individual and group cognitive-behavioral therapies had significant effects on depression reduction, but they had no effect on ejection fraction increase in coronary heart disease patients. Regarding to depression reduction, there was no significant difference between the two methods. Individual and group cognitive-behavioral therapies can reduce the rate of depression and lessen the need to psychiatric drugs in coronary heart disease patients.افسردگی یک اختلال رایج در بیماران عروق کرونر قلب است که سلامت روانی و میزان بازده قلبی آنان را کاهش می دهد. هدف این پژوهش بررسی اثربخشی درمان های شناختی-رفتاری فردی و گروهی بر کاهش میزان افسردگی و افزایش بازده قلبی بیماران عروق کرونر قلب و مقایسه اثر دو روش روان درمانی بود. آزمودنی ها بیماران کرونر قلبی بین سنین ۳۰ تا ۶۰ سال و مبتلا به افسردگی متوسط تا شدید بودند. آزمودنی ها به صورت تصادفی در سه گروه همتاشده قرار گرفتند که شامل دو گروه آزمایشی برای دریافت درمان های شناختی-رفتاری فردی) ۲۰ (n=و شناختی-رفتاری گروهی )۱۶ n= ( و یک گروه کنترل (۱۶ (n= بود. گروه کنترل هیچ درمان روانشناختی دریافت نکردند. بیماران با استفاده از روش نمونه گیری در دسترس انتخاب شدند. همه آزمودنی ها پرسشنامه افسردگی بک-۲ را در مراحل پیش آزمون و پس آزمون تکمیل نمودند. هم چنین آزمون بازدهی قلب در مراحل پیش آزمون و پس آزمون انجام شد. روش های درمان های شناختی- رفتاری فردی و گروهی بر کاهش میزان افسردگی بیماران عروق کرونر قلب بطور معناداری تاثیر داشت, اما در افزایش بازده قلبی آنان بی تاثیر بود. در ارتباط با کاهش میزان افسردگی تفاوت معنی داری بین دو روش درمانی وجود نداشت. روش های درمانی شناختی-رفتاری فردی و گروهی می توانند میزان افسردگی در بیماران کرونر قلبی و نیاز به مصرف داروهای روانپزشکی در آنان را کاهش دهند.دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621Studying the effectiveness of Cochran's Career Narrative Therapy on academic procrastination of blind studentsبررسی تأثیر حکایتدرمانی مسیر شغلی کوکران بر اهمالکاری تحصیلی دانشجویان نابینا23421234910.22055/psy.2016.12349FAاسماعیلمحمدیدانشگاه اصفهانپریسانیلفروشاندانشگاه اصفهان0000-0002-6358-7959محمد رضاعابدیدانشگاه اصفهان0000000331627044Journal Article20141228The aim of the current study was to investigate the effect of Cochran's career narrative therapy on academic procrastination of blind students. This is a quasi-experimental study with pretest-posttest design with control group. The statistical population of the study was all of blind students in University of Isfahan and Islamic Azad University of Khorasgan. 30 students were selected by using available sampling method and randomly divided into experimental and control groups (each group consisted of 15 students). The experimental group participated in seven sessions weekly (each session lasted 3 hours). The data was gathered by using Academic Procrastination Questionnaire and analyzed using SPSS-21. The results of the covariance analysis showed that narrative therapy decreased procrastination, in preparing for tests, and academic tasks (p < .05). However, it increased the tendency to change and negative feelings<br />(p < .05). In addition, there was no significant difference between the two groups in preparing articles. Eventually, Cochran's narrative therapy can be used as an effective method for decreasing procrastination of blind students.<span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">هدف </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">پژوهش حاضر بررسی </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">تأثیر<br />حکایتدرمانی مسیر شغلی کوکران بر اهمالکاری تحصیلی دانشجویان نابینا بود</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">. روش پژوهش نیمهآزمایشی، از نوع پیشآزمون- پسآزمون<br />با گروه کنترل </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">بود</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">. </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">جامعه<br />آماری شامل </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">دانشجویان نابینای دانشگاه<br />اصفهان و دانشگاه آزاد </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">اسلامی<br /></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">خوراسگان </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">بود که 30 نفر </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">به<br />شیوه</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">ی نمونه</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">گیری<br />در دسترس انتخاب و به شیوه</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">ی<br />تصادفی در دو گروه (هر گروه 15 نفر) قرار گرفتند</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">. </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">گروه آزمایش در 7 جلسه (3 ساعته)، بصورت هفتگی<br />شرکت کردند. دادهها با استفاده از پرسشنامه اهمالکاری تحصیلی گردآوری و توسط نرمافزار<br /></span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-family: 'B Lotus';">SPSS-21</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL"> تحلیل شد. نتایج تحلیل کوواریانس نشان داد<br />که حکایتدرمانی، اهمالکاری در </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">آمادگی<br />برای امتحانات و آماده کردن تکالیف را کاهش داده (05/0</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">p<</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">)،</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">اما تمایل به تغییر و احساس منفی را افزایش داده<br />است (05/0</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">p<</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">)،</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL"> به علاوه، </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">تفاوت<br />دو گروه در اهمالکاری برای آماده کردن مقالات معنیدار نبود. در نهایت میتوان </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">از </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">حکایتدرمانی<br />کوکران به عنوان یکی از روشهای مؤثر در کاهش اهمالکاری تحصیلی </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">دانشجویان نابینا </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">استفاده<br />کرد. </span>دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621Designing and testing a model of the casual relationships between personality traits of sociotropy/autonomy, perception of stressful events and depression symptoms in Shahid Chamran University studentsطراحی و آزمون الگویی از روابط علّی صفات شخصیتی دیگرپیروی/خودپیروی و ادراک رویدادهای فشارزا با علائم افسردگی در دانشجویان43731235510.22055/psy.2016.12355FAعلیمحمدزاده ابراهیمیدانشجوی دکترای روانشناسی، دانشگاه شهید چمران اهواز0000-0002-3953-3475عبدالکاظمنیسیاستاد دانشگاه شهید چمران اهوازنسرینارشدیدانشیار دانشگاه شهید چمران اهوازمنیجهشهنی ییلاقاستاد دانشگاه شهید چمران اهوازمهنازمهرابی زاده هنرمنداستاد دانشگاه شهید چمران اهواز0000-0001-6901-7861Journal Article20120106The purpose of the present<br />study was designing and testing a model of the casual relationships<br />between sociotropy/autonomy, perception of stressful events and depression<br />symptoms. Hypothesized model, includes<br />sociotropy and autonomy as precedents, perception of interpersonal and<br />achievement stressful events as mediators, and depression symptoms as outcomes<br />variables. The sample consisted of 357 participants (123 male and 234 female)<br />of undergraduate students at Shahid Chamran University who were selected using stratified random<br />sampling method. The research<br />instruments were Revised Personal Style Inventory<br />(PSI-II), Life Experiences Survey (LES) and Beck Depression Inventory<br />(second edition ((BDI-II).<br />Structural equation modeling (SEM) through AMOS-18 and SPSS-18 software<br />packages was used for data analysis. Bootstrap procedure was used for<br />estimating the indirect effects. The primary analysis indicated that<br />hypothesized model has a poor fit with the data. Better fit was achieved<br />by applying some modifications in the final model<span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">هدف از انجام پژوهش حاضر</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">،</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">طراحی<br />و آزمون الگویی از روابط علّی صفات شخصیتی دیگر</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">پیروی/خودپیروی و ادراک رویدادهای فشارزا با علائم افسردگی بود. الگوی پیشنهادی<br />متشکل از 5 متغیر بود که دو متغیر دیگرپیروی و خودپیروی به عنوان متغیرهای پیشایند،<br />علائم افسردگی متغیر پیامد و ادراک از رویدادهای فشارزای بین فردی و ادراک از رویدادهای<br />فشارزای پیشرفت به عنوان دو متغیر میانجی پژوهش حاضر بودند. جامعه آماری را کلیه دانشجویان<br />مقطع کارشناسی دانشگاه شهید چمران تشکیل میدادند که با استفاده از روش نمونهگیری<br />تصادفی طبقهای 357 نفر (123 پسر و 234 دختر) به عنوان نمونه از بین آنها انتخاب شدند<br />و با استفاده از 4 مقیاسِ پرسشنامه تجدیدنظر شده </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">سبک<br />شخصی، پرسشنامه بررسی تجارب زندگی و ویراست دوم پرسشنامه افسردگی ب</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ک،</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"><br />مورد سنجش قرار گرفتند. ارزیابی الگوی پیشنهادی با استفاده از الگویابی معادلات<br />ساختاری </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">(SEM)</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"> بر<br />اساس نرم افزار</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">های</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">AMOS</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"><br />ویراست 18 و </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">SPSS</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ویراست<br />18، </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">انجام گرفت. به منظور برآورد<br />اثرات واسطهای نیز از روش بوت استراپ استفاده شد. گرچه تحلیل اولیه حاکی از برازش<br />ضعیف الگو با دادهها بود؛ اصلاحات انجام شده جهت بهبود الگو، برازش خوب الگوی<br />نهایی را با دادهها نشان داد. </span>دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621The mediating role of cognitive avoidance and anxiety in the relationship between negative perfectionism and procrastinationنقش میانجی اضطراب و اجتناب شناختی در رابطه بین کمالگرایی منفی و اهمالکاری73941235810.22055/psy.2016.12358FAرقیهمحمودزادهدانشگاه خوارزمیشهراممحمدخانیدانشگاه خوارزمیJournal Article20150407<span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">Perfectionism as a stable personality<br />characteristic that influences various aspects of human life in a complex way.<br />Several studies show that perfectionists reduce their anxiety by doing<br />procrastinating behaviors. So, the purpose of this study was to investigate the<br />mediating role of cognition avoidance and anxiety as cognitive factors in the<br />relationship between perfectionism and procrastination. For this purpose, a<br />sample of 278 undergraduate, master and doctoral students (118 male and 160<br />female), with a mean age of 25.4 and standard deviation of 5.50 from five state<br />university were selected by multi-stage cluster sampling method. In order to collect<br />data, students answered Frost Multidimensional Perfectionism Scale (MPS),<br />Solomon and Rothblum Academic Procrastination Scale, DASS-21 Scale and Cognition<br />Avoidance</span><em><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-family: 'B Lotus';">.</span></em><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';"> In order to analyze data, structural equation modeling (SEM) has been<br />used. The results showed that there were significant and positive causal<br />relationships between perfectionism, anxiety and procrastination and the<br />mediating role of cognition avoidance, indirectly through anxiety in the<br />relationship between perfectionism and procrastination has been verified. Thus<br />when cognition avoidance causes more anxiety in people who are perfectionist,<br />this leads to more procrastination.</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرایی به عنوان یک ویژگی شخصیتی<br />پایدار جنبه</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">های<br />مختلف زندگی انسان را به</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">طور پیچیده</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ای تحت تأثیر قرار می</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">دهد. مطالعات مختلف نشان می</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">دهد افراد کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرا برای کاهش اضطراب خود دچار<br />اهمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کاری<br />می</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">شوند.<br />هدف از مطالعه حاضر بررسی نقش واسطه</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ای اجتناب شناختی و اضطراب به عنوان مؤلفه</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">های شناختی در رابطه بین کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرایی و اهمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کاری است. بدین منظور نمونه</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ای شامل 278 دانشجو (160 نفر زن<br />و 118 نفرمرد ) با میانگین سنی 4/25 و انحراف معیار 50/5 در مقطع کارشناسی،<br />کارشناسی ارشد و دکتری از پنج دانشگاه دولتی به روش نمونه</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گیری خوشه</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ای چند مرحلهای انتخاب شد.<br />برای جمع</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">آوری<br />داده</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ها<br />دانشجویان به مقیاس کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرایی فراست، مقیاس اهمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کاری سولومون و راثبلوم، مقیاس<em><br /></em>افسردگی، اضطراب، استرس و مقیاس اجتناب شناختی پاسخ دادند. به منظور تحلیل<br />داده</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ها از<br />مدل</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">یابی<br />معادلات ساختاری استفاده شد. نتایج نشان داد روابط علّی معنی</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">دار و مثبت بین کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرایی، اضطراب و اهمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کاری وجود دارد و نقش میانجی<br />اجتناب شناختی به</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">طور غیرمستقیم از طریق اضطراب در رابطه بین کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرایی و اهمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کاری تأیید شد. بنابراین اجتناب<br />شناختی زمانی که باعث افزایش اضطراب در افراد کمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">گرا می</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">شود، اهمال</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">کاری و تعلل</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">ورزی بیشتری را به دنبال دارد.</span>دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621Structural equation modeling of the relationship between school climate and collective efficacy with personal efficacy of teachers’ of primary schoolsالگوی ساختاری رابطهی جو مدرسه و خودکارآمدی جمعی با خودکارآمدی شخصی معلمان مدارس ابتدایی951141235910.22055/psy.2016.12359FAحسنعلیویس کرمیاستادیار گروه روان شناسی تربیتی دانشگاه لرستانعزت الهقدم پوراستادیار گروه روانشناسی تربیتی دانشگاه لرستانIR.LUMS.REC.1397.009محمد رضامتقی نیاآموزش و پرورش-معلمJournal Article20141223<span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">This study was carried out to design a model for<br /></span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-family: 'B Lotus';">teacher personal<br />efficacy from school climate and teacher collective efficacy - social<br />variables.</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-family: 'B Lotus';">In this study, 255 teachers from elementary schools<br />in Bajestan city were selected with multistage random sampling method.<br />Instruments of the study were Teacher Sense of Efficacy Scale (Short form),<br />School Climate Index and </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'B Lotus';">Collective Teacher Belief Scale. </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-family: 'B Lotus';">Results of the study<br />showed that all absolute, comparative and parsimonious fit indices were<br />suitable for the supposed model. According to this model, indirect path from<br />school climate towards teacher personal efficacy, via collective teacher<br />efficacy, was positive and significant. Also direct path from collective<br />teacher efficacy towards teacher personal efficacy and direct path from school<br />climate towards teacher collective efficacy were positive and significant, too.<br />Results of current study showed the importance of mediation of collective<br />teacher efficacy in relationship between school climate and personal teacher<br />efficacy, indicating the neccessity of group activites among school teachers.</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">پژوهش<br />حاضر با هدف تدوین مدل خودکارآمدی شخصی معلم از روی متغیرهای اجتماعی جو مدرسه و<br />خودکارآمدی جمعی معلمان انجام شد. در این پژوهش، 255 معلم از مدارس ابتدایی<br />شهرستان بجستان، به روش نمونهگیری چند مرحلهای انتخاب شدند. ابزارهای مورد<br />استفاده در این پژوهش، مقیاس احساس کارآمدی معلمان (فرم کوتاه)، شاخص جو مدرسه و<br />مقیاس باور کارآمدی جمعی معلم بود. یافتههای پژوهش نشان داد مدل پیشنهادی برازش<br />مناسبی با داده ها داشت. مطابق با این مدل، مسیر غیر مستقیم جو مدرسه به<br />خودکارآمدی شخصی معلم از طریق خودکارآمدی جمعی معلم، مثبت و معنی دار بود. همچنین<br />مسیرهای مستقیم خودکارآمدی جمعی معلم به خودکارآمدی شخصی معلم و جو مدرسه به<br />خودکارآمدی جمعی معلم، مثبت و معنی دار بود. یافتههای پژوهش حاضر نشان دهندهی<br />اهمیت نقش میانجی خودکارآمدی جمعی معلمان در رابطه بین جو مدرسه و کارآمدی شخصی<br />آنان است و لزوم توجه به فعالیتهای گروهی معلمان مدرسه را نمایان میسازد.</span>دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621Evaluation of state-trait anxiety and difficulties in emotion regulation: Based on personality dimensions of sensitivity to punishment and sensitivity to rewardارزیابی اضطراب حالت-صفت و دشواری در تنظیم هیجان: بر اساس ابعاد شخصیتی حساسیت به تنبیه و حساسیت به پاداش1151361236010.22055/psy.2016.12360FAسهرابامیریدانشگاه ارومیه0000-0003-0297-0142فرزانهمیکائیلیدانشیار دانشگاه ارومیهJournal Article20150723<span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">The<br />aim of the present study</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"><br />was to </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">investigate<br />the state-trait anxiety and </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">difficulties<br />in emotion regulation </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">based<br />on personality dimensions of sensitivity to punishment (SP) and sensitivity to<br />reward (SR). For this purpose, participants were male students in Urmia<br />University, who were selected by their extreme scores on the Sensitivity to Punishment<br />and Reward Sensitivity Questionnaire and were assigned to four groups: High<br />sensitivity to punishment (HSP), low sensitivity to punishment (LSP), high<br />sensitivity to reward (HSR) and low sensitivity to reward (LSR). Then, State-Trait<br />Anxiety and </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Difficulties in Emotion<br />Regulation </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">Questionnaire<br />were administered to each personality group (individually).</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">The<br />collected data were analyzed by using multivariate analysis of variance</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;"> (MANOVA)</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">,<br />one-way ANOVA and post hoc tests</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">.</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN"> Results showed that there were a<br />significantdifferences between the four groups<br />based onstate-trait anxiety and </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">difficulties in emotion regulation.</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"><br /></span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">I</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">t<br />seems that high sensitivity to punishment (HSP) associated</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">with </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">more<br />experienced anxiety and more </span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">difficulties<br />in emotion regulation</span><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN">.</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">هدف<br />پژوهش حاضر بررسی</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">اضطراب<br />حالت-صفت و دشواری در تنظیم هیجان بر اساس ابعاد شخصیتی حساسیت به تنبیه و حساسیت<br />به پاداش بود. به همین منظور، از جامعه دانشجویان پسر دانشگاه ارومیه بر اساس<br />نمرات انتهایی توزیع در پرسشنامه حساسیت به پاداش و تنبیه چهار گروه دارای فعالیت<br />بالای سیستم حساسیت به تنبیه، فعالیت پایین سیستم حساسیت به تنبیه، فعالیت بالای<br />سیستم حساسیت به پاداش و فعالیت پایین سیستم حساسیت به پاداش انتخاب شدند. سپس هر<br />گروه به صورت انفرادی در </span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">مقیاس<br />اضطراب حالت-صفت</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL"> و دشواری در تنظیم هیجان مورد<br />ارزیابی قرار گرفتند</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">.<br />دادههای جمعآوری شده با استفاده از شاخصهای توصیفی، تحلیل واریانس چند متغیره،<br />تحلیل واریانس یک طرفه و آزمونهای تعقیبی تحلیل شدند. نتایج نشان داد که بین چهار<br />گروه بر اساس ابعاد اضطراب حالت-صفت و دشواری در تنظیم هیجان تفاوت معنی</span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL"></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="AR-SA" dir="RTL">داری وجود دارد. به نظر میرسد<br /></span><span style="line-height: 115%; font-family: 'B Lotus'; font-size: 11pt; mso-ascii-font-family: 'Times New Roman'; mso-fareast-font-family: Calibri; mso-hansi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA;" lang="FA" dir="RTL">فعالیت بالای سیستم حساسیت به<br />تنبیه با تجربه بیشتر اضطراب و دشواری در تنظیم هیجان مرتبط است.</span>دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621Investigating some predictors and outcomes of flow at work in Maroon oil and gas production company’s personnelبررسی برخی پیشایندها و پیامدهای شیفتگی به شغل در کارکنان شرکت بهره برداری نفت و گاز مارون1371541236110.22055/psy.2016.12361FAمهدیبریاجیدانشجوی کارشناسی ارشد دانشگاه شهید چمران اهواز0000-0002-4378-2650عبدالزهرانعامیدانشیار دانشگاه شهید چمران اهوازسید اسماعیلهاشمیعضو هیات علمی0000-0002-7786-3838Journal Article20150308The aim of this research was to determine the role of transformational leadership<br />and job resources in predicting flow at work and the relationship of flow at work with psychological<br />well-being and creativity. The statistical<br />population comprised of all employees of Maroon oil and gas Production Company, that 221 of<br />them have been selected by simple random sampling method. The instruments were Flow<br />at Work (Bakker, 2008), Job Resources (Xanthopoulou, 2007), General Transformational Leadership<br />(Carless, Wearing and<br />Mann, 2000), Psychological Well-being (Ryff, 1989) and Organizational Creativity<br />(Zhou and George, 2001). A correlation and multiple regression analysis were used to analyz<br />data. The results showed that transformational leadership and job resources had positive and<br />significant role in predicting the flow at work respectively. In addition flow at work and its components<br />had positive and significant relationships with psychological well-being and organizational creativity. The<br />results of regression analysis showed that absorption to job and work enjoyment predicted<br />psychological well-being and organizational creativity more strongly.هدف از<br />این پژوهش تعیین نقش رهبری تحولی و منابع شغلی در پیشبینی شیفتگی به شغل و نیز<br />تعیین رابطه شیفتگی به شغل با بهزیستی روانشناختی وخلاقیت سازمانی بود. شرکتکنندگان در پژوهش 221 نفر بودند<br />که از میان کارکنان شرکت بهرهبرداری نفت و گاز مارون با روش نمونهگیری تصادفی ساده انتخاب شدند. ابزارهای پژوهش شامل پرسشنامههای شیفتگی شغلی (باکر، 2008)، منابع شغلی (خانتاپولو، 2007)، رهبری تحولی کلی (کارلس، ویرینگ و مان، 2000)، بهزیستی روانشناختی<br />(ریف، 1989) و خلاقیت سازمانی (ژو و گئورگ، 2001) بودند.<br />برای تحلیل دادهها از ضریب همبستگی و رگرسیون چندگانه استفاده شد. نتایج نشان داد<br />که رهبری تحولی و منابع شغلی به ترتیب نقش معنیداری در پیشبینی شیفتگی شغلی<br />دارند. همچنین، شیفتگی به شغل و ابعاد آن نیز روابط معنیداری با بهزیستی<br />روانشناختی و خلاقیت سازمانی دارند. به علاوه، نتایج تحلیل رگرسیون نشان داد که<br />جذب به شغل و لذت از شغل نقش بیشتری در پیشبینی بهزیستی روانشناختی و خلاقیت<br />سازمانی دارند.دانشگاه شهید چمران اهوازدستآوردهای روانشناختی2228-614423120160621The effectiveness of training forgiveness therapy on controlling anger of studentsتأثیر آموزش بخشش درمانی بر کنترل خشم دانشآموزان1551741236210.22055/psy.2016.12362FAمحمدغسگریدانشگاه ملایرمریمکاظمیاداره آموزش و پرورش سامنحمیدعلیزادهدانشگاه علامه طباطباییJournal Article20150720The aim of the present study was to determine the effects of training forgiveness therapy on controlling anger among the female high school students. The population was students living in Tehran in 2009-2010. Through multi-stage sampling method, 50 students were selected and randomly assigned to 2 groups of experimental and control. In order to test the hypothesis of the study, the quasi-experimental design of pre-test and post-test, with control group, was used and the extent of anger in the students was measured with the Spiel Berger State-Trait Anger Size (STAXI-2). Then the experimental group received 10 sessions of 90 minute training in forgiveness therapy. The use of MANOVA showed that training forgiveness therapy affected the control of anger among the female high school students. Training forgiveness therapy also affected subscales of state anger, trait anger, and anger expression in female high school students. However, it had no effect on subscales of anger expression-out, anger control-out and anger control-in. Therefore, it can be concluded that the training of forgiveness therapy has effects on controlling anger in female students, and can be effectively used for the treatment of anger and aggression.این<br />پژوهش با هدف تاًثیر آموزش بخششدرمانی بر کنترل خشم دانشآموزان دختر پایه اول<br />متوسطه انجام گرفت. بدین منظور از بین دانشآموزان دختر پایهی اول متوسطه شهر<br />تهران در سال تحصیلی 91-90 نمونهای با حجم 50 نفر به روش خوشهای چند مرحلهای انتخاب و به صورت تصادفی در<br />دو گروه آزمایش و گروه کنترل جایگزین شدند. در این پژوهش از طرح گروههای نامعادل استفاده شد. میزان<br />خشم آزمودنیها با پرسشنامهی خشم صفت - حالت اسپیلبرگر STAXI-2 اندازهگیری شد. ابتدا از هر دو گروه پیش آزمون بعمل آمد، پس<br />از آن، گروه آزمایش به مدت10 جلسهی 90 دقیقهای برنامهی آموزش بخششدرمانی<br />دریافت کرد، و در پایان از هر دو گروه پسآزمون بعمل آمد. تحلیل دادهها با<br />استفاده از آزمونMANOVA نشان داد که آموزش بخشش درمانی بر کنترل خشم<br />دانشآموزان دختر پایه اول متوسطه تأثیر داشت. همچنین آموزش بخششدرمانی بر خرده<br />مقیاسهای حالت خشم، صفت خشم، درون ریزی خشم دانشآموزان دختر پایه اول متوسطه تأثیر داشت. اما<br />آموزش بخششدرمانی بر خرده مقیاسهای بیرونریزی خشم، کنترل بیرونی و کنترل درونی خشم<br />تأثیر معنیدار نداشت. پس میتوان نتیجهگیری کرد که آموزش بخششدرمانی بر کنترل<br />خشم دختران نوجوان تاثیر دارد و از آن میتوان برای کنترل خشم و پرخاشگری استفاده<br />کرد. آلفای<br />تعدیل شده: (0083/0p≤ ).