Mahin Etemadnia; parsa javanmard; Abbas Bakhshipour Roudsari; Mansour Bayrami
Abstract
IntroductionThe present study evaluated the triple vulnerability model for depression, general anxiety, and social phobia. Depression and anxiety disorders have significant overlap with each other. Emotional disorders occur together because their underlying vulnerability is the same, but this common ...
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IntroductionThe present study evaluated the triple vulnerability model for depression, general anxiety, and social phobia. Depression and anxiety disorders have significant overlap with each other. Emotional disorders occur together because their underlying vulnerability is the same, but this common vulnerability appears heterogeneously as a result of exposure to various environmental influences, genetic-biological factors, etc. Each level of the triple vulnerability model for each disorder was examined with looming vulnerability style as a disorder-specific psychological vulnerability for GAD and social phobia. This model assumes that three components of vulnerability are involved in the etiology of emotional disorders; the first component is the general biological vulnerability, which refers to the genetic dimensions of temperament such as extroversion and introversion, which are related to high levels of anxiety and dependent negative emotions. The second component is general psychological vulnerability, which the triple model of vulnerability indicates that the feeling of unpredictability and uncontrollability of life events and emotional states is considered as psychological vulnerability to mood and anxiety disorders. The third component is disorder-specific vulnerability. The triple vulnerability model postulates that specific psychological vulnerability determines the origin and expression of mood and anxiety disorders through learning experiences that cause a specific focus of disturbance and distress. MethodThis research is a descriptive-correlational study. The statistical population consisted of undergraduate students from Urmia universities, including Government, Azad, Industrial, and Payam Noor universities. Based on the research methodology and data analysis requirements, and following Klain’s (2005) recommendation of a minimum of twenty participants per parameter to ensure robust results, 370 participants were initially selected from this population using a convenience sampling method. To account for potential attrition, only 340 completed questionnaires were analyzed after removing those with distorted responses or incomplete answers. These 340 students completed Neuroticism and Extraversion Subscales (Neo-FFI), Anxiety Control Questionnaire (ACQ-R), Looming Maladaptive Style Questionnaire (LMSQ-R), Depression Anxiety Stress Scales (DASS), Penn State Worry Questionnaire (PSWQ), and Albany Panic and Phobia Questionnaire (APPQ). The final sample included 177 male and 162 female participants, with a mean age of 20.5 years (SD = 2.56) and an age range of 18 to 27. ResultsThe results of path analysis indicated that neuroticism had significant direct effects on all three disorders, and holding neuroticism constant, extraversion was inversely associated with depression and social phobia. Perceived control was significantly associated with GAD only, holding neuroticism and extraversion constant. Of the disorder-specific psychological vulnerability, holding general vulnerability dimensions constant, looming vulnerability style was not specific predictor of GAD and social phobia. Based on the results reported in the first model of the study (general bio-vulnerability), the effect coefficients of all variables are significant at the level (p <0.01). In the second model (general psychological vulnerability), the coefficients of the effect of neuroticism and extraversion on all three variables are significant; However, the perceived control pathway coefficient is significant only on pervasive anxiety (p <0.01). In the third model of the research (specific vulnerability with the addition of near-risk perception style), the coefficients of the effect of neuroticism, extraversion and perceived control on all three variables are significant; However, after maintaining the effect of the dimensions of general vulnerability, namely neuroticism, extraversion, and perceived control, the coefficient of the near-risk perception pathway on social anxiety and depression is significant. Perceived control path's coefficients on social anxiety, generalized anxiety disorder and depression were reported as -0.25, -0.30 and -0.28, respectively (p <0.01). The coefficient of near-risk perception style path's coefficient on social anxiety (0.26) is at the level of 0.01 and the pathway coefficient of near-risk perception style on depression (0.19) is at the level of 0.05; however, the coefficient of near-risk perception style on pervasive anxiety (0.11) is not significant. ConclusionThe looming vulnerability style is a broadly shared cognitive vulnerability hypothesized to interact with disorder-specific mechanisms across various anxiety disorders (e.g., fear of social rejection in social phobia, excessive worry and catastrophizing in generalized anxiety disorder). However, the present study’s findings, using Barlow's triple model, did not support this hypothesis. One potential explanation may be the limitations in the measurement tool for risk perception style, particularly its insufficient representation of generalized anxiety disorder-related factors. Further research is required to better understand this relationship and refine measurement approaches in this area.Existing conceptual models suggest that personality dimensions, such as neuroticism and extraversion, contribute to the severity, overlap, and persistence of both depression and anxiety. However, these personality dimensions alone do not fully explain the etiology, progression, and complexity of emotional disorders. Consequently, examining disorder-specific factors within a broader etiological model-one that integrates both shared characteristics and unique dimensions-could enhance our understanding of the causes and differentiation of these disorders.
Mona Mohammadi; Mahnaz Mehrabizadeh Honarmand; Iran Davoudi; Saeid Afrozpour; Mehdi Soleimani
Abstract
Introduction
In recent years, studies in the field of narcissism have received increasing attention from researchers, but despite the growing interest in the concept of narcissism, there are many unanswered questions, especially about the nature of this structure. A review of clinical research on narcissism ...
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Introduction
In recent years, studies in the field of narcissism have received increasing attention from researchers, but despite the growing interest in the concept of narcissism, there are many unanswered questions, especially about the nature of this structure. A review of clinical research on narcissism and narcissistic personality pathology shows that there are two narcissistic phenotypes, grandiose narcissism and vulnerable narcissism. Grandiose narcissism is defined as a grandiose notion of oneself, disrespecting others, and being entitled and includes characteristics such as self-arrogance, pretentiousness, and dominance. Feelings of anger, despair, emptiness, low self-esteem and even suicide when they fail are common experiences of these people. At the interpersonal level, people with these characteristics withdraw from interpersonal relationships due to sensitivity to rejection and criticism. In contrast, the vulnerable type is not obvious most of the time and is characterized by a strong need for approval, admiration from others and sensitivity to rejection. These people have a negative self-concept, and their sense of self-worth depends on the approval of others, and if they do not receive it, they avoid people and social relationships. Considering the difference between these two types of narcissism, its further investigation and recognition in different interpersonal contexts leads to more accurate clinical diagnosis and more specialized services. One of the structures that can be related to types of narcissism is self-presentation guides. Narcissistic people use self-presentation tactics more than others due to their high need to influence others. The present study aimed to investigate the role of grandiose narcissism and vulnerable narcissism in predicting self-presentation tactics in students of Shahid Chamran University of Ahvaz.
Method
The descriptive research method of conventional (focal) correlation and its statistical population are all graduate students of Shahid Chamran University of Ahvaz who were studying in 1996-97 (N = 1500). After obtaining the necessary permits from Shahid Chamran University of Ahvaz, the questionnaires were distributed among the selected students based on a multi-stage cluster random sampling method. Data were analyzed by SPSS statistical software. A total of 250 students were randomly selected based on Cochran's formula according to the size of the population, in a multi-stage cluster method. Finally, by stratified random sampling method, the sample size was selected from the target population (n = 222). Collection tools included a pathological narcissism questionnaire (Pincus et al., 2009) and a scale of self-Presentation tactics (Tedeschi & Melburg, 1984). The pathological narcissism questionnaire contains 52 descriptive questions. This questionnaire has seven subscales, including self-concealment, devaluation, conditional self-respect, self-improvement with self-sacrifice, exploitation, grandiose fantasy, and righteous anger. These seven subscales are in two higher-level dimensions of grandiose narcissism with the components of exploitation, self-enhancement with selflessness and grandiose fantasy, and vulnerable narcissism with the components of self-concealment, conditioned self-esteem, justified anger, and devaluation, all of which subscales are identified as pathological narcissism. The self-expression questionnaire is a paper-and-pencil tool that contains 63 questions and 12 components. Questionnaire of self-presentation tactics, five types of defensive self-presentation tactics, including: non-responsibility, self-incapacitation, excuse, apology and justification, and 7 self-presentation tactics of self-expression including: request, exaggeration, intimidation, humiliation, entitlement, role model and examines self-indulgence.
Results
The results showed that the linear combination of defensive and assertive self-presentation tactics can be predicted by the linear combination of predictor variables. The significance of the whole model showed that there is a significant relationship between the two variables of self-Presentation tactics and existential expression with grandiose and vulnerable narcissis (P<0.005). Predictive variables explain 28% of the variance of the criterion variables. Overall, the findings showed that the types of narcissism (grandiose and vulnerable) can be predicted based on the type and extent of using different types of self-presentation tactics (defensive and assertiveness). Of the two criterion variables, presentation tactics are more important in the linear criterion variable. On the other hand, in the first function, among the predictor variables, the narcissistic narcissist has the largest share in the linear composition of its category. In other words, the first function of self-Presentation tactics is predicted by grandiose narcissism. In explaining the results of the present study, it seems that people with grandiose narcissism had a greater tendency to use defensive self-expression and self-presentation tactics than vulnerable narcissists. In grandiose narcissism, insecurity (e.g., fear of negative evaluation) is very important. Deep feelings of inadequacy and psychological insecurity in narcissism lead to the tendency of narcissistic people to use defensive self-presentation tactics.
Discussion
According to the findings of the present study, it is suggested that clinical specialists pay special attention to the types of narcissism and the self-presentation tactics of clients with narcissistic personality disorder in order to know and understand more about these people
eghbal zarei; maryam mobbasser; shiringol karimpour
Abstract
IntroductionBullying represents one of the most harmful and aggressive forms of misconduct, prevalent in many school environments. This behavior can have lasting and detrimental effects on both the individual being bullied and the bully themselves, contributing to a range of psychological issues, emotional ...
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IntroductionBullying represents one of the most harmful and aggressive forms of misconduct, prevalent in many school environments. This behavior can have lasting and detrimental effects on both the individual being bullied and the bully themselves, contributing to a range of psychological issues, emotional distress, and even physical harm. Within the school context, bullying is a persistent issue that significantly impacts students' lives, shaping their experiences and influencing their mental well-being and academic performance.Bullying can take on multiple forms, encompassing verbal and physical aggression, threats, ridicule, and coercion. It often includes direct harassment, verbal abuse, and hostile behaviors intended to intimidate, isolate, or demean others. This behavior can also manifest in subtler forms, such as threatening body language or expressions that convey contempt or hostility. Through these varied behaviors, bullying not only disrupts the victim’s sense of safety and self-worth but can also affect the overall school climate, leading to a hostile environment that impacts all students.The significance of addressing bullying is critical, as unchecked bullying can lead to a cycle of aggression and retaliation that escalates the intensity of the misconduct over time. Research has shown that bullying not only leads to psychological harm in victims—such as anxiety, depression, and decreased self-esteem—but can also reinforce negative behaviors in bullies, increasing their likelihood of engaging in other forms of delinquent or antisocial behavior.In response to this pervasive issue, the current study aimed to evaluate the effectiveness of anger management training based on cognitive approaches in reducing impulsivity among male bully students. By addressing impulsivity, a known predictor of aggressive and bullying behaviors, this intervention seeks to equip students with cognitive tools to recognize, regulate, and redirect their anger in healthier, less destructive ways. This approach focuses on helping bully students develop skills in self-awareness, emotional regulation, and constructive communication, ultimately fostering a shift toward more prosocial behavior. MethodThis study utilized a quasi-experimental design, incorporating pretest, posttest, a control group, and a two-month follow-up to assess the effectiveness of cognitive-based anger management training on reducing impulsivity in male bully students. The statistical population included male bully students enrolled in the first year of high school in Bandar Abbas during the 2019-2020 academic year. Through purposive sampling, 30 male students exhibiting bullying behaviors were selected and then randomly assigned to either the experimental or control group, with each group initially containing 15 students.The experimental group participated in eight intervention sessions, each lasting 75 minutes, over the course of one month. These sessions focused on anger management techniques based on the cognitive approach as outlined by Shokouhi Yekta and Kakabaraei (2017). However, during the study, 2 students from the experimental group and 3 from the control group discontinued participation, leaving a final sample of 25 students—13 in the experimental group and 12 in the control group.The study employed two primary assessment tools: the Illinois Bullying Scale (IBS), developed by Espelage and Holt (2001), to measure bullying behavior, and the Barratt Impulsivity Scale (BIS), established by Barratt, Stanford, Kent, and Felthous (2004), to assess impulsivity levels. Data collected from these tools were analyzed using Mixed ANOVA in SPSS-23 software, a statistical method chosen due to the study’s structure, which involved two groups (experimental and control) and three measurement points (pretest, posttest, and follow-up). This approach allowed for a comprehensive examination of the intervention's short- and long-term effects on impulsivity in bully students. ResultsThe results demonstrated that cognitive-based anger management training had a significant impact on reducing impulsivity among male bully students (p < 0.001). Descriptive findings further revealed a decrease in mean impulsivity scores and its specific dimensions among students who exhibited bullying behaviors. Importantly, these reductions were sustained during the two-month follow-up period, indicating that the intervention's effects persisted over time. Consequently, the bullying behaviors of these students did not revert to pre-intervention levels, suggesting that cognitive-based anger management may be an effective long-term strategy for mitigating impulsive tendencies and associated aggressive behaviors in bullying students. ConclusionThe findings of this study suggest that cognitive-behavioral anger management training is an effective method for reducing impulsivity in male students who engage in bullying behaviors. By focusing on key areas such as anger management skills, practical techniques, and cognitive self-instruction, this approach enables students to manage their anger more constructively. Specifically, cognitive-behavioral training helps bullying students recognize and understand the thoughts and emotions related to anger and bullying, increases their tolerance for anger-provoking situations, and raises their awareness of related physiological changes.This training encourages students to improve social cognition through techniques like relaxation exercises, positive self-talk, and assertiveness skills. As a result, they experience a reduction in impulsive behaviors, which also decreases their tendency to engage in bullying. Moreover, cognitive-based anger management training equips students with alternative ways to express emotions, fostering more adaptive and non-aggressive forms of self-expression. This approach teaches effective coping strategies, students who undergo this training are less likely to exhibit anger, irritability, and impulsive aggression.
Sara Ebrahimi; Zeynab Laki
Abstract
IntroductionDespite its many benefits, the Internet can be a great way to express risky online behaviors during adolescence. Committing cyberbullying and problematic use of the Internet are among the potentially high-risk behaviors on the Internet. Problem behaviors in adolescence originate from permanent ...
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IntroductionDespite its many benefits, the Internet can be a great way to express risky online behaviors during adolescence. Committing cyberbullying and problematic use of the Internet are among the potentially high-risk behaviors on the Internet. Problem behaviors in adolescence originate from permanent characteristics rather than from immediate, instantaneous characteristics. To understand these behaviors, it is necessary to focus on personality-related factors in addition to the perceived environment and behavioral systems. Considering the undeniable tendency of adolescents to excessive Internet use and the negative consequences resulting from this choice and the lack of empirical investigation of this issue in Iranian research, despite the importance of the relationship between problematic Internet use and psychological variables and cyberbullying, as well as contradictory findings on the significance of the relationship between some of these variables with the problematic Internet use and committing cyberbullying in past foreign studies, the present study aims to develop a structural model of the relationship between committing cyberbullying and psychological factors including social connectedness, self-esteem and depression among adolescent boy students through the problematic Internet use and to test the explanatory power of different models from the combination of some theoretical orientations through an assumed model, in order to provide more explanations about the relationships of the variables that were indicated in the past researches. Thus, the aim of this study was to investigate the mediating role of problematic Internet use in the relationship between cyberbullying and psychological factors. MethodThe method of the present study was descriptive-correlational. The study population consisted of all boys’ high school students in Tehran in the academic year 1400-1401. The basis for choosing the sample size was the logic proposed by Kline (2010), that according to the free parameters of the assumed model and the possibility of dropping out of the participants, 325 people was selected as the research sample using the convenience method. To collect data, we used the Cyberbullying/ Victimization Experiences Questionnaire (Antoniadou, Kokkinos & Markos, 2016), Problematic and Risky Internet Use Screening Scale (Jelenchick, Eickhoff, Christakis, Brown, Zhang, Benson et al., 2014), Short Depression-Happiness Scale (Joseph, Linley, Harwood, Lewis & McCollam, 2004), Self-Esteem Scale (Rosenberg, 1965) & Revised Social Connectedness Scale (Lee & Robbins, 1998). The psychometric properties of all instruments were examined and confirmed. Data were analyzed using structural equation modeling.The inferential results showed that there is a positive, significant and direct relationship between depression and problematic Internet use and cyberbullying; negative & insignificant relationship between self-esteem with problematic Internet use, & negative, significant & direct relationship between self-esteem with cyberbullying; negative, significant and direct relationship between social connectedness with problematic Internet use and cyberbullying, & there is a positive and significant relationship between problematic Internet use with cyberbullying. Indirect effects of depression and social connectedness on cyberbullying through the problematic Internet use was statistically significant, and indirect effect of self-esteem was statistically insignificant. Accordingly, the indirect relationship between depression and social connectedness with cyberbullying through problematic Internet use was statistically significant, and the indirect relationship between self-esteem and cyberbullying through problematic Internet use was not statistically significant. DiscussionThe findings of the present study proposed relationships in understanding problematic and risky online behaviors among adolescents and highlighted the important influence of psychological characteristics on problematic online behaviors and cyberbullying among students, as well as supporting evidence for the problematic behavior theory in explaining risky online behaviors, and provided offline students. The results of the present study can be used in preventive interventions for students' participation in cyberbullying, academic counseling centers or school counseling to guide parents, teachers and students to raise awareness about psychological well-being through the use of the Internet.
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
Tahereh Hosseini; Mehdi Zare Bahramabadi; Reza Ghorban Jahromi
Abstract
IntroductionToday, diabetes is known as the most common metabolic disease with an increasing prevalence, a decrease in life expectancy by one third, and an estimated 171 million people worldwide as the most important chronic disease. Since diabetes does not only damage physical and mental performance, ...
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IntroductionToday, diabetes is known as the most common metabolic disease with an increasing prevalence, a decrease in life expectancy by one third, and an estimated 171 million people worldwide as the most important chronic disease. Since diabetes does not only damage physical and mental performance, and the complications of this disease affect mental status, individual, family, and social relationships, sexual function, perception of health, attitude to the future, life expectancy, etc., therefore, in order to increase the quality of life of people with diabetes, it seems necessary to conduct this research to correctly identify this important construct and the factors affecting its maintenance and continuation. Therefore, in this study, we seek to answer the question of whether emotional schemas play a mediating role in the relationship between the relationship to a just world and social support. Until a few years ago, infectious diseases were considered as the biggest health problem in third-world countries. So that all the power of the countries was used to control and prevent the epidemics of these diseases; But currently, the increase in the burden of non-communicable diseases, especially in developing countries, is considered a serious threat.Proper control of diabetes requires the patient's ability to take care of himself and his commitment to maintaining his health. A diabetic patient must have a proper and accurate diet plan, exercise regularly, take his medications, and sometimes inject insulin several times a day. Diabetes Mellitus or sugar disease is one of the chronic diseases that have plagued mankind for many years, and it can be seen in all ages. The present study was conducted with the aim of investigating the mediating role of emotional schemas in the relationship between belief in a just world and social support. MethodThe research method is descriptive correlation and structural equation modeling in a special way. The statistical population included all patients with type 2 diabetes referred to specialized diabetes clinics in Tehran, and 350 people were randomly selected from among those who were referred to the Taban Diabetes Clinic (Tehran District 2) in the autumn of 2020-2021. All research processes were done virtually due to the Covid-19 virus pandemic. Research tools include the scale of belief in a just world (Dalbert, 1999) and (Sutton & Douglas, 2005), the scale of perceived social support (Zimet et al., 1988), the scale of emotional schemas (Leahy, 2002), which is the software was provided to the participants. ResultsThe results showed that the fit indices of the research model were favorable (GFI<0.9) and emotional schemas played a mediating role in the relationship between belief in a just world and social support. This model explains 63% of the changes in belief in a just world in diabetic patients. The obtained results showed that the direct relationship between social support and belief in a just world is significant. Also, emotional schemas can play a mediating role in the relationship between social support and belief in a just world.Based on the descriptive indicators of age, gender, and education level of the sample group, out of 350 people in the sample group, the highest frequency was among respondents aged between 46 and 55 years with 156 people (44.6 percent) and then respondents aged between 35 and 45 years with 131 people (37.4 percent). 59 percent (208 people) of the sample group were women and 41 percent (142 people) were men. Also, 49 percent (173 people) had a diploma education, 26 percent (92 people) had a bachelor's degree, and 11 percent (37 people) had a master's degree. The obtained data were analyzed using the structural equation method. First, the assumptions of this analysis were examined. Outliers were removed and univariate and multivariate normal distributions were established. The construct validity of all three concepts of social support, emotional schemas, and belief in a just world was examined and confirmed. To examine the causal model of belief in a just world based on social support with the mediating role of emotional schemas, the initial research model was analyzed. DiscussionThis means that emotional schemas play a mediating role in the relationship between social support and belief in a just world. In fact, the understanding of social support can prevent the occurrence of adverse physiological effects of the disease in a person, increase the level of self-care and self-confidence of a person, and leave a positive impact on a person's physical, mental, and social condition, and clearly increase performance and improve quality of life. The general result of this research indicates that people with diabetes who have higher social support believe more in the fairness of the world and this belief is doubled when the cognitive flexibility of these people is effective as an executive function of the mind.
Hesam Soleimani; Nasrin Arshadi; Kioumars Beshlideh
Abstract
IntroductionHuman resources are the most critical asset for organizations to achieve their goals, and employees' mental health plays a fundamental role in this regard. One of the factors influencing mental health is job burnout, which stems from stress and work overload, leading to physical and emotional ...
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IntroductionHuman resources are the most critical asset for organizations to achieve their goals, and employees' mental health plays a fundamental role in this regard. One of the factors influencing mental health is job burnout, which stems from stress and work overload, leading to physical and emotional exhaustion, a negative outlook on the job, and reduced interactions (Peters & Rajasingam, 2019). Job burnout encompasses three dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment (Artz et al., 2022). Job burnout not only reduces the quality of work life but also leads to poor employee performance (Wang et al., 2020).Another key factor that influences the quality of life, performance, and profitability of individuals, reflecting their positive evaluation of their functioning in life, is psychological well-being (Kaabomeir et al., 2021). The psychological well-being model comprises six core components: autonomy, environmental mastery, positive relations with others, purpose in life, personal growth, and self-acceptance (Ryff, 1989).Job stress can be considered the most significant factor influencing health, job quality of life, work performance, and also burnout and psychological well-being. This stress arises from job- and workplace-related stressors that many agree are inherently stressful. Generally, job stress occurs when the demands of the workplace exceed an individual’s capabilities (Weinstein et al., 2009).Mindfulness is defined as the purposeful attention to the present moment without judgment. To achieve mindfulness, one must become aware of and detach from constant judgments about external and internal experiences (Gehart, 2012). The seven key factors of mindfulness are: (1) non-judging, (2) patience, (3) beginner's mind, (4) trust, (5) non-striving, (6) acceptance, and (7) letting go. Research shows that mindfulness is positively associated with mental health and reduce stress and burnout in the workplace (Mackenzie et al., 2006).Therefore, due to the importance of job burnout and psychological well-being in organizations and the ability of mindfulness to influence both, a theoretical model was designed to explore the relationship between mindfulness, job burnout, and psychological well-being with job stress as a mediator. MethodThis study is a correlational design using structural equation modeling, which is a multivariate correlational method. The population of the research was all the employees of the Dareh-Aloo Copper Industries. The sample consisted of 300 employees who were selected by a simple random sampling method, and 210 of them filled out the forms properly. The instruments used include Freiburg Mindfulness Inventory (FMI), the Health and Safety Executive (HSE) stress questionnaire, the Psychological Well-being Scale, and the Burnout Inventory. ResultsInitially, descriptive indices, normality of data test results, and correlation coefficients were reported. After preliminary analysis, it was observed that the direct path of mindfulness to job burnout and mindfulness to well-being were not significant and confirmed all the direct effects of mindfulness on burnout and well-being were through job stress. Subsequently, Findings indicated the proposed model after modifying fits the data properly. c2/df (2.31), GFI (0.98), AGFI (0.94), IFI (0.99), TLI (0.97), CFI (0.99), NFI (0.98), RMSEA (0.08) DiscussionThe present study aimed to examine the relationship between mindfulness, job burnout, and psychological well-being, with job stress as a mediator. The results indicated that after necessary adjustments, the model showed a good fit with the data. The study found no direct relationship between mindfulness and job burnout, aligning with the findings of Suyi et al. (2017). It also revealed that job stress mediates the relationship between mindfulness and job burnout. In terms of the indirect relationship, Pflügner et al. (2020) demonstrated that mindfulness affects job burnout through job stress. Suyi et al. (2017) confirmed these findings by supporting the mediating role of job stress in the relationship between mindfulness and job burnout.According to Maslach & Jackson (1993), burnout results from stressors and an individual's inability to cope with them, leading to physical and emotional exhaustion, a negative view of the job, and detachment from clients and coworkers. Burnout can be defined as a psychological experience arising from chronic stress (Milfont et al., 2008), while Shirom (2003) introduced it as an emotional response to persistent stress, gradually depleting energy and causing physical and psychological fatigue and job dissatisfaction.Previous research has shown that mindfulness enhances effective coping strategies for dealing with stress. Mindfulness directs individuals toward efficient coping mechanisms and prevents them from avoiding problems, leading to better stress management and reduction. Mindful individuals are more likely to engage in stressful situations and attempt to resolve them, rather than avoiding these situations or allowing them to negatively affect those (Weinstein et al., 2009).Furthermore, the results indicated no direct relationship between mindfulness and psychological well-being. Mindfulness affects psychological well-being through job stress, demonstrating that job stress serves as an effective mediator. The findings of Talebi (2017) and Sedaghat et al. (2011) also supported the increase in psychological well-being through mindfulness via job stress. Job stress has several negative consequences, including physical, psychological, and behavioral problems such as depression, frustration, anxiety, job dissatisfaction, and social isolation. These consequences are clearly in contrast to psychological well-being. While stress at optimal levels may lead to alertness, accuracy, and performance, when these stressors exceed an individual's tolerance, they lead to undesirable outcomes, reducing psychological well-being and mental health.
Abdolbaset Mahmoudpour; Fatemeh Alkasir; soliman ahmadboukani
Abstract
Introduction
The Elderly have been a major issue for experts, policymakers, and even the public in recent years. The aim of this study was to predict social adjustment in the elderly based on distress tolerance, emotion regulation, and perceived social support. In recent years, the aging society has ...
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Introduction
The Elderly have been a major issue for experts, policymakers, and even the public in recent years. The aim of this study was to predict social adjustment in the elderly based on distress tolerance, emotion regulation, and perceived social support. In recent years, the aging society has received attention in the field of global health, while some societies face it and others will face it in the not-too-distant future. One of the variables that can be effective in the social adaptation of the elderly is perceived social support. Social support plays a role as a psychosocial protective factor in relation to mental health problems. Social support is generally expressed in two ways: received social support and perceived social support. The meaning of received social support is the extent to which an elderly person enjoys obvious support, such as support from family and friends, and the meaning of perceived social support is satisfaction and having social support with positive emotions.
Emotional distress, likely to be triggered by the current coronavirus situation, is another risk factor for premature death, as anxiety is known to be a predictor of all-cause death. This calls for addressing the psychological and behavioral effects, including perceived social support and emotion regulation that COVID-19 may have on social adjustment and the lives of individuals in this age group. However, little is known about emotion regulation, distress tolerance, and perceived social support and their association with social adjustment among the elderly during the coronavirus pandemic. Therefore, it seems necessary to discover the factors affecting social adaptation in achieving the growth of its physical, psychological, and social dimensions; therefore, the present study was conducted with the aim of predicting social adjustment in the elderly based on distress tolerance, emotion regulation, and perceived social support.
Methods
The present research was of the applied type and among descriptive and correlational research. The statistical population of the present study was all the elderly in Ahvaz in the period of November 1400 to December 1400 in the age range of 57 to 74 years. Data were collected using the Bell Social Adjustment Questionnaire (1962), Simmons & Gahr (2005) Distress Tolerance, Gross & John Emotion Regulation (2003), and Social Support (Zimmet, 1988). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and multiple regression analysis).
Results
The results showed that there is a direct relationship between anxiety tolerance, emotion regulation, and perceived social support with social adjustment (p <0.05). The adjusted R square value was equal to 0.416, which showed that the variables of distress tolerance, emotion regulation, and perceived social support explained 41.6% of the variance of social adjustment. The value of the standardized regression coefficient for the component of emotional distress tolerance (p<0.01, β=0.281), absorption of negative emotions (p<0.05, β=0.122), subjective estimation of distress (p<0.01, β=0.184), trying to relieve distress (p<0.01, β=0.274), marketing emotions (p<0.01, β=0.255), inhibiting emotions (p<0.01, -0.321 =β), emotional social support (p<0.01, β=0.325), support from relatives (p<0.01, β=0.153) and support from others (p<0.01, β=0.223). Therefore, it was concluded that distress tolerance, emotion regulation, and perceived social support can predict social adjustment. The findings of the present study indicate the importance of the variables of anxiety tolerance, emotion regulation, and perceived social support in explaining social adjustment in the elderly.
Discussion
Therefore, it is recommended to train for stress tolerance, emotion regulation, providing adequate support from family and important people in life, and developing the dimensions of adjustment in the elderly.
Conclusion
Emotion regulation strategies, distress tolerance, and perceived social support in the elderly can change their social adjustment capacity and thus affect their mental health. From a fundamental point of view, the research of the current research can be considered as a main factor in explaining social adaptation, and at the practical level, for more adaptation in the elderly, emotion regulation strategies, distress tolerance, and social support are considered. One of the limitations of the present study was conducted only on the elderly people of Ahvaz city. It is suggested to conduct research on a larger sample and elderly people with psychological disorders such as depression and schizophrenia.
Fatemeh Nemati; Seyed Mousa Golestaneh; Mahnaz Joukar
Abstract
IntroductionAdolescence is a challenging developmental stage in which adolescents experience significant changes in their academic and work life due to the mismatch between developmental needs and the learning environment during puberty. Self-efficacy in adolescence is considered one of the most important ...
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IntroductionAdolescence is a challenging developmental stage in which adolescents experience significant changes in their academic and work life due to the mismatch between developmental needs and the learning environment during puberty. Self-efficacy in adolescence is considered one of the most important factors for positive development. In Bandura's social-cognitive theory, this concept means an individual's confidence in their abilities to control their thoughts, feelings, actions, and perform effectively in stressful situations. Self-efficacy, as a predictive personality trait, can be influential in various aspects of adolescents' personal, social, and academic life. Among the important abilities in adolescence is a set of psychological abilities known as positive psychological capital. Psychological capital is the positive aspect of human life and is defined based on personal understanding, having a goal to achieve success and stability against problems. Psychological capital is an integrated and interconnected structure of which resilience is a part. Resilience is defined as the process of optimal adaptation in the face of problems, traumatic events, threats, or any stressful situation that may occur in life.Resilience is an ability and skill that enables a person to adapt to problems and challenges. This factor contributes to the positive development process of adolescence. This study examined the effect of the relationship between optimism with resilience with the mediation of self-efficacy in adolescence. MethodThe aim of the present study is applied research and correlational data collection which is done through structural equation modeling. The participants are male and female sixth graders and first and second high school students who were studying in Bushehr in 1400-1401. 12 schools were randomly selected from each Bushehr elementary, first, and second high school. To test the research hypothesis, 600 students were selected through using a multi-stage cluster sampling method. Due to the conditions and limitations of the coronavirus disease, questionnaires were provided to students via social media such as Shad, Telegram, and WhatsApp, and eventually, out of 600 distributed questionnaires, 97 questionnaires were rejected and 503 questionnaires with valid information were identified and used in the analysis. Instruments included were a questionnaire Muris's (2001) Self-Efficacy Scales (SEQ-C), DeCaroli John and Sagon's (2014) Resilience Questionnaire, and Sher and Carver's (1985) optimism questionnaire. Analysis with the help of structural equation modeling was performed using SPSS and AMOS-24. In this study for the final assessment of questionnaires to measure Self-Efficacy, Resilience, and optimism Cronbach's alpha was used, and its values, respectively, were 0.90, 0.91, and 0.62. ResultsBased on the presented model, the relationship between optimism and resilience was confirmed with the mediation of self-efficacy in adolescence; The results showed there was a positive and significant relationship between optimism, self-efficacy with resilience. There was a positive and significant relationship between optimism and self-efficacy directly. There was a positive and significant relationship between self-efficacy and resilience directly. Furthermore, the results of the Bootstrap test showed that the path of optimism is significant indirectly through self-efficacy with resilience (p<0.01). Based on the presented model, the relationship between optimism by comparing the parameters of the proposed model with the final model, it can be concluded that the final model has a better fit than the data. The model's CFI fit index was above 0.92, and the RMSEA was equal to 0.09, indicating that the model was a good fit for the data. Considering the moderating role of gender in the structural equation model and the resilience variable, a separate model was drawn for girls and boys, and the results show that all relationships are positive and significant, and the relationship between self-efficacy and resilience is better in boys than in girls. DiscussionAccording to the findings of this research, it can be concluded that the closer we get to adolescence, the effect of optimism decreases and also there is a positive and significant relationship between optimism and resilience through the mediation of self-efficacy. Optimism can have a significant impact on adolescents' self-efficacy and self-assertiveness, making them to feel more empowered when facing challenges. Highly optimistic adolescents have more resilience characteristics than adolescents with low optimism; High self-efficacy teenagers have higher resilience than people with low self-efficacy; The more optimistic the teenagers were, the more self-efficacy they had. One quality that distinguishes resilient people is optimism. These people are not psychologically harmed and have a positive outlook on life's challenges, which makes them more resilient to adversity even in the face of risk and difficulty. Resilient people have plans and goals for the future, find meaning in life, and, because of their high level of optimism, do not give up easily and instead put in more effort when they fail.
moslem amiri; Javad Mesrabadi; Abolfazl Farid; Siavash Sheikhalizadeh
Abstract
IntroductionBehavioral problems can be investigated in different areas of communication, and each of the behavioral challenges in this field shows that it is necessary for psychological programs and interventions to pay attention to the optimal management of individual behavior in order to prevent and ...
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IntroductionBehavioral problems can be investigated in different areas of communication, and each of the behavioral challenges in this field shows that it is necessary for psychological programs and interventions to pay attention to the optimal management of individual behavior in order to prevent and reduce existing harms. Meanwhile, choice theory is one of the practical theories for behavior management in various fields. In this theory that William Glasser based it on behavior, the general goal is to gain a correct and practical understanding of human behavior and improve the quality of life through teaching the concepts, structures and principles of this theory and its application. It introduces its various aspects in the field of individual health and well-being, family and administrative-organizational issues, as well as responsibility in performing behavior, improving interpersonal relationships and achieving a happy and satisfying life. In choice theory, behavior management means controlling, managing and issuing behavior from within the person and accepting the responsibility of doing it by the person. In general, this theory explains why and how people behave and believe that everything that comes out of us is a behavior, and all behaviors are motivated from within us and are aimed at a goal. Also, the purpose of every behavior is to satisfy one of our five basic needs: survival, love and belonging, power, freedom and fun. Glasser also believes that not only are we always behaving, but we are always trying to behave in ways that give us the greatest and most effective control over our lives. Therefore, the aim of this study was to identify the effective domains of educational-therapeutic interventions based on choice theory on the management of individual behavior in previous studies and based on a systematic review. MethodSearch for research records was done using numerous internal electronic databases, using the keywords: choice theory, William Glasser, reality therapy, group reality therapy, quality school or quality schools, glasser school or glasser schools, lead management, peaceful parenting, parenting based on choice theory, and psychology of internal control. After extraction, the content of the articles was qualitatively evaluated with the PRISMA checklist, and the content analysis method was used to review the data. After searching and evaluating the studies, the final analysis was performed on 53 studies with 62 variables. ResultsResults showed that effective domains of educational-therapeutic interventions based on choice theory fall into 5 categories: emotional-mood disorders, destructive behavioral disorders, procrastination, interpersonal relationships and individual and social skills. Most of the primary research conducted in this research in the field of behavior management from the perspective of selection theory, respectively, include the field of personal and social skills with 16 studies, the field of interpersonal relations with 15 studies, the field of emotional-mood disorders with 15 studies, and the field of destructive behavioral disorders. With 10 researches, and the field of meditation with 6 researches. DiscussionIn the general explanation of the findings, it can be said that the selection theory is regulated in such a way that it is useful and usable for therapists, counselors, teachers, trainers and other people involved in education and guidance of people. Based on the teachings of this theory, people realize that acting on new, effective and responsible choices enables them to discover and experience a life full of healthy and harmless creativity. Also, one of the basic hypotheses of the selection theory is that people always try to achieve what is called a successful identity by exerting better control over their lives; That is, they see themselves as those who have the ability to communicate love and affection, they feel that they are important to others, they experience a sense of value, they have a sense of responsibility, and they believe that satisfying their needs is their responsibility, not the duty of others. The results of this study can be used as a summary to clarify as much as possible the effective domains of choice theory on the management of individual behavior and a comprehensive map for conducting studies more coherently and with better quality for researchers to provide future research. In fact, the findings of the present study can be a summary of the studies done, and these classes were considered as the result of a re-analysis of the data with a different perspective. Therefore, the basics of choice theory can be used as educational and therapeutic interventions in the counseling centers of schools and universities, family and couple training workshops, organizational management and individual and clinical counseling in order to manage individual behavior and improve interpersonal relationships.
Leila Ghasemi; Sahar Safarzadeh
Abstract
IntroductionConsidering the course of world developments due to modernization and technological advancement, the 21st century man has undeniably witnessed many changes in the lifestyle and human relationships, which have caused many changes in the quality of life. Due to such changes, in recent years, ...
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IntroductionConsidering the course of world developments due to modernization and technological advancement, the 21st century man has undeniably witnessed many changes in the lifestyle and human relationships, which have caused many changes in the quality of life. Due to such changes, in recent years, more attention has been paid to the quality of parent-child relationships in the etiology of children's behavioral problems and morbid fears. In many research studies, the psychological characteristics of the mother in causing the child's behavioral problems and disorders, such as children's autism, have been the focus of researchers. In this, the psychological characteristics of the mother, such as the relationship she has with the child and the lack of pleasure-seeking, play an important role. Therefore, this examination of the different dimensions and conditions of parent-child relationships in children with autism and autism is very necessary.The aim of this study was to design the quality of mother-child relationships based on the dimensions of wisdom and social-emotional loneliness strategies mediated by the lack of pleasure in mothers of children with autism in Ahvaz. MethodThe statistical population of the present study was all mothers with autistic children in Ahvaz and the sample consisted of 200 mothers with autistic children in Ahvaz who were selected and tested by the available method of autism children's schools. The Structural Equations and Research Tools Research Project includes Quantum Mother-Child Quality Questionnaires (1994), Ardlett's Wise Three-Dimensional Questionnaire (2003), an abbreviated form of the Detomaso et al., and the Questionnaire of Lack of Pleasure by Senate et al. (1995). Pearson correlation coefficient and path analysis were used to analyze the data. ResultsThe results showed that there is a direct relationship between cognitive, reflective and emotional dimensions of wisdom and the quality of mother-child relationships. There is a direct relationship between the feeling of romantic and social loneliness and the quality of mother-child relationships, but this direct relationship with family loneliness was not significant. There is also a direct relationship between cognitive dimension, wisdom reflection and lack of pleasure, but the direct relationship between emotional dimension of intelligence and lack of pleasure was not significant. There is a direct relationship between the feeling of family loneliness and the lack of pleasure, but this direct relationship was not significant with the feeling of romantic and social loneliness. At the same time, there is a significant direct relationship between lack of pleasure and quality of mother-child relationships. The results also found that there was an indirect relationship between cognitive dimension and reflexivity, sense of family loneliness, and mother-child relationships through mediated lack of pleasure. Also, during the research results, the suitability of the research model was confirmed. DiscussionBased on the results of the present study, the indirect effect of the cognitive dimension of wisdom and the reflective dimension of wisdom on the quality of mother-child relationships through anhedonia was significant. However, the indirect effect of the emotional dimension of wisdom on mother-child relationship quality through anhedonia was not significant. To explain this finding, it can be suggested that individuals who fear ridicule tend to worry that others might mock or laugh at them (Ruch et al., 2015). This misinterpretation of others' laughter negatively affects their social interactions (Kashdan et al., 2014), and they fear that their differences from the outside society could increase perceived burdens from life circumstances and impact their mental health. Such mental preoccupations may lead to a decline in appropriate parent-child relationships. However, wisdom as a factor may increase parent-child interaction by reducing feelings of anhedonia, thus enhancing the mother-child relationship, and consequently, the mother's behavior may positively impact the child.Furthermore, the results of the present study indicate that the indirect effect of romantic loneliness and social loneliness on mother-child relationship quality through anhedonia was not significant, whereas the indirect effect of family loneliness on mother-child relationship quality through anhedonia was significant. This finding can be interpreted to suggest that anhedonia, such individuals, when interacting with others, may interpret a smile or laugh from the other party as directed toward themselves (Chłopicki et al., 2010). Although loneliness is more common among mothers of children with disabilities than mothers of typical children, it is recommended that individuals increase their social engagement, communicate with others, and participate in educational workshops and related courses to improve their awareness and interactions.Based on the findings, it is recommended that educational programs and specialized workshops aimed at enhancing parental behavior skills with autistic children or increasing feelings of enjoyment be held in educational settings and schools by experienced psychologists. It is also suggested to establish autism-related associations, and furthermore, based on the minimum observed abilities of these children, a suitable productivity plan for their time and lives can be developed and implemented.
afsaneh moradi; samireh karimi; elham hessami; Sara Yadollahi
Abstract
IntroductionThe coronavirus was identified in Wuhan, China, at the end of 2019. Among the measures taken to contain and control this virus were home quarantine, social distancing, and school and university closures. Among them, nurses and staff in departments related to the coronavirus are considered ...
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IntroductionThe coronavirus was identified in Wuhan, China, at the end of 2019. Among the measures taken to contain and control this virus were home quarantine, social distancing, and school and university closures. Among them, nurses and staff in departments related to the coronavirus are considered the most important elements of health care; because they bear the main burden of providing human health services. Therefore, health care workers and nurses may suffer from post-traumatic stress disorder due to high stress when facing critical situations, caring for injured people, frequently witnessing death and trauma, working in crowded environments, interrupting circadian rhythms due to work shifts, and the amount of responsibility in the hospital. The results of studies show that people with post-traumatic stress disorder allocate internal processes that go beyond the specific negative stimuli of trauma; therefore, they may experience difficulties in inhibiting reactions to potentially threatening stimuli. Studies have shown that experiential avoidance plays a central role in the persistence of PTSD symptoms. Another important factor that can be considered to describe and explain individual differences and psychological vulnerability to PTSD in healthcare workers is perceived vulnerability to infectious disease. Research findings show that increased perceived vulnerability is associated with increased fear and anxiety about COVID-19. Another coping mechanism for traumatic events is rumination. In relation to traumatic events, rumination causes the individual to focus on the negative consequences of the events, which in turn increases negative emotions and ultimately PTSD. Therefore, the present study seeks to answer whether the model of the relationship between experiential avoidance and symptoms of post-traumatic stress disorder mediated by rumination and perceived vulnerability to infectious disease is appropriate in the treatment staff of patients with COVID-19. MethodThe current research method is descriptive, and the research design is correlational. The statistical population of the present study included the medical staff caring for patients with COVID-19 working in Tehran hospitals in Khordad and Tir 1400. The sampling method was accessible. A total of 516 people completed the questionnaires, and after removing the distorted answers, the sample size included 458 people. Research tools included Mississippi PTSD Citizen Scale by kane et al., the Perceived Vulnerability to Infectious Diseases Questionnaire by Duncan et al., Rumination Questionnaire by Nolan-Hoeksma and the Acceptance and Act Questionnaire by Band et al. The criteria for entering the research included informed consent and employment in the care work in one of the designated hospitals for COVID-19, and the criteria for exiting included the distortion of the submitted answer sheet. The online method was used to implement the questionnaires, in such a way that the link to the online questionnaire was placed in the working groups of the nurses of certain hospitals for COVID-19, so that they could answer the questions of the questionnaires if they wanted to. For the sample people, before answering the questionnaires, the objectives, the importance of conducting the research, and the criteria for entering the research were explained, and they were reassured about ethical points such as confidentiality of personal information, etc. Data analysis was done using Structural Equation Analysis by Amos version 24 and SPSS version 22 software ResultsData analysis showed that experiential avoidance has an effect both directly (p<0.0001) and indirectly through mental rumination (p<0.0001) on the experience of Post-Traumatic Stress Disorder symptoms. In other words, rumination plays a significant mediating role in the relationship between experiential avoidance and Post-Traumatic Stress Disorder symptoms, but perceived vulnerability does not play such a role. ConclusionThe present findings showed that experiential avoidance directly affects the experience of PTSD symptoms. Also, the findings showed that the direct effect of rumination on the experience of PTSD symptoms is significant, which was consistent with previous research. In addition, in the present study, it was revealed that experiential avoidance can indirectly affect the experience of PTSD symptoms through rumination. Also, the present results showed that the direct effect of perceived vulnerability to infectious disease on the experience of PTSD symptoms is not significant, and consequently, experiential avoidance could not affect the experience of PTSD symptoms through perceived vulnerability to infectious disease. Among the limitations of the present study were the convenience sampling and the online administration of questionnaires during the COVID-19 pandemic in a few designated hospitals in Tehran; therefore, caution should be exercised in generalizing the findings of the present study to similar groups and other communities. Therefore, in order to increase the generalizability of the results, it is recommended in future research that this study be repeated on many healthcare professionals through random sampling and in person.
Houra Ebrahimi rad; ilnaz sajjadian
Abstract
IntroductionIn the past years, paying attention to the child and related issues has become important in psychology, and much research has focused on examining the psychological problems of this group, its causes and treatment. Experts divide these problems into two main groups based on behavioral characteristics: ...
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IntroductionIn the past years, paying attention to the child and related issues has become important in psychology, and much research has focused on examining the psychological problems of this group, its causes and treatment. Experts divide these problems into two main groups based on behavioral characteristics: the first group is externalizing disorders, and the second one is internalizing disorders. Internalizing disorders include feelings of inferiority, high self-awareness, social withdrawal, shyness, fear, excessive attachment, and chronic sadness, which are often manifested due to irregularities in mood and emotions. Studies have shown that mood disorder is one of the main characteristics of internalizing disorders in children, so it can be expected that the clinical manifestations of these disorders will decrease with the improvement of mood. In addition to mood, weakness in self-expression causes the child to not be frank in expressing his feelings and opinions and not to act decisively, his self-confidence and social adaptability decrease, and he becomes vulnerable to internalizing disorders such as anxiety and depression. It seems that it is possible to draw their attention to the outside world by increasing positive self-expression in children with internalizing disorders. Therefore, the best solutions for treating children's mental disorders are family-based interventions, and one of the most efficient interventions is mindful parenting training. Empirical evidence supports the effectiveness of mindfulness parenting training in improving child behavioral problems. Therefore, the purpose of this study is to determine the effectiveness of mindful parenting training on the positive self-expression and mood of students with internalizing disorders. MethodThe present research method was quasi-experimental with a pre-test and post-test design with a control group and a one-month follow-up. The statistical population was made up of all female students with internalizing disorder in the second year of primary school in Isfahan city in the academic year of 2018-2019 with their mothers. After coordinating with the mothers who were willing to participate in the research (n=104), Achenbach's child behavior list was provided to them in both software and paper forms. Among these people, mothers who reported T scores higher than 63 in the dimension of internalizing disorders in this list for their children were examined based on the inclusion and exclusion criteria (48 people), and of these 30 mothers along with their children who met the entry criteria and were selected. After assigning 30 student mothers in two groups of 15 people, test and control, a meeting was held to express the goals of the training course, the goals of the research, and the implementation of the pre-test. The research tools included the temperament scale (Malhotra, 1993), self-expression scale (Gambrill and Reggie, 1975), which were provided to the research groups in the form of software. Then, 8 90-minute sessions of mindful parenting training were conducted for the experimental group. The control group remained on the waiting list during this time and did not receive any intervention. Finally, after one month of the training sessions, the mothers were invited to participate in the follow-up session, and the questionnaires were provided to them again. For statistical analysis, SPSS software version 22 was used in this research to analyze the data, and the analysis of variance test with repeated measurements was used to test the hypotheses. ResultsIn the variables of positive self-expression and mood, the difference between the two experimental and control groups in the pre-test is insignificant. However, in the post-test and follow-up stage, the difference between the control group and the group of mindful parenting education is significant in positive self-expression and mood (p<0.05). The effect of parenting training in improving positive self-expression in the post-test and follow-up phases is equal to 18.7 and 21 percent, respectively, and in improving mood in the post-test phase is equal to 27.6 percent and in the follow-up, phase is equal to 36 percent. According to the results, it can be concluded that mindful parenting training is effective on positive self-expression and mood of students with internalizing disorder, and the effects of training remain in the follow-up phase. DiscussionConsidering that this research was conducted on female students in 2018-2019, therefore, caution should be taken in generalizing the results to other groups and time periods, and it is also suggested to conduct similar research on male students in other educational levels. And other cities to provide a benchmark to compare the results. It is also suggested to conduct follow-up sessions in 3-month periods and study boys and girls with externalizing disorder in order to check the effectiveness of the intervention. According to the obtained results, it is suggested to the experts in this field to use conscious parenting training in order to increase positive self-expression and improve the mood of the female students of the second year of elementary school.
Mohsen Arbezi; Zahra Noorozi Ghader loo
Abstract
IntroductionA psychologically rich life is the other psychologically desirable life that has recently been conceptualized and introduced by experts in the field of well-being. Another example of a good life is a psychologically rich life, defined by Oishi et al. (2019) as a life with various interesting ...
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IntroductionA psychologically rich life is the other psychologically desirable life that has recently been conceptualized and introduced by experts in the field of well-being. Another example of a good life is a psychologically rich life, defined by Oishi et al. (2019) as a life with various interesting and perspective-changing experiences. According to them, a psychologically rich life is achieved through novel experiences gained from travel, film, music, sports, and art. Oishi et al. (2019) emphasize that the perspective-changing nature of experiences is essential for a psychologically rich life, such that interesting experiences that do not lead to perspective-changing experiences cannot add to a psychologically rich life. Conceptualizing psychologically rich life as another type of desirable life will stimulate relational and interventional research on psychologically rich life. Normativeizing the Persian version of the psychologically rich life Questionnaire (Oishi et al., 2019) could enable empirical investigation of psychologically rich life in Iranian society and lead Iranian researchers to advance in this field along with international research. Thus, the purpose of the present study was to investigate the psychometric properties of the Persian version of the Psychologically Rich Life Questionnaire (Oishi et al., 2019) in two general population groups and College students. For this purpose, two studies were conducted. The first study was conducted on the general population, and the second was on the student population.MethodIn the first study, 450 people from the general population of Shiraz were selected using the convenience sampling method, And they responded to Psychologically rich life questionnaires (Oishi et al., 2019), depression-short form (Beck et al., 1996) and meaning of life (Steger, 2010). In the second study, 220 students of Shiraz University who were studying in the academic year of 2019-2020 were selected by convenience sampling method and answered Psychologically rich life questionnaires (Oishi et al., 2019), the flourishing scale (Diener et al., 2010), the scale of positive and negative feelings (Diener et al., 2010) and the life satisfaction questionnaire (Diener et al., 1985). Convenience sampling was used due to the COVID-19 pandemic and the resulting university closures. An electronic questionnaire was designed, and for the general population, the questionnaire link was sent to participants through family and newsgroups. Also, in the student community, the questionnaire link was placed in student groups by professors and department heads. Before responding to the electronic questionnaire, an option was provided to obtain their consent. SPSS-16 and AMOS-21 statistical software analyzed data. The content, construct, convergent and divergent validity of the mentioned questionnaire were investigated using the opinions of educational and clinical psychology experts, exploratory factor analysis, confirmatory factor analysis and correlation coefficients of Psychologically rich life components with related variables, respectively. In order to investigate the reliability of the questionnaire, Cranach's alpha coefficient was used. ResultsExperts confirmed the representativeness of the questionnaire items to measure psychologically rich life. In the first study, both types of exploratory factor analysis and confirmatory factor analysis were used for construct validity. Exploratory factor analysis showed that the Persian version of the psychologically rich life questionnaire consists of three factors under the headings of «new and various experiences», «unusual experiences», and «non-uniformity». Confirmatory factor analysis also confirmed the fit of the three-factor model with the data. Also, in this study, the logical relationship between the components of a psychologically rich life and related variables indicates this questionnaire's convergent and divergent validity. In the second study, confirmatory factor analysis showed that the three-factor model of a psychologically rich life is consistent with the data. In this study, the logical relationship between the components of a psychologically rich life with related variables indicates the convergent and divergent validity of the questionnaire. In both studies, Cranach's alpha coefficient confirms the reliability of the questionnaire. ConclusionThe research findings show that the questionnaire mentioned has suitable psychometric indicators for measuring the psychologically rich life of the general and student population; researchers can use it.
Farzin Bagheri Sheykhangafshe; Zahra Khani; Hojjatollah Farahani; Parviz Azadfallah
Abstract
IntroductionThe rapid growth of e-commerce and the widespread availability of online shopping platforms have significantly transformed consumer behavior in recent years. While these advancements have enhanced convenience and accessibility, they have also introduced challenges, including the emergence ...
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IntroductionThe rapid growth of e-commerce and the widespread availability of online shopping platforms have significantly transformed consumer behavior in recent years. While these advancements have enhanced convenience and accessibility, they have also introduced challenges, including the emergence of problematic shopping behaviors such as online shopping addiction. Online shopping addiction is characterized by compulsive and excessive online purchasing behaviors that disrupt an individual's daily life, relationships, and overall well-being. Understanding and addressing this phenomenon requires reliable and valid tools to assess its severity and underlying dimensions. In this context, the Online Shopping Addiction Scale, developed by Zhao et al., provides a comprehensive measure to evaluate the multidimensional aspects of online shopping addiction. The current study aims to assess the validity and reliability of the Online Shopping Addiction Scale in an Iranian sample. Given the increasing prevalence of online shopping behaviors in Iran, a culturally adapted and validated assessment tool is essential for identifying at-risk individuals and informing targeted interventions. This study also explores the scale's concurrent and divergent validity by examining its relationship with hoarding behaviors and psychological well-being. By establishing the psychometric robustness of the Online Shopping Addiction Scale, this research contributes to the broader understanding of online shopping addiction and provides a foundation for future studies and practical applications in Iranian society. MethodThis study employed a descriptive-analytical evaluation design to assess the psychometric properties of the Online Shopping Addiction Scale. The sample included 500 participants, comprising 404 women and 96 men, residing in Tehran in 2021. Participants were selected through a convenience sampling method and completed three instruments: the Online Shopping Addiction Scale, the Saving Inventory Questionnaire, and the Psychological Well-being Questionnaire. The psychometric analysis of the Online Shopping Addiction Scale involved confirmatory factor analysis, divergent validity, concurrent validity, Pearson correlation, and Cranach's alpha reliability assessment, all conducted using R software version 4.1 with a significance level set at 0.05. To ensure cultural and linguistic appropriateness, the scale was translated into Farsi by two independent English-speaking translators. The translations were compared with the original English version, and a collaborative effort among the translators resulted in a refined Farsi version. This version was tested with individuals from diverse age groups to identify and address any ambiguities. Following this iterative process, the final Farsi version of the questionnaire was developed and used for data collection. ResultsAccording to the investigations, the average and standard deviation of the age of the research participants were 29.68 and 9.16, respectively. Based on the results obtained, the six-factor structure (Salience, Tolerance, Mood Modification, Withdrawal, Relapse, Conflict) of the online shopping addiction scale was assessed and validated using confirmatory factor analysis (CFI = 0.93, RMSEA = 0.07). To check the construct validity of the scale, we will first check its confirmatory factor analysis. The suitability of the test items for factor analysis was investigated using the correlation index of the score of each item with the corrected total score. In the study of concurrent and divergent criterion validity, the correlation of the online shopping addiction scale with the positive saving inventory scale was significant. The relationship between online shopping addiction and psychological well-being was also negative and significant. Cranach's alpha coefficient for the total score of the online shopping addiction scale was 0.93 and for its dimensions was 0.72 to 0.91. DiscussionThe discussion of this study's findings provides strong evidence for the psychometric properties of the Online Shopping Addiction Scale in an Iranian sample. The six-factor structure, including salience, tolerance, mood modification, withdrawal, relapse, and conflict, was validated through confirmatory factor analysis, showcasing the scale’s ability to comprehensively assess various dimensions of online shopping addiction. This multidimensional approach aligns with theoretical frameworks of behavioral addiction, emphasizing the relevance of the scale for capturing the complex nature of compulsive online shopping behaviors. The cultural adaptation process, which involved iterative feedback and linguistic refinement, ensured that the scale was both contextually and linguistically appropriate, further enhancing its reliability and validity. Moreover, the study’s findings on concurrent and divergent validity highlight significant correlations between online shopping addiction, compulsive hoarding behaviors, and psychological well-being. ConclusionThese results suggest that online shopping addiction not only shares common traits with other compulsive behaviors, but also negatively impacts mental health and overall life satisfaction. The scale's excellent internal consistency across all dimensions indicates its reliability in identifying individuals at risk. While these results underscore the scale’s utility in both clinical and research contexts, they also point to the broader societal implications of increasing reliance on online shopping platforms and the potential psychological challenges that may arise.
Sohaila Rajabi Marandian; marzieh talebzadeh; Hamdaleh Jairvand
Abstract
IntroductionAdolescence encompasses a developmental period with significant neurobiological changes, often associated with intense emotions or feelings, reward-seeking, and risk-taking. While bringing new experiences, these changes also present risks (Liew et al., 2023). Clinical psychologists usually ...
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IntroductionAdolescence encompasses a developmental period with significant neurobiological changes, often associated with intense emotions or feelings, reward-seeking, and risk-taking. While bringing new experiences, these changes also present risks (Liew et al., 2023). Clinical psychologists usually divide the emotional and behavioral disorders of adolescents into two categories: internal and externalized disorders. Internalizing disorders are over-controlled symptoms directed inward, and externalizing disorders are under-controlled symptoms directed outward (Ganji, 2022). Personality dimensions are the factors that play a fundamental role in the ethology of internalized (Ahola et al., 2023) and externalizing symptoms (Abdol-mohammadi et al., 2021). According to Cloninger's psychobiological model, personality comprises two dimensions: temperament and character. The temperament dimensions are hereditary and are stable throughout life and in the later stages of individuals.In contrast, the character dimension includes self-conscious emotions that develop throughout life (Cloninger et al., 1993). On the other hand, one of the factors affecting emotional-behavioral disorders is the presence of some kind of disorder in emotional regulation (Fernandes et al., 2023). Zagaria et al. (2023) found that maladaptive cognitive emotion regulation strategies are associated with emotional behavioral disorders and adaptive strategies are associated with emotional-behavioral health. Therefore, the main of the present study is to investigate the mediating role of positive and negative cognitive emotion regulation strategies in the relationship between personality traits and the occurrence of internalizing and externalizing symptoms in adolescent boys and girls in Andimeshk City. MethodThe research method was a correlational structural equation model. The statistical population comprised all the male and female students in the second grade of high school in Andimshek City in 2020-2021. A sample of 326 people (165 girls and 161 boys) were selected using the multi-stage cluster sampling method and answered the Youth Self-Report questionnaire, which contains 112 items. The test-retest reliability of this questionnaire was reported to be 0.82, and the internal consistency of each subscale was reported between 0.55 and 0.75 (Aschenbach & Rescorella, 2001). The temperament and Character Inventory contains 125 items and measures four dimensions of temperament (novelty seeking, harm avoidance, reward Dependence, Persistence) and three dimensions of character (Self-directedness, Cooperativeness, self-transcendence). Reliability was obtained for temperament 0.77 and character 0.81 (Cloninger et al., 1994), and the Cognitive emotion regulation questionnaire contains 36 items. The reliability of this questionnaire was for positive, negative, and total strategies 0.91, 0.87, and 0.93, respectively. (Garnefski et al., 2001). Data were analyzed using Pearson's correlation coefficients and structural equation model in SPSS24, AMOS/18 software, and the Sobet test. ResultsThe results showed that for both indirect paths of the effect of temperament and character on internalized and externalized symptoms through positive and negative cognitive emotion regulation, zero is outside the confidence interval (lower limit and upper limit), and the obtained significant level is less than 0.05. Also, for both indirect paths of the effect of temperament and character on externalized symptoms through positive and negative cognitive emotion regulation, zero is outside the confidence interval (lower limit and upper limit), and the obtained significant level is less than 0.05. Therefore, two indirect effects are significant and confirmed. DiscussionThe results of the present study showed that positive and negative strategies of cognitive emotion regulation mediate the relationship between temperament and character on the internalized and externalized symptoms. An individual's choice of cognitive emotion regulation strategies and their regulatory effectiveness depends on their traits. Positive and negative strategies of cognitive emotion regulation, due to their adaptive and maladaptive nature, each lead to the intensification or suppression of negative emotion or the increase of positive emotions, which, in turn, leads to conscious and unconscious emotional, behavioral, and cognitive reactions in response to stressful environmental stimuli, depending on personality dimensions, and as a result, will make the adolescent susceptible to internalized and externalized symptoms. Overall, considering the findings of this study, it is recommended that clinics and educational counseling centers use the findings of this Zagaria et al. (2023) found that maladaptive cognitive emotion regulation strategies are associated with emotional behavioral disorders and adaptive strategies are associated with emotional-behavioral health. Therefore, the main of the present study is to investigate the mediating role of positive and negative cognitive emotion regulation strategies in the relationship between personality traits and the occurrence of internalizing and externalizing symptoms in adolescents in Andimeshk City.
Marziyeh Firouzeh; ساره Ehsani; Morteza Moradi Doliskani; Majid Barzegar
Abstract
IntroductionAdolescence is an important period of human development that is associated with neurological, hormonal, physiological and social changes. During this period, teenagers cope with many stressful factors. Self-injurious behaviors appear in different ways. He has divided self-injurious behaviors ...
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IntroductionAdolescence is an important period of human development that is associated with neurological, hormonal, physiological and social changes. During this period, teenagers cope with many stressful factors. Self-injurious behaviors appear in different ways. He has divided self-injurious behaviors into three categories: 1. severe self-injurious behaviors that are observed in mental patients and because of which a person causes serious damage to his own body tissue, such as cutting off a limb from the body. 2- Stereotyped (involuntary) self-harming behaviors that are observed in mentally retarded people with autism or Tourette syndrome. In such a situation, the person involuntarily and repeatedly hits himself (such as banging his head against the wall). 3- Self-harm behaviors are the most common type and are done under the influence of fashion or other factors, such as scratching and cutting the skin, picking wounds, nail-biting, cosmetic surgery, and skin carving. One of the most common problems among teenagers today is self-injurious behavior, which is found to a large extent in all cultures. The aim of this research was to evaluate the effectiveness of dialectical behavior therapy on the coefficient of difficulty, life expectancy and emotional processing of adolescents with self-harm. MethodThe research method was semi-experimental with a pre-test and post-test design with experimental and control groups. The statistical population of the research included all female students of the second secondary level of Bushehr 2019-2020 academic year who had a history of self-injury. And the sample size includes 40 people; 20 people were randomly placed and selected in the experimental group and 20 people in the control group. The experimental group underwent dialectical behavior therapy intervention, and the control group did not receive any intervention. The research tools were the self-injurious behavior questionnaire (Sanson et al., 1998), response to difficulty profile (Stoltz, 1997), Miller Hope Scale (1986) and emotional processing questionnaire (Baker et al., 2010). ResultsThe results showed that the intervention has increased the difficulty coefficient, life expectancy, and reduced maladaptive emotional processing in adolescents (p<0.05). Also, the research findings indicated that dialectical behavior therapy is an effective method in emotional processing (p<0.001).It shows the results of the univariate analysis of covariance to investigate the effect of the independent variable on each of the dependent variables. The F value obtained for all dependent variables is significant at the P<0.05 level. Therefore, it can be said that dialectical behavior therapy influences emotional processing variables, difficulty coefficient and life expectancy. DiscussionAccording to the results of the research, this intervention can be used to improve the difficulty factor, life expectancy and emotional processing of adolescents with self-injury, along with other therapeutic interventions. Also, the focus of dialectical behavior therapy on mindfulness, which is done to observe and describe events non-judgmentally, and awareness and alertness focused on the present moment, leads to the natural development of distress tolerance, and the person learns to deal with emotions without evaluating and trying to change or control them and without arousal. Or experience distress and thereby learn the skill of coping with adverse events, which leads to an increase in the level of difficulty in facing adverse and stimulating life events.Dialectical behavior therapy, by providing a platform for adolescents to participate in educational groups, attempts to bring the individual to a kind of synthesis through the confrontation of thesis and antithesis. Therefore, by participating in dialectical behavior therapy sessions, adolescents learn to observe the natural cycle of their emotions and clearly see their ups and downs as new emotions replace previous ones.On the other hand, the adolescent learns that he is able to tolerate his intense emotions without avoidance or resistance. Finally, in the skill of facing emotions, if the adolescent wants to get rid of the emotion he is experiencing or wants to turn his emotion into action (for example, to engage in self-injurious behavior), he experiences facing his emotion by learning the skill of staying with the emotion. In fact, by learning the concept of emotion, the individual realizes that initial discomfort in facing life's adversities is a natural human characteristic, and this inevitable process should not be considered a sign of incompetence or weakness of oneself or others. Also, the focus of dialectical behavior therapy on mindfulness, which is done in order to observe and describe events non-judgmentally and to be aware and alert in the present moment, leads to the natural development of distress tolerance, and the individual learns to experience emotions without evaluating them, trying to change or control them, and without arousal or distress. In this way, the individual learns the skill of coping with adverse events, which leads to an increase in the difficulty factor in facing adverse and arousing life events.
Mona Isvand; Hosein Baghouli; Hojjat Allah Javidi; Majid Barzegar
Abstract
IntroductionDepression is one of the common disabling and recurring psychological disorders that causes obvious changes in the individual’s different biological, cognitive, nervous, and emotional functions. Depression is also considered as the second most common cognitive disorder, and therefore ...
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IntroductionDepression is one of the common disabling and recurring psychological disorders that causes obvious changes in the individual’s different biological, cognitive, nervous, and emotional functions. Depression is also considered as the second most common cognitive disorder, and therefore it has attracted the attention of many researchers around the world. Among the existing physical and mental diseases, depression is considered one of the most important global issues and problems, which according to the definition of the World Health Organization is the most important mood disorders. Some common symptoms of depression include: feelings of sadness, emptiness, hopelessness, worthlessness or guilt, loss of interest in activities that one used to enjoy, having trouble thinking, concentrating or making decisions, difficulty falling and staying asleep or sleeping too much, fatigue and lack of energy, changes in appetite, unexplained physical problems, thoughts of not wanting to live or hurting oneself. Depression is also a common, costly, and debilitating disease that imposes a heavy burden on global societies and can affect people of any age, gender, race, culture, social class or education level. However, people with a family history of depression, chronic pain or those who have experienced major life changes, trauma or stress may be at a higher risk of developing depression. The aim of the present study was to compare effectiveness of cognitive behavioral therapy and acceptance and commitment therapy for rumination, cognitive flexibility, resilience, and perceived stress among the women suffering from depression in Andimeshk city. MethodThe statistical population included all women referred to psychiatric clinics. 45 patients were randomly assigned into three groups (two experimental groups and one control group). Measuring research variables with the help of Nolen-Hoeksema and Morrow’s rumination questionnaire (1991), Dennis and Vanderwaal's (2010) cognitive flexibility, Connor, and Davidson's (2003) resilience, and Cohen et al.'s (1983) perceived stress questionnaire were used. At first, after obtaining the necessary permits and coordination with the psychiatric clinics of the city, all women referred to the psychiatric clinics who were suspected of symptoms of depression were screened by a psychiatrist. The initial diagnosis was made by a psychiatrist, and then, to make the diagnosis more certain, the clinical interview of SKID 5 was conducted by the researcher. According to the criteria for entering the research, 30 patients who were willing to cooperate in the research were randomly assigned into two groups (an experimental group of 15 people each and a control group of 15 people). ResultsAnalysis was done using analysis of covariance, two-way variance analysis and repeated measures and Ben Ferroni’s follow-up test. The results indicated that there was a significant difference between effectiveness of acceptance and commitment therapy compared to cognitive behavioral therapy for rumination; No difference was observed in the effectiveness of the two approaches for cognitive flexibility and perceived stress. The results of the present study indicated that there was no significant difference in the effectiveness of both treatment methods on the three variables of cognitive flexibility, resilience, and perceived stress. There was a difference between the two treatments only in the variable of rumination, so that the effectiveness of the treatment based on acceptance and commitment was confirmed. Regarding cognitive behavioral therapy, no evidence was found to confirm its effectiveness. DiscussionBoth approaches can be considered as effective methods for reduction of the symptoms of depression; cognitive behavioral therapy helps the individual identify the negative mental patterns such as self-criticism, hopelessness and feelings of worthlessness; and by identifying and challenging these distressing cognitive patterns, CBT exercises help the individual change their negative thinking patterns and improve their emotional well-being. Acceptance and commitment therapy, on the other hand, empowers the individual to accept their emotions without judgement and commit to actions aligned with their values as opposed to their symptoms of depression; and this is how ACT reduces the impact of depressive thoughts and feelings. Moreover, ACT was shown to be effective for rumination. In explaining the effectiveness of ACT for rumination it can be said that teaching different methods of challenging irrational thoughts and choosing a correct approach to the problem through mechanisms such as acceptance, increasing awareness, desensitizing, being at the moment, observing without judgement, confronting, and letting go can reduce rumination symptoms in individuals. In other words, ACT helps people to experience their disturbing thoughts only as a thought at first and do what is important to themselves in life and in line with their values, and accept their thoughts and manage unwanted thoughts and feelings. Finally, it is necessary to evaluate and compare effectiveness of the two methods for depression related variables in different groups as well.
Shabnam Davari; Nasrin Bagheri
Abstract
IntroductionAcademic achievement shows the degree of success of a person in achieving the specific goals of the educational environment, especially the school. Academic achievement describes to students, teachers, and their parents how well students have achieved their learning goals. It is also an important ...
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IntroductionAcademic achievement shows the degree of success of a person in achieving the specific goals of the educational environment, especially the school. Academic achievement describes to students, teachers, and their parents how well students have achieved their learning goals. It is also an important criterion for making decisions and predicting the future of education and job opportunities for people. Family environment and parenting style of parents are among the important components that play an important role in the academic progress of students. Baumrind (1971) has classified parenting styles into three: authoritative, authoritarian and permissive styles. Research supports the direct and indirect effects of parenting styles on academic achievement (Hayek et al., 2022; Amani, 2020). Some researchers have examined the relationship between emotions and outcomes related to the educational environment and academic achievement and support the relationship between emotional regulation and academic achievement (Albadarin, 2016). MethodThe present study was conducted by the correlation method and Path analysis. The statistical population of the research consisted of all second-grade high school students studying in Private Schools in the 1st education region of Tehran in the years 2021-2022. 240 people were selected as the sample of the present study using the multi-stage random sampling method. Informed consent and being enrolled in high school were the inclusion criteria. Failure to complete the questionnaires or incomplete completion of the questionnaire were considered as exclusion criteria. Participants completed the Academic Achievement Questionnaire (Pham & Taylor, 1994) and the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006) individually during one session, and their parents completed the Parenting Questionnaire (Baumrind, 1973). The data obtained from the study were analyzed using the maximum likelihood method in AMOS software version 24. ResultsIn genera, the results showed that the path coefficient between maladaptive strategies of cognitive regulation (p= 0.001, β= 0.208) and adaptive strategies of cognitive regulation (p= 0.001, β= 0.306) and academic achievement was significant. According to Table 1, the direct path coefficient between permissive parenting style (p= 0.001, β= 0.221) and authoritative parenting style (p= 0.001, β= 0.303) was significant with academic achievement. Also, the indirect effect coefficient between permissive parenting style and academic achievement with the mediation of maladaptive cognitive emotion regulation strategies (p= 0.045, β= 0.028) and adaptive cognitive emotion regulation strategies (p= 0.001, β= 0.073) was significant. Table 1Path coefficients in the research modelPath coefficientsbS.EβsigDirectpermissive style → maladaptive strategies of regulation0.2110.0970.1350.043permissive style → academic achievement-1.0260.286-0.2210.001authoritative style→ adaptive strategies of regulation0.4980.1480.2380.001authoritative style → academic achievement1.4830.3320.3030.001maladaptive strategies → academic achievement-0.6180.178-0.2080.001adaptive strategies → academic achievement0.7170.1380.3060.001Indirectpermissive style → maladaptive strategies → academic achievement-0.1300.066-0.0280.045authoritative style→ adaptive strategies→ academic achievement0.3570.1260.0730.001 Finally, the findings show that the fit indices x2/df, AGFI and RMSEA do not support an acceptable fit of the initial model to the data. Therefore, the model was modified by removing non-significant paths, and with this action, acceptable fit indices were obtained for the model.ConclusionThe present study aimed to explain the causal relationships between parenting styles and academic achievement of high school students through the mediation of cognitive emotion regulation. The findings of the present study showed that parenting styles and cognitive emotion regulation are related to academic achievement. In other words, the findings showed that the direct path coefficient between permissive parenting style and academic achievement was negative and the direct path coefficient between authoritative parenting style and academic achievement was positive and significant. Finally, the present study showed that the indirect path coefficient between permissive parenting style and academic achievement through maladaptive cognitive emotion regulation strategies was negative and the indirect path coefficient between authoritative parenting style and academic achievement through adaptive cognitive emotion regulation strategies was positive and significant. In explaining the findings, it can be said that parenting style explains the importance of educating and preparing children to achieve success. The findings of the present study showed that the structure and various compositions of the family are related to various effects on the growth process and personality of the children and create various parenting styles that affect the personality and academic performance of the children. Thus, cognitive emotion regulation strategies under the influence of parents' parenting styles can explain the academic progress of students. It is suggested that, given the important role of parenting style in students' academic achievement, educational workshops be held with the aim of improving parenting skills and increasing parental awareness and its relationship with academic achievement.
