مجله دستاورد های روانشناختی
سال بیست و نهم شماره 1 (پیاپی 27، بهار و تابستان 1401)

The purpose of this study was to investigate the mediating role of academic competence and academic excitement concerning teacher and peer social support with academic performance and buoyancy of female high school students.

The research method was a correlation with structured equation modeling. Among all the secondary school students of the eleventh grade, who were studying in Tehran in 2017-18, 500 students were selected through multistage cluster random sampling. FAM and Taylor's (1999) academic performance, Martin and Marsh (2006) academic buoyancy, Diperna and Elliott's (1999) academic competency assessment, Pekran, Goetz, Titz and Perry's (2005) academic excitement, social support of peers Biodery, Sharp and Otis (2008) and the social support of peers Persido and Heller (1983) were administered on students.

Based on the model presented, the teacher's social support and buoyancy were mediated by competency and academic excitement. But this relationship was not approved for peer support. Peer support was directly related to academic buoyancy. However, the academic performance variable was explained as R2=65% and the buoyancy variable as R2=30%. Direct, indirect coefficients and the total effect of the variables showed that the teacher's social support had the greatest total effect (0.60), student's academic competence (0.47) effect on student's academic performance; negative academic excitement (0.44) affects academic performance; positive academic performance; positive academic emotions showed the least effect (0.15) on academic performance. Students' academic competence has the greatest effect on students' buoyancy (-0.54), academic competence (0.30), peer social support (0.27), positive emotions (0.26), and negative emotions (0.22). Teacher social support showed the least impact (0.07) on students' buoyancy. In other words, increasing academic competence or academic excitement, or social support of the teacher towards its standard deviation causes a direct effect of 0.65 on students' academic performance. Increasing academic competence, academic excitement, teacher social support and peer social support, academic competence, or student's academic excitement relative to its standard deviation causes a direct effect of 0.30 on students' buoyancy.

Based on the findings of this research, the promotion of students' competence and teachers' social support should be considered as important variables affecting educational performance and academic buoyancy.

In recent years, various methods have been used to treat anxiety in children, art therapy is accepted today as one of the most effective methods of treatment. One of these art programs is play (Holmwood, 2017). Drama therapy is group therapy and active and experiential therapy (Berger, 2019) that uses a combination of various theatrical techniques such as role-play, pantomime, puppetry, improvisation, and other methods (Leather & Kewley, 2019).

This study was quasi-experimental using a pretest-posttest design with a control group and follow-up stage. The statistical population included all labor children in the age range of 8-12 years living in Ahvaz in 2020-2021 under the supervision of a welfare organization. The Spence Children Anxiety Scale was used to choose the main participants of the study and 30 children with the highest anxiety scores were selected and then divided into two groups of 15 (experimental and control). Children's Anxiety Scale (CAS): The instrument was designed by Spence in Australia in 1997 to assess the anxiety of children aged 8-15 years based on the DSM-IV diagnostic and statistical classification. The Spence questionnaire has two versions of the child (with 45 items) and the parents (with 38 items). In the present study, the reliability of this scale was 0.90 using Cronbach's alpha. Intervention sessions in the welfare organization were held for 13 sessions of 90 minutes and two sessions a week. This intervention is designed based on the five-step integrated method of Emunah (1999).

The results show that the difference between the pretest-posttest scores of the experimental and control groups is significant for the anxiety variable (p≤0.05, F=39.9). Therefore, the obtained results indicate the effect of drama therapy on reducing the anxiety of the experimental group. Also, the difference between the pre-test and follow-up scores of the experimental and control groups is significant for the anxiety variable (p≤0.05, F=18.377). Therefore, the results indicate the effect of drama therapy on reducing the anxiety of the experimental group.

One of the most important problems in today's world is the issue of labor children. Psychological problems of these children, especially high anxiety, are among the factors that make these children more vulnerable. Accordingly, the drama therapy method is effective in reducing the anxiety of labor children. Drama therapy seems to be able to reduce the anxiety of labor children by using techniques such as characterization, role play, pantomime, etc. It seems that changes in cognitive insight, establishing a link between consciousness and unconsciousness, direct and indirect training of coping strategies with anxiety, self-awareness, real-world experience in a safe environment, and refining and suppressing repressed and hidden negative emotions are among the reasons for reducing anxiety and stability of treatment. The results of comparing the control and experimental groups in a one-month follow-up show that the difference between the experimental group and the control group has been stable over time. drama therapy can be considered as a sustainable therapy in reducing the anxiety of labor children, and therefore, the condition should be provided for the use of these methods to reduce the anxiety of labor children.

The purpose of this study was to investigate the role of perception of organizational justice on job satisfaction and social health of secondary school teachers in Behbahan. The descriptive and correlational research of method was used. Dependent variables include job satisfaction and social health and Independent variable was organizational justice. The population of the present research was all full time secondary school teachers who were working in in Behbahan. (360) during the session 2020-2021. The sample consisted of 130 teachers selected through stratified random sampling from the mentioned population. The instruments used in this study are organizational justice developed by Neihoff and Moorman (1993), A standard job satisfaction questionnaire (Fernand and Awamleh, 2006), was used to assess the level of job satisfaction among teachers and social well-being questionnaire made by Keyes (1998) These instruments were tested and adapted in a pilot study before they were used in the main study. The reliability of all the instruments has been documented separately for the sample. The results of Pearson correlation showed that there was a positive and significant relationship between organizational justice and satisfaction (r = 0.380, p <0.01), and a positive and significant relationship between perceptions of organizational justice and social health (r= 0.490, p <0.01). The regression results showed that the components of perception of organizational justice explained about 15% of changes in job satisfaction and about 25% of changes in social health. Conclusion The study showed that perception of organizational justice of managers improves job satisfaction and social health.

The present study aimed to determine the relationship between childhood maltreatment and mental health through the mediating role of experiential avoidance in girl students. The research method was descriptive-correlation and structural equation modeling. The statistical population included all-girl undergraduate students of Razi University of Kermanshah in the academic year 2019-2020, from which 366 students were selected as a sample group by multi-stage cluster sampling and were surveyed by Child Abuse Self-Report Scale (SASRS), Depression, Anxiety & Stress Scale (DASS-21), and Acceptance and Action Questionnaire-II (AAQ-II). Data were analyzed using Pearson correlation and path analysis using version 26 of SPSS and AMOS software. The results indicate a significant mediating role of experiential avoidance for the relationship between childhood maltreatment and depression (β: 0.22), anxiety (β: 0.12), and stress (0.17). According to the results of the present study, childhood maltreatment is the basis for using an experiential avoidance strategy, which leads to an increase in depression, anxiety, and stress in victims of childhood maltreatment.

This study aimed to investigate the effects of positive intelligence training on character Strengths and life meaning of elementary school teachers. The present study is a semi-experimental study of pre-test, post-test and follow-up assessments. Forty-four elementary school teachers were selected regarding the inclusion and exclusion criteria and randomly allocated to the positive intelligence training group (n=16), and control group (n=16). All participants were assessed at baseline, post-test and follow-up by Values in Action-Inventory of Strengths questionnaire and Meaning of Life Questionnaire. The training group received eight 1-hour training sessions online. Data were analyzed by mixed analysis of the variance test. The results showed that the trend of changes in character strength subcomponents such as creativity, curiosity, social intelligence, spirituality and hope in the experimental group compared to the control group was significant (P= 0.0001). In addition, on the meaning of life, a significant increase was observed in the positive intelligence training group (P= 0.0001). According to the results of the present study, it could be said that positive intelligence training has successfully improved character Strengths and life meaning in elementary school teachers, so it is recommended for other teachers and educators.

The aim of the present study was to compare the effectiveness of immunization training against stress and self-compassion training on sense of agency,emotion regulation in male adolescents in Ahvaz.The research design was quasi-experimental of pre-test, post-test and control group and two-month follow-up stage.The statistical population of the study was all male adolescents in Ahvaz in the academic year 1401-1400, of which 75 male high school students were randomly selected and randomly divided into two experimental groups and a control group.The first experimental group was trained immunization against stress Mykenbaum (2008), in 8 sessions of 90 minutes, and the second experimental group was trained self-compassion Gilbert(2009), in 8 sessions of 90 minutes and the control group did not receive any interventions. The instruments used included the Woody Sense-Functioning Scale(2013) and the Garnefski & Craig(2002) Short Form Cognitive Emotion Styles Questionnaire. The results of data analysis showed that stress immunization training and self-compassion training had an effect on the sense of agency, positive and negative emotion regulation compared to the control group in male adolescents. (p <0.001) also It was found that stress immunization training was more effective than self-compassion training in increasing positive sense of agency and positive emotion regulation and decreasing negative emotion regulation (p <0.001). The results in the follow-up phase were also stable. Therefore, using the immunization training method against stress as a more effective intervention can be used to increase the sense of agency and positive emotion regulation and reduce the negative emotion regulation of male adolescents.

The purpose of this study was to educate and develop a package of indigenous compassion therapy on mental health, psychological capital and lifestyle of working women in Isfahan. The research method was qualitative research methods of with two experimental and control groups. The statistical population included all working women referring to counseling centers in the age group of 25 to 45 years in Isfahan and the sample size included 30 people, 15 of whom were placed in the experimental group and 15 in the control group and selected by purposive sampling. Indigenous compassion therapy for women in the experimental group (in 8 sessions) was performed twice a week for 90 minutes. Measurement tools included the Goldberg General Health Questionnaire (1972), the Lutatz Psychological Capital Questionnaire (2007), and the Miller Smith Lifestyle Questionnaire (1988). Multivariate and univariate analysis of covariance and repeated measures analysis of variance were used to analyze the data. The results showed that there was a significant difference at the level of ⍺ = 0.05 between the mean scores of lifestyle tests, mental health and psychological capital of women in the experimental and control groups. The effect size indicates that in the post-test scores, the lifestyle variable is 33%, the mental health variable is 66%, and in the psychological capital variable is 40%, it is affected by the indigenous compassionate education package. Therefore, it can be concluded that indigenous compassion education has an effect on lifestyle, mental health and psychological capital of women working in the present study.

In this study, two well-known therapies that have had acceptable efficacy on diabetes are compared with each other. In fact, the purpose of this study was to compare the effectiveness of acceptance and commitment therapy (ACT) and the Diabetes Self-Care Program (DSMP) that is a health-promoting lifestyle intervention on diabetes adjustment and perception.

A number of 60 patients referred to Tehran Diabetes Clinics were selected and randomly assigned to three groups of 20 patients: one group under ACT intervention, one group under DSMP intervention and one control group that did not receive any intervention. All groups received medicine. All three groups were examined in three stages, before and after intervention and follow-up study by diabetes adjustment and diabetes perception questionnaire. Then, the collected data analyzed by descriptive statistics and mixed variance analysis (Intragroup, intergroup and interactive).

The results show that both ACT and DSMP methods are effective in improving disease adaptation (F = 5/515, P value <0.001) and disease perception (F = 0.665, P value <0.001). The follow-up phase also maintains its effectiveness. Also, a comparison of the two treatments shows that the ACT method is more effective than the DSMP method.

It seems that Act protocol for type 2 diabetic patients can be significantly more effective than DSMP. It seems that the acceptance factor, values, commitment and other hexagonal factors of ACT can lead patients to a better understanding of diabetes, which may improve their adaptation and self-care behaviors.

The purpose of the present study was to compare the effectiveness of compassion focused therapy and positivist psychology with well-being approach on alexithymia, adaptive behavior and adherence to treatment of patients with type 2 diabetes. The research design was a quasi-experimental pretest-posttest with control group. The sample size included 45 patients with type 2 diabetes who were selected by purposive sampling. Of these, 15 were assigned to the experimental group of compassion focused therapy, 15 to the experimental group of positivist psychology with well-being approach and 15 to the control group by simple random sampling. To collect research data, the Toronto Alexithymia Scale (Bagby et al., 1994), the Psycho-social Adjustment with Illness Scale (Derogatis, 1990) and the Adherence Questionnaire (Modanloo, 2013) were used. The compassion focused experimental group received 8 sessions of two-hour intervention and the experimental group of positive psychology with well-being approach received 8 two-hour sessions, too. Multivariate Analysis of Covariance (MANCOVA) was used to analyze the data. The results showed that both therapeutic approaches in the post-test phase had a significant effect on alexithymia, adaptive behavior and adherence to treatment of patients with type 2 diabetes (p<0.05). There was no significant difference between the two intervention methods in each of the dependent variables. Based on the findings, it can be said that the application of both therapeutic approaches is effective in reducing alexithymia and increasing the level of adaptive behavior as well as adherence to treatment.

Psychological approaches and consumer personality traits in changing consumer behavior is a key product marketing strategy. Sensory marketing and its related elements in order to influence consumer behavior and emotional arousal of customers or mental imagery are new tools of marketing management. Product color is one of the first variables that the consumer encounters when viewing the product, so it will have the greatest impact on the visual and perceptual sense of customers. Color psychology is used in product design and marketing not only for aesthetics and physical appeal, but also as a tool to convey meaning, evaluate, judge, and provide information to consumers. This study was conducted by qualitative method with constructive grounded theory approach. This study aimed to provide a comprehensive framework on the role of product color in consumer behavior. Using constructive grounded analysis, 41 sub-categories and eight main categories were identified and the theory was presented based on the Charmaz method. The main categories of the role of product color in consumer behavior include psychological dimensions of the product, personal interests and preferences, consumer response, socio-cultural dimension, biological / physical / sensory-motor responses, color characteristics and finally consumer demographics.

The aim of this study was to investigate the role of social media use, cognitive flexibility and anxiety sensitivity in predicting students' corona phobia. The present study is a descriptive correlational study. The statistical population of the study included the second high school students in Rasht in the academic year 2020-2021. In the present study, 170 students participated in the study using available sampling method. To collect data from the Fear Coronavirus 2019 Ahorsu et al. (2019); The use of social networks was used by Shi et al. (2014), cognitive flexibility Dennis & Vander Wal (2010), and anxiety sensitivity Taylor et al. (2007). The collected data were analyzed by Pearson correlation test and multiple regression analysis. The results showed that the use of social networks and anxiety sensitivity had a positive and significant correlation with corona phobia (P <0.01). In contrast, there was a significant negative relationship between cognitive flexibility and coronary phobia (P <0.01). The regression results showed that the research variables could significantly predict 61% of coronary phobia changes. It is concluded that there is a direct relationship between social networks, cognitive flexibility and anxiety sensitivity with students' corona phobia. For two years have passed since the outbreak of COVID-19 and the deadly virus is still mutating, measures need to be taken to control the use of social media and increase students' mental health.

This study aimed to evaluate the effect of Transactional Analysis (TA) Group Training on the components of teacher-student Interactive style in elementary school. The research method is quasi-experimental in terms of a method with pretest, posttest, and control group design. The statistical population included female primary school teachers in Tabas city in 2009-10 academic years. In this study, 30 female primary school teachers were selected by the Convenience Sampling method and randomly assigned to experimental and control groups. Experimental group teachers were trained in Transactional Analysis Training for 10 sessions of 90 minutes over 5 weeks but the teachers of the control group did not receive any intervention. In this study, the Teacher-Student Interaction Style Questionnaire from Lourdusamy and Khine (QTI) was used. The data were analyzed by Multivariable Analyze of Covariance (MANCOVA) via SPSS-18 software. The results showed that Transactional Analysis group training had a significant effect on the components of leadership (p<0.05), helpful/friendly (p<0.01), understanding (p<0.05), dissatisfaction (p<0.05), and admonishing (p<0.01) and there was no sign in the component of Responsibility/Freedom, Uncertain and Strict. The results show that Transactional Analysis group training for teachers improves their style of interaction with students through effectiveness on leadership, helpful/friendly, Students' understanding, reduces dissatisfaction from the class situation and admonishing. Therefore, it is recommended that teachers be taught the concepts and strategies of this theory in schools.