فصلنامه روانشناسی
سال بیست و هفتم شماره 4 (پیاپی 108، زمستان 1402)

This research aims to investigate the effectiveness of mindfulness training on the Self-Compassion and Vitality in mothers with children with learning disabilities. Based on purpose the research was applied with a semi-experimental design with pre-test, and post-test. The statistical population of the study was mothers of children with learning disabilities in Tehran in the first six months of 1400. The sample consisted of 30 mothers who were selected as the final sample by purposive sampling method and were randomly divided into two groups of experiments and control (each Group with 15 mothers). Self-compassion scale (Neff, 2003) and vitality Ryan and Frederick (1997) was used. The experimental group received ten sessions of mindfulness traning and the control group got no training. The results of covariance analysis showed that the Self-Compassion and Vitality were significantly different in the experimental group. So mindfulness training can be used as an effective way to improve Self-Compassion and Vitality in mothers with children with learning disabilities.

Due to the high rate of self-injury in adolescents in 2022 and its destructive effect, the present study was conducted to evaluate the effect of dialectical behavior therapy on self-criticism and self-compassion of adolescents with a history of self-injury behaviors.

The design of the present study is a single-subject experiment with several baselines. For this purpose, 3 female adolescents in Shiraz with a history of self-injury behaviors were selected by purposive sampling. Research tools included self-criticism questionnaires (FSCRS) of Gilbert et al., Neff Self-compassion questionnaires (SCS), and structured clinical interviews for personality disorders (SCID-5 PD). Each person was randomly assigned to the baseline stage over a period of two, three, or four weeks. They then received 16 sessions of treatment and then a follow-up after one month.

Dialectical behavior therapy was effective in reducing self-criticism and increasing self-compassion in all three clients after treatment, but the stability of the treatment effect remained only for the first and second clients.

It seems that the application of dialectical behavior therapy skills with the cooperation and support of parents can be associated with a decrease in self-criticism and increased self-compassion of female adolescents with a history of self-injury behaviors

In the case of working memory in children, due to the basic challenges in evaluating it, there are few tools. The present study was conducted to develop and Normalization Working memory test for children.

This research was a descriptive study and test construction. Among the first to sixth grade students of Shahrekord, 324 students were selected by multi-stage cluster sampling method and were measured by computerized working memory test for children.

The reliability of the whole test was obtained 0.814 by using retest method. Also, Our results suggested a significant positive correlation between Working Memory Test Battery for Children and the computerized working memory test for children in the range of 0.513 to 0.791. result of exploratory factor analyses using principal component analysis with varimax rotation showed that 9 subscales explained 86.54% of the variance of the data. The first, second, third, and fourth factors explained 29.42, 19.78, 18.86, and 18.49 percent of variance, respectively.

The computerized working memory test for children has satisfactory psychometric properties in the Iranian children's pupulation, which can be used to measure children's working memory.

this study aims to compare the efficacy of mindfulness-based cognitive therapy (MBCT) and short-term solution-focused therapy (SSFT) on quality of life and resilience in patients with heart disease. The method of this study was semi-experimental with pre-test, post-test and follow up with the control group. The population of this study consisted of all Female students with heart disease the second secondary school in Jolfa in the academic year 2019-2020. In total, 45 Female students were selected by purposive sampling method, who were randomly divided into three groups (Each group 15 people). Members of both experimental groups received their treatment, respectively, in 8 and 6 sessions of 1.5 hours; however, the control group did not receive any treatment. Measuring instruments were quality of life and Connor and Davidson's resilience questionnaire. Analysis of findings through repeated measures analysis of variance & Bonferroni post hoc test. Both treatments compared to the control group, increased quality of life and resilience in patient after the test. In the follow-up phase, the effect of these two treatments on quality of life and resilience was lasting. The effect of these two treatments on quality of life and resilience at posttest and follow-up was not different. It seems that these two therapies can increase the acceptance of the disease in heart patients, so they can probably be considered as a useful treatment strategy to improve the mental status of heart patients.

The aim of this study was to investigate the mediating role of academic enjoyment in the relationship between satisfaction of psychological needs in relation to professors and students' agentic engagement. The present study is a basic research in terms of purpose with descriptive-correlational method. The study population included all students of Birjand University during the academic year 2021-2022. In total, 400 students were selected based on convenience sampling method to complete the Academic Emotions Questionnaire (AEQ) (Pekrun et al., 2005), the Basic Needs Satisfaction Scale in BNS-RS (LaGuardia et al., 2000) and the Agentic Engagement Scale (SAGE, Mameli and Passini, 2019). AMOS-22 and SPSS-24 softwares were used to analyze the data. The results showed significant positive relationships between the variables of academic enjoyment, satisfaction of psychological needs and agentic engagement (P<0.01). Satisfaction of psychological needs (Need for autonomy and Need for relatedness) has a direct and significant effect on student's academic enjoyment and agentic engagement (P<0.001) and academic enjoyment also has a positive and significant effect on students' agentic engagement (P<0.001). Satisfaction of psychological needs (relatedness) in relation to professors through academic enjoyment has an indirect and significant effect on agentic engagement (P<0.01). Therefore, the model has a good fit and it can be concluded that academic enjoyment has a mediating role in the relationship between the satisfaction of psychological needs in relation to professors and students' agentic engagement.

This study has been done with aim of effectiveness trans diagnostic therapy based on emotion efficiency, cardio-vascular reaction, sleep quality and psychological flexibility of the prisoners with PTSD. The research method was semi-exprimental with pre-test, post-test and the control group with monthly period follow-up. The statistical population included all patients referred to Sadr psychiatry hospital in Tehran in the years 1400-1401, from which 30 people were selected in an accessible and purposeful manner and randomly assigned to exprimental (n=15) and control (n=15) groups In order to gathering data, efficiency emotion scale (EES-2), depression scale, anxiety and stress (DASS-21), psychological flexibility form and Pitesbourg sleep quality index (PSQI) and estimate vital signs by pressure gauge device were used Data were analysed using repeated measures analysis of variance The result of analysis showed that, there was significant difference between the exprimental group and control group in terms of dependent variable in pre-test phase towards post-test in monthly period follow-up The examination of the follow-up periods showed that, there was no significant difference between monthly follow-up and post-test periods. The presistence of the treatment effect over time and a month after end of meetings From the above findings, it can be concluded that, transdiagnostic therapy based on emotion efficiency has been a remarkable effect on decrease of depression, anxiety, stress and cardio vascular reaction signs and less effectiveness in psychological flexibility.

The aim of the present study is to compare the relationship between primary maladaptive schemas and psychological well-being and the mediating role of cognitive emotion regulation strategies in two groups of teenagers with and without a history of divorce. The descriptive research method is of the correlation type and based on the applied goal. The statistical population of the research included all teenage girls in the second secondary school in Tehran in the academic year 1400-1401. 300 students were selected to complete the questionnaires using random cluster sampling. The research tools included Rijekboar and Debo Children's Schema Questionnaire (SIC), Garnefsky and Kraij's Cognitive Emotion Regulation Strategies Questionnaire (CERQ) and Riff's Psychological Well-Being Scale (RSPWB). Structural equation modeling method and SPSS-24 and Amos-24 software were used for data analysis. The findings showed that the relationship between initial maladaptive schemas and psychological well-being is negative and significant. Also, the relationship between primary maladaptive schemas and positive strategies for cognitive regulation of emotion is negative and significant, and the relationship between primary maladaptive schemas and negative strategies for cognitive regulation of emotion is positive and significant. The relationship between positive emotion regulation strategies and psychological well-being is positive and significant. Inconsistent schemas have an inverse and significant effect on psychological well-being through positive cognitive regulation strategies (β=-0.2, p<0.001).

Visual-Motor skill is essential for human development and an important part of psychological evaluations and allows a person to have sufficient interaction with her environment. In order to measure this important skill, it is better to use an objective and standard tool. Since for each psychological assessment tool, it is necessary to check the psychometric properties. The aim of the current research is to investigate the psychometric properties of B.G.V.M.T (2) in students aged 6 to 12 years. The current research was applied in terms of objective and descriptive research method of correlation type. The statistical population of the present study included all primary school students in the 4 educational districts of Qom in the academic year 1400-1401, which were selected by multi-stage cluster sampling, 374 girls and 444 boys from 8 schools. For the reliability of the test, retesting and dividing methods were used. The reliability coefficient obtained from the retesting of the test in the copy and recall phases was 0.85 and 0.78, respectively, and the average reliability coefficient was 0.67. To measure the validity of the test from 3 methods[calculating the correlation coefficients between the test scores of B.G.T (2) and Andre Ray and the inclusive scoring system and Koppitz, comparing the performance of children with and without learning disorders] was used. In general, according to results of the reliability and validity research conducted in this research, we can consider the B.G.T (2) with a G.S.S as a useful tool for measuring V.M ability of children.

The aim of this study was to investigate the psychometric properties of Benjamin`s Structural Analysis of Social Behavior (SASB) self-concept (Introject) questionnaire (1974) in Ferdowsi University of Mashhad.

The study participants were 324 students (185 girls and 139 boys) who were studying in the second semester of 2023 academic year, and completed Benjamin`s SASB-self-concept (Introject) questionnaire (1974) Beck Depression Inventory-II (1996), Beck Anxiety Inventory (1988) and Beck Suicide Scale Ideation (1988). The Data were analyzed using correlation coefficient, Cronbach`s alpha coefficient, and confirmatory factor analysis in SPSS-26 and AMOS-25 software.

The results show the reliability of this questionnaire through Cronbach's alpha coefficient and Spearman's and Guttman's correlation coefficients in the spilit-half method, as well as its validity through the convergent coefficients of the dimensions of this questionnaire with other valid tests and finally the construct validity through confirmatory factor analysis confirmed.

Disscussion: 

In general, it can be concluded that Benjamin`s SASB-self-concept (Introject) questionnaire has very good reliability and validity in Iranian students.

Burnout is a psychological syndrome of emotional exhaustion, depersonalization, and reduced personal accomplishment. This study evaluated this syndrome in specialist and residents working in Imam Hossein center in Covid wards and other wards.

Maslash Burnout Inventory survey was used in this study. The survey was recorded in porsline application and send to all physicians to participate in the research. Data were analyzed in SPSS with Shapiro-Wilk test, Independent T- Test, and Mann–Whitney U test.

In this study, 78 specialists and residents participated. Emotional exhaustion was 23.1%, depersonalization was 28.2%, and reduced personal accomplishment was 66.7%. Emotional exhaustion and depersonalization in level 1-2 residents were significantly more than higher levels, but, personal accomplishment was the same in all levels. The only parameter that was significantly different in Covid wards was reduced personal accomplishment (P.Value=0.041) and this was again significant different in participants who did not have children (P. Value= 0.021). There was not any difference in other variables.

It was revealed that age under 40 years, female gender, nulliparity, and being resident were related with more burnout syndrome. In participants who were younger than 40 year old burnout syndrome was more common in all three scales.

Today, human resources is considered the most vital strategic element and the most fundamental way to increase the effectiveness of the organization. Therefore, increasing citizenship education is an inevitable necessity for any organization. The purpose of the present study was to compare the effectiveness of the new group reality therapy approach and the approach based on acceptance and commitment on citizenship education among the employees of Bushehr city.The current research method is a semi-experimental type with a pre-test, post-test and control group design. The statistical population was all the employees of Bushehr city in 1400. The sample of the research was 45 employees who were selected by the available sampling method and were randomly placed in experimental groups (acceptance and commitment and reality therapy) and control. The citizenship education questionnaire (Tabesh, 2013) was used to collect data. The collected data were analyzed using multivariate analysis of covariance (MANCOVA). The results of multivariate covariance analysis showed that reality therapy and an approach based on acceptance and commitment increased the citizenship education of the experimental groups compared to the control group (P<0.001). The results of the Bonferroni post hoc test showed that the effect of the approach based on acceptance and commitment on seeking participation, responsibility, self-confidence and citizenship education was significantly more than the education based on reality therapy. It is concluded that both reality therapy methods and acceptance and commitment are effective for improving employee citizenship education and these interventions can be used to increase organizational productivity.

The purpose of this study was to investigate how the level of difficulty of mathematical questions trigger the epistemic emotions (confusion, surprise, curiosity, enjoyment, anxiety, frustration and boredom) between students with mathematical disability (MLD) and high achievement (HA) during math problem-solving. The method of this study was causal comparative. The statistical population of this study are all students from the 5th and 6th grade in Shiraz, which according to our purpose was: 15 with math disability (5 girls and 10 boys), and 15 with high achievement (8 girls and 9 boys). The statistical method of this study was repeated measures ANOVA and MANOVA. The results showed that the level of difficulty of the questions increased the anxiety, frustration, and boredom of students with math disabilities compared to HA group while the surprise was decreased, but there was no significant difference in the excitement and curiosity between the two groups. These findings show that the difficulty of the questions is significant, but what is remarkable about the findings is the role of math disabilities in addition to the level of difficulty plays in inducing these emotions.