فهرست مطالب سمانه اسعدی

The aim of this study is to investigate the mediating role of the dimensions of reflective functioning in the relationship between insecure attachment styles and parenting stress in parents of child with attention deficit/hyperactivity disorder. The method of the current research was correlation-structural equation modeling and the research population included parents of children with attention deficit/hyperactivity disorder in Yazd city in 1401. Among them, the sample consisted of 295 fathers and mothers of these children selected using convenient method and fulfilled the questionnaires of experience of close relationships by Brennan et al. (1998), Parental reflective functioning by Luyten et al. (2017) and parents stress by Abidin (1995), in person or online. In the next step the data was analyzed using the statistical method of path analysis and multi-group analysis. The findings of the research showed that in both groups of mothers and fathers, pre-metallization can play a mediating role in the relationship between insecure anxious attachment style and parenting stress in fathers and mothers of children with attention deficit/hyperactivity disorder. Also, multi group analysis confirmed the role of parents' gender, and in the difference between these two groups, the path of avoidant attachment to parenting stress was significant in the mothers' group as opposed to the fathers' group. As a result, according to the findings, it can be said that in both groups of mothers and fathers, anxious attachment plays an important role in increasing pre-mentalization about children with disorders and thus increases the stress of parenting.

The definition and understanding of the concept of responsibility constantly experience changes during one`s life and is almost influenced by parenting. This study aimed to investigate how the definition and understanding of responsibility change at different ages, considering the perceived parenting styles.  

Method and data: 

The study used a descriptive-correlational design. The sample consisted of 381 males and females aged 12 to 75 years living in Yazd who were selected by random sampling methods according to their age groups. They completed the Perceived Parenting Styles Questionnaire and an open-response questionnaire about the concept of responsibility. 

The findings of the open-response questionnaire revealed six conceptual categories for defining responsibility: conscientiousness, trustworthiness, law-abiding, progressivism, organization and self-management. Analysis of the data in each category with the Chi square test showed that there was a significant difference between different age groups in the categories. There was also a significant difference between individuals who perceived different parenting styles in the emphasis on organization and self-management categories. Participants with easy-going parents had the most emphasis on organization and those with authoritative parents had the most emphasis on self-management in defining responsibility. 

The results showed that parenting styles are important determinants of the development of responsibility from adolescence to emerging adulthood. Further studies on different age ranges, especially children, using interviews in longitudinal designs, can provide a better perspective of the developmental changes in this concept. 

Key Message: 

The cognitive, emotional and social environment that parents make for their children, known as parenting styles, affect on the development of the concept of responsibility among them. In other words, the parents ‘parenting styles are the determinants of the level of responsibility in their children from adolescence to emerging adulthood.

The purpose of this study was to investigate personality traits, goals and plans of young people to change their personality traits with respect to gender differences. Within the framework of a causal-descriptive design, among 18 to 25-year-old students of Yazd University 160 people using the available sampling method as a sample group in the study. To collect data, the. The big five inventory-Trait change inventory (BFI-TGI) ( Big Five Inventory-Trait change Goal Inventory) (Costa & McCrae,1992) was used online. Data were analyzed by Spss22 using t-test and chi-square test methods.data analysis showed that the mean of agreeableness trait in the whole sample group was higher than other traits. The results of t-test to compare the personality traits of men and women showed a significant difference in agreement (P = 0.001) and openness to experience (P = 0.006). Also In relation to the goals of changing personality traits, the chi-square value indicated that there is a significant difference between men and women in their goals for changing the traits of agreement (P = 0.001), openness to experience (p = 0.001) and conscience (p = 0.006). In general, it can be concluded that personality traits, while relatively stable, can be changed and the definition of change goals and planning can be effective.

The purpose of this study was to investigate the development of self, others, and situation forgiveness from adolescence to emerging adulthood. To this end, 395 individuals, aged 12 to 25 years in four age groups living in Isfahan, Iran, were selected by cluster (for the first three groups) and available sampling (for the fourth group). The study was a cross-sectional study with using the causal-comparative design and the required data were collected with the Forgiveness Scale. The results of the analysis of variance showed that forgiveness of self had a slight decreasing trend from the beginning of adolescence to adulthood. The results also revealed that forgiveness of others declined from 12 to 16 years of age, however, it increased in emerging adulthood. Moreover, the changes in situation forgiveness were not significant in four groups. Eta squared results showed a small effect of age on the forgiveness of self (2%) and forgiveness of others (4%). Finally, there was no significant gender difference in the forgiveness of self and others in different age groups.

Relationships between family members is one of the main and influential pillars on adolescents' perception of well-being. Therefore, the aim of this study was to determine the mediating role of parental attachment in the relationship between perceived parental cooperation and perceived adolescent well-being.

The study population included all parents (parents) of adolescents aged 12-18 years with their adolescent children in Isfahan, from which 482 parents (241 father and 241 mother) and 241 children were selected using convenience sampling method. Participants answered the Parent-Peer Attachment Questionnaire (lPPA), and the KIDSCREEN-10 Quality of Life Questionnaire and the Parent-Collaborative Questionnaire (CRS-Brief). Data was analyzed using Pearson correlation coefficient and structural equationsusing spss-23and Amos-23 programs.

The results of fitness indices indicated the fit of the proposed model and Adolescent attachment to father (P<0.001) and mother(P<0.001) was able to play a mediating role in the relationship between perceived parental cooperation and adolescent perceived well-being. It should be noted that the direct paths of perceived parental cooperation to perceived well-being were not significant for father(P=0.16) and mother (P=0.22).

Accordingly, by considering the role of variables such as perceived parental cooperation, adolescent attachment to parents and perceived well-being, the perceived cooperation of each parent and playing an effective role in child rearing can affect the psychological well-being of children by creating secure   attachment.

The aim of this research Is to predict Internet addiction based on parental affection and social skills considering the mediating role of loneliness in ninth grade students in Yazd.. The population of the research included all ninth grade students in Yazd in the academic year of 2018. using cluster sampling 260 were selected. Yang's Internet Addiction Questionnaire, Buri's Parental affection, Inderbitzens' Social Skills and Dehsiri's Loneliness were filled out by participants. data were analyzed using SPSS 16 software and Amos21. Results showed that loneliness has a significant mediating role in the relationship between parental nurturance and Internet addiction, but in the relationship between social skills and Internet addiction, the mediating role of loneliness was not significant. Also, internet addiction and loneliness in boys were significantly higher than girls and social skills in girls were significantly higher than boys, but no significant difference was observed between girls and boys in parental affection. Therefore, through parental affection and increasing social skills, as well as mitigating students' sense of loneliness, Internet addiction can be prevented to some extent.

The objective behind conducting this research was the effect of goal-setting instruction on self-regulation and educational motivation in Isfahan adolescent students.

The population of the current study was all the students at the first grade of Esfahan high schools who were simple randomly selected in (2018) referring to Salamat Andishan-e-Mehr40 students with low self-regulation and low educational motivation were selected based on the self-regulation questionnaire designed by Boffard et al. in 1995 and which was standardized by Kadivar in Iran in 1380 and also educational motivation scale AMS (2009) was identified and were randomly assigned in experimental and control groups. The study is semi-experimental in type. After administering the pretest, the experimental group received 8 goal-setting teaching session but the control group received no specific training. So as to examine the difference in averages due to a diffraction source and also regarding the presence of some dependent variables, using SPSS version 21, MANCOVA was conducted

The results of the analysis indicated that goal-setting instruction has a significant effect on Isfahan adolescent students' self-regulation and educational motivation and has increased self-regulation

Responsibility takes on different meanings and levels during different courses of human life and is closely related to the way children are raised by their parents, particularly in the early ages of their life. The developmental changes in responsibility and its relationship with the perceived parenting styles of Yazd residents were studied in the framework of a cross-sectional analysis.

Using both causal-comparative and correlational research designs, the population consisted of three hundred fifty-one fifty-one men and women aged twelve to seventy-five years old were recruited in six age groups. Depending on the age differences, the first(twelve to thirteen-year-olds), second(fifteen to seventeen-year-olds), third(twenty to twenty-five-year olds), and fourth group(thirty-five to forty-year-olds) were selected using multi-stage random sampling, while the fifth(forty-five to fifty-five-year-olds), as well as sixth (groups over sixty-year-olds), were selected by using a convenience sampling method. The whole sample filled out the perceived parenting styles questionnaire and the California psychological inventory for measuring responsibility.

The findings from the analysis of variance (MANOVA) showed that there was a significant difference in the responsibility scores between the age groups i.e. the fifth age group scored the highest scores of responsibility and the first group had the lowest scores. In other words, responsibility developed increasingly, during the period of transition from adolescence to adulthood. There was also a difference in the responsibility scores of individuals with different parenting styles. Responsibility scores in people with authoritative and strict parenting styles were more than the neglecting style. Thus, in general, people aged forty-five to fifty-five years old with authoritative parents had the highest scores of responsibility.

The findings indicated that further studies on broader age groups, using coherent longitudinal research design, will provide an overview of changes in responsibility at different age courses. Results from changes in parenting style and responsibility will help parents and policymakers in educational systems in planning better policies and programs in the long run.

this study aimed to investigate the development of just world beliefs for self and others from adolescence to emerging adulthood in Isfahan. The sample consisted of 395 participants in four age groups: 12 year-olds (n=105), 14 year-olds (n=100), 16 year-olds (n=96), and 18-25 year-olds (n=94), selected by cluster and convenience sampling method and answered to Self-Other Belief in a Just World scale (Sutton and Douglas, 2005). Data were analyzed by multivariate analysis of variance, Tukey post hoc test and independent t-test. The results of MANOVA showed that there were significant group effects on BJW scores. The pair-wise comparisons indicated that the scores of just world beliefs for self and others in the 16 year-olds group is significantly lower than the 12 year-olds and the scores of just world beliefs for self in the 18-25 year-olds were higher than 16 year-olds. But the scores of just world beliefs for others did not change significantly. The finding of this study showed gender differences in the scores of just world beliefs for others in the 12 year-olds in which boys were stronger than girls in this belief. In general, according to the results just world beliefs decrease during adolescence.

The current research has been carried out with the aim of analyzing the changes in comprehended parenting styles during four consecutive generations in Yazd. The design of this descriptive research is causal-comparative. There have been 381 participants picked out from age groups, say, 12 years old (80 people), 15-17 years old (80 people), 20-25 years old (80 people), 35-40 years old (60 people), 45-55 years old (50 people) and 60 and more years old (31 people). The first and fourth sampled groups have been chosen via multi-stage sampling method, and the fifth and sixth groups, via access method. the participants answered the comprehended parenting styles questionnaire (Naghashian 1358). The results of Chi-square test indicated that the age groups are different in terms of comprehended parenting style. The strict parenting style had totally the biggest frequency percentage among the whole sampled group. In the first and second groups, the strict style was more tangible than the rest. The easy-going style dominated other styles in the third and fourth groups, and the biggest frequency related to the strict style in the sixth group. Overall, it can be concluded that in different age groups, some changes have occurred in parenting style, often leading to the strict style’s prevalence.

This study was undertaken to investigate the relationship between quality of parental homework involvement and academic functioning in the reading domain (reading score, homework effort, and academic procrastination) among students. The statistical population of the study was comprised of all sixth graders in Ardakan, Yazd Province, in school year 2014-15. The sample consisted of 366 students who were selected by multi-stage cluster sampling method. The instruments included the Quality of Parental Homework Involvement Questionnaire (Dumont et al., 2014), Homework Effort Questionnaire (Trautwein et al., 2006), and the Procrastination Assessment Scale for Students (Solomon & Rothblum, 1984). In addition, students' reading scores were considered as a dimension of academic performance. To analyze the data, multiple regression analysis was utilized. The results indicated that among the dimensions of parental involvement, the control dimension could negatively predict homework effort and reading scores, while the structure dimension could positively predict reading scores and homework effort. It is worth mentioning that none of the parental involvement dimensions could predict academic procrastination. Hence, it can be concluded that parents can improve their children’s academic performance in reading through reducing their controlling behaviors and creating home environments in which children can thrive.

People’s imagery of God during their childhood, created by their interactions with parents and peers, can affect the development of their religiosity. Therefore, over the past decades, this topic has been studied more than any other religious concept. This cross-sectional study, in the context of a causalcomparative and correlational design, examines the relationship between paternal and maternal imagery with the imagery of God in 8-12 year old children in Yazd. For this purpose, 194 students (98 girls, 95 boys) were selected through multi-stage sampling method. Guided by the researcher, all children responded to the semantic differential parental scale, which assesses the paternal and maternal characteristics of parents and God; designed by Pattin and Casters (1964). Data were analyzed using variance analysis, Pearson correlation and stepwise regression. The results showed a positive and significant relationship between all components of paternal and maternal imagery of parents and God imagery. In general, the components of the mother imagery had a higher correlation with the imagery of God. The results of stepwise regression analysis showed that mother's paternal imagery and maternal imagery had the ability to predict 50% of a positive imagery of God. In addition, the paternal imagery of God was significantly varied at different ages. Another research finding showed that imagery of God was based on maternal features rather than paternal and no significant gender differences were observed.

Development of changes in virtues and character strengths in Adulthood: Regarding gender differencesAbstractThe purpose of this study was investigating development of virtues and character strengths in adults during emerging adulthood through middle adulthood in women and men of Isfahan. Research was planned in the framework of cross-sectional research in the form of a comparative causal research design. Using available sampling method a sample of 340 (170 females and 170 males) was selected from four age groups (18-29, 30-39, 40- 49 and 50-59 year-olds) and completed the Valuse In Action Inventory of Strengths(Peterson and Seligman, 2003). Findings revealed that the majority of character strengths changed over time. In terms of creativity, perspective and love of learning, honesty, perseverance and zest, social intelligence, self-regulation, prudence and humility, hope, humor and gratitude, fairness and citizenship increased in the age group of 30-39, but decreased in the 50-59 year olds. Also, there was a significant difference between men and women; women had higher mean scores. The results showed that in all character strengths, women of all age groups scored higher than men. Independent t-test results showed that courageous, prosperity and judgment (critical thinking) were significant in 18-29 year olds, self-regulation in 30 to 39 year olds, bravery, perseverance, honesty, love and forgiveness in 40-49year olds.

The overall goal of this research was predicting the resiliency and vulnerability of people living in Family-Like Community Centers by demographic characteristics of primary family and quality of interaction with peers, Participants in this study included 100 children and adolescents of such as community centers in Isfahan province which were selected by cluster sampling. For data collection, we used Resiliency scales of children and adolescents (RSCA), Inventory of parent & peer attachment (IPPA), Researcher ma -de questionnaire. Using correlation analysis and regression were analyzed.
Data analysis showed that; variables including trust, relationship and previous life time with mother can Predict resilience; variables peer attachment previous life time with mother can predict vulnerability in children and adolescents in quasi-family centers. The findings of this study, in addition to helping to enrich the theoretical field of resilience by identifying the individual and contextual factors of predictor of the residents in the family-like community centers In the area of family and peers can have significant practical implications for supportive Centers and organizations, therapeutic-service centers which receptive Bad Supervisor children and adolescents.

Resilience, as a positive psychological construct, has gained significance in psychological research. The main goal of the current study is to identify the role of individual and contextual characteristics in predicting resilience among child/teens living at family-like community centers. This study is cross-sectional-descriptive with the correlational method. The participants of this study included a hundred and forty boys and girls between age nine to eighteen who lives in family-like community centers, who were selected through simple random sampling method. In order to collect data, resilience scales of children and adolescents (RSCA), inventory of peer attachment (IPA), area-specific self-esteem scale, Raven progressive matrices, and a researcher-made questionnaires were used. The collected data were analyzed using regression and correlation tests. The results revealed that the variables of peer attachment and self-esteem were positive predictors and the variables of age and the length of prior living with the mother were negative predictors for resilience among children and teenagers at family-like community centers. Conversely, the variables of age and the length of prior living with the mother were positive predictors, and the variables of peer attachment and self-esteem were negative predictors of vulnerability among children and teenagers at family-like community centers. The results of the current study, besides enriching the theoretical discussions in the field of resilience, with the identification of individual and contextual characteristics which can be predictors of resilience among children and adolescents at family-like community centers; could provide practical proceedings for such centers.

The purpose of this study was to investigate the causal relationship of mindfulness, creativity and academic performance with well-being, with mediating role of psychological problems in university students. The method used in this study was correlational, the path analysis. Participants in this research were all undergraduate students of Yazd University, from whom 370 stucdent were randomly selected. The instruments used in this research were, Mental Health Test, for measuring well-being and problems, the Mindfulness Questionnaire, Creativity Test, and grade-point average of the final semester. After distributing the questionnaires and collecting the required data, analysis was performed. The results showed that the designed model was well fited to the data, and the causal relationships between mindfulness, well-being, creativity and psychological well-being were significant. Also, the direct causal relationship between academic performance and psychological well-being was significant, but the direct relationship between academic performance and psychological problems was not significant. The indirect causal relationship of creativity and mindfulness to well-being, through psychological problems, was significant, but the causal relationship of academic performance to well-being through psychological problems was not significant. The results were discussed with respect to the research and theoretical perspectives.

This study aimed to investigate the development of formal operations from adolescence through adulthood. The sample consisted of 345 participants in four age groups (15-18 years-old: n=108; 19-29 years-old: n=104; 30-45 years-old: n=44; 46 years-old and elder :n=51). All groups were selected using random sampling. The first group was selected from high schools and the other groups were selected based on municipal areas of Isfahan. The study design was causal-comparative. The participants completed the Logical Reasoning Test (LRT; Burney, 1974). The data were analyzed using analysis of variance and chi square methods. The results indicated that there were no significant group effects on LRT. The pairwise comparisons were significant between total scores of 15-18 years-old and 19-29 year-olds. The age groups didn’t have significant differences in terms of frequencies of individuals who were in the concrete, transitional, and formal operations stages. The developmental trend of formal operations remained constant after adolescence. The findings were discussed based on Piaget and Neo-Piagetian cognitive developmental theories.

The aim of this study was to compare attachment to parents¡ peers and siblings among involved (bulling¡ victim¡ and bulling-victim) and noninvolved in bullying in Yazd city. All of male and female students in the academic year 2013-2014 in Yazd included research population. A sample of 384 students were selected randomly through cluster sampling. Participants answered a sociometric questionnaire and also completed the Peer Relationship Questionnaire¡ the Inventory of Parents and Peer Attachment¡ and the Inventory of Siblings Attachment. Multivariate analysis (MANOVA) indicated that there were significant differences in attachment to parents¡ peers and siblings between involved adolescents in bulling and noninvolved ones (p>0/0001). Regarding the attachment to parents¡ peers and siblings¡ noninvolved group scored higher than the involved groups. Also¡ among involved groups¡ the bully and the victim- bully groups received higher scores in attachment to mother prior to the peer attachment. Finally¡ the attachment to siblings in both groups was the lowest scores of attachment.

This study with the aim of investigating characteristics of wise people based on implicit theories was conducted in the frame of qualitative and quantitative research designs. 334participants (189 malesand145females) in three age groups of adolescent (n=113), Young (n=134) and middle-aged (n=87) who were selected randomly answered an open-ended questionnaire. Results showed that in the total sample of 334, considering all aspects of every event is at first place of mentioned traits/behaviors (39.1 percent). The other traits /behaviors were, considering all aspects of every event, faithful, thoughtful and rational, tolerant and lenient, knowledgeable, kind, respect for themselves and others, wise, farsighted and intelligent respectively. In males and females ‘view wise was at first place of mentioned traits/behaviors (35.4 and 44.8 percent respectively). The other traits/behaviors had different priorities, and only in faithful, intelligent, farsighted, thoughtful and rational, just and knowing differences were statistically significant. Furthermore, differences were seen in age groups priorities but only respect for themselves and other people was statistically significant.

This study was done for the purpose of investigating the development of wisdom from adolescence to elderly in Isfahan. Sample size was consisted of 345 participants in four age groups 15 to 18 year-olds (n=108)، 19 to 29 year-olds (n=104)، 30 to 45 year-olds (n=44) and over 46 year-olds (n=51). All groups selected based on cluster sampling، for the first group، clusters were high school classes and for the others streets based on municipal areas. In order to achieve the desired goal، causal – comparative statistical design were applied. Data were gathered using Three-Dimensional Wisdom Scale (3D-WS) by Ardelt (2003). Before using the measure structural equation modeling was done to verify the validity and reliability. Data were analyzed in SPSS19 based on analysis of variance. Results revealed that there were not significant group effects on 3D WS’s dimensions. pairwise comparisons showed significant difference between 15 to 18 year-olds، 19 to 29 years and 30 to 45 years in affective dimension (p = 0/02، p = 0/00، p = 0/002 respectively). Also over 46 year-olds showed difference with 30 to 45 year olds in total score of 3d-ws (p = 0/02).

Wisdom is an old concept in ancient history of philosophical and religious texts، but it is about two or three decades that this concept was introduced to psychological debates and empirical research in various areas of psychology. Theorists based on their philosophical orientation and their psychological focuses have tried to define the concept، but up to now there is no accepted definition of it. Educational psychologists using this concept also make efforts to present applied theories and methods to teach this ability or virtue. This paper briefly have introduced and compared three comprehensive and new theories in this field: Balance theory of wisdom، Berlin wisdom paradigm، and three-dimensional model of wisdom. Also some ideas and findings in education of wisdom have been pointed out.

this study aimed to examine the developmental trend of post-formal thinking from adolescence through adulthood in Isfahan. The sample consisted of 345 participants in four age groups: 15 to 18 year-olds (n=108), 19 to 29 year-olds (n=142), 30 to 45 year-olds (n=44), and over 46 year-olds (n=51). The participants were selected by cluster sampling answered the Social Paradigm Belief Inventory (SPBI; Kramer, Kahlbaugh and Goldstone, 1992). The results of analysis of variance indicated that there were not significant group effects on SPBI scores. The pair-wise comparisons were significant between 15 to 18 year-olds and 19 to 29 year-olds in absolutistic thinking. Overall, the developmental trend of absolutistic thinking decreased as age increased, and age trends of relativistic thinking and dialectic thinking were constant. The results were discussed based on adult cognitive development theories.

The purpose of this study was to explore Gender Differences in Color Preference among 4 to 10-years old children of Isfahan. For this purpose, using cluster sampling. 240 children were selected randomly from nursery and elementary schools of two educational regions of Isfahan. Data were collected with color-cards, including yellow, pink, orange, red, blue, green, purple, brown, gray, white and black colors. Multivariate analysis of variance revealed that the effect of gender in 7 colors (pink, blue, green, purple, brown, gray and black) were significant (P=0.0001, P=0.003, P=0.002, P=0.009, P= 0.01, P=0.004, and P=0.004 respectively). The most preferred color in boys was red, and pink was the most preferred color in girls. Black was the least preferred color for both groups. Color preference order for boys were: red, blue, yellow, orange, green, purple, pink, white, gray, brown and black, and for girls were pink, red, orange, yellow, purple, blue, green, white, gray, brown and black. In general it can be concluded that blue, yellow, red, orange, pink, green and purple were the most preferred colors and black, gray, brown and white were the least preferred in both groups. The results were discussed on the basis of research compliance and related theories.

This research studied the efficacy of bibliotherapy in detachment anxiety and depression of children of divorced parents. Through random sampling 30 children were selected from 6to8- year-old children of divorced parents in Isfahan. Then, they were assigned tothe experimental and control groups. The research design was a semi-experimental one; pretest and posttest were administered to the control group. Ontario's list of child health (intrinsic disorders, detachment anxiety and depression) was used. The experimental group received group bibliotherapy with a book called" Little bear, you are not guilty". It was designed to decrease tension, anxiety and sense of guilt of children of divorced parents. The data were analyzed using covariance analysis. The results indicated that theeffect of group bibliotherapy on detachment anxiety and depression scores of children was significant (p=.011, p=.042, respectively). Moreover, the effect of group bibliotherapy on follow up scores of depression in children was significant (p=.002), as well.

This article aims to compare religious attitude and religious faith strength among girl pupils and students of Isfahan. For doing this, 65 girl pupils and 55 girl students were chosen from Isfahan high schools and Isfahan University, respectively, using random sampling method. Needed information was collected by means of Religious Attitude Measurement Questionnaire – prepared by Khodayari et al (2001) – and Santa Clara Strength of Religious Faith Questionnaire (1997). Research findings which were attained through ANOVA indicated that there is a significant difference between religious attitude of two groups (pupils and students) on the basis of components included in the questionnaires such as science and religion and so on (P=0.05 and p=0.0001). Additionally, there was not seen a significant difference between two groups in terms of religious faith strength.