فهرست مطالب faride sadat hoseini

The purpose of this study is to determine the effectiveness of Written Emotional Disclosure Training and Cognitive-Behavioral Group Training on the internalizing and externalizing disorders of students in elementary school.

This study presents a quasi-experimental design incorporating a pretest-post-test control group. A total of 45 participants were chosen from the second-grade elementary students using random sampling methods. The research utilized various instruments including The Difficulties in Emotion Regulation Scale (DERS), Kovacs’ Children's Depression Inventory (CDI), Shahim Relational and Explicit Aggression Scale, and The Conners’ Teacher Rating Scale (CTRS-R). The participants were divided into three equal groups of 15 individuals each, representing the first, second, and control groups. All participants underwent the initial pretest phase. Subsequently, the first group received 10 sessions of Cognitive-Behavioral Group Training, the second group received 4 sessions of Written Emotional Disclosure Training, while the control group did not receive any training. Following this, a post-test was conducted on all participants. The data obtained were analyzed using multivariate analysis of covariance (MANCOVA).

The results revealed a significant variance in the efficacy of Cognitive-Behavioral Group Training and Written Emotional Disclosure Training across the experimental and control groups during the post-test. This suggests that both interventions can effectively mitigate internalizing and externalizing issues among elementary school students. Furthermore, no significant difference emerged between those who underwent Cognitive-Behavioral Group Training and those who underwent Written Emotional Disclosure Training in terms of internalizing and externalizing problems, indicating similar levels of effectiveness.

The study implies that both Cognitive-Behavioral Group Training and Written Emotional Disclosure Training are cost-effective, efficient, and compatible strategies for addressing internalizing and externalizing problems in individuals

The aim of this study was to modelling fear of failure based on self-criticism, maladaptive schemas and perceived competence mediated by competitive anxiety in high school girls student, conducted by correlational model and SEM. The statistical population included the adolescent girl students of the secondary school in Shiraz city, whose number in the study period was 7420 student. In this study, 361 participate were selected based on Cochran's formula. In order to collect data was used Conroy (2002) Fear of Performance Fear Assessment Questionnaire, Thompson & Zuroff (2004) Self-Critical Level Questionnaire, Young Schema Questionnaire (1998), Harter Competence Perception Questionnaire (1982) and Competitive Anxiety Questionnaire Illinois (1990). Data analysis was performed using AMOS 18 software. The results showed that self-criticism in addition to a direct effect mediated by competitive anxiety has a positive and indirect relationship with fear of failure (B = 0.23). Also, maladaptive schemas, in addition to having a direct effect on competitive anxiety mediation, have a positive and indirect relationship with fear of failure (B = 0.21). Finally, in addition to the direct effect mediated by competitive anxiety, the perception of competence has a negative and indirect relationship with the fear of failure (B = -0.26). According to the findings of this study, it can be concluded that competitive anxiety can increase the positive relationship between self-criticism and maladaptive schemas with fear of student failure and on the other hand reduce the negative relationship between the perception of competence and the fear of failure of students.

Self-conscious emotions play an important role in the health and adjustment of children. They are evoked by self-reflection and self-assessment. Shame and guilt are among the self-conscious emotions that need to be considered from early childhood; the purpose of the present study was to investigate the development of self-conscious emotions of shame and guilt and the role of parenting dimensions, and child's mood and self-concept in predicting these emotions. The moderating role of age was also explored in this regard. The statistical population of the present study included all the primary school students of Jam city, Iran and their families. From the given secondary schools, four classes were selected from the 3rd, 4th, 5th and 6th grades through cluster random sampling. For each grade, 50 subjects were selected that counted up to a total of 200 students and their families. The families completed the Malhotra Temperament Scale (MTS), and the Alabama parenting questionnaire and the students completed the Test of Self-conscious Affects for children (TOSCA-C), and Piers-Harissis Self-conscious Scale for Children. To test the hypotheses, descriptive and inferential analysis including mean, standard deviation and multiple regression analysis were used. The results showed that parenting and mood variables significantly predicted self-conscious emotions of shame and guilty. The results also showed that relationships between the predictor variables, and the dependent variables partially varied across age.

The purpose of the present study was to investigate the extent effectiveness of EMDR on the anxiety Speech and academic self-efficacy in students with social anxiety. The method of this study was experimental design with pre and post-test design with control group. The sample of the study was 30 students with social anxiety that were selected by simple random sampling among the students of the Persian Gulf University. They were randomly divided into two experimental and control groups. Before and after the treatment, self-efficacy, anxiety Speech and social anxiety questionnaires were administered to the two groupsThe results of multivariate analysis of covariance showed that there is a significant difference between the mean post test scores of the experimental and control groups (p < 0.001), so that EMDR can reduce anxiety Speech, social anxiety and Improved academic self-efficacy. Therefore, we conclude that desensitization treatment through eye movement and reprocessing is effective in improving speech anxiety, academic self-efficacy and social anxiety.

Computer-based cognitive games are new and exciting for kids and adolescents that can help them to improve their cognitive functions and creativity in addition to entertainment. The aim of the present study was to investigate the effectiveness of computerised cognitive games on executive functions and creativity of preschool children. This study is a quasi-experimental study with a pre-test, post-test, and control group design. The sample consisted of 21 preschool female and male children, who were selected by convenience sampling in a preschool centre in Bushehr. Participants were matched on the basis of gender, age and intelligence and were allocated to three groups of seven children, i.e., two experimental groups and one control group. Before and after cognitive games, the Torrance Tests of Creative Thinking (TTCT), a simple Stroop software and the working memory Wechsler Memory Scale (WMS) were used. The experimental groups played cognitive games such as Lomocyte and Tetris for 16 one-hour sessions, and the control group did not play any games during this time. The results showed that playing computerised cognitive games has a significant effect on creativity and working memory among preschool children. However, there is no significant effect on selective attention, cognitive flexibility, planning and organising. The results of this research have important theoretical and applied implications regarding the role of computerised cognitive games in promoting cognitive functions of preschool children.

The purpose of this study was to evaluate the efficacy of eye movement desensitization and reprocessing treatment on mind-wandering, shyness and anxiety in students with social anxiety. The research method was quasi-experimental with pretest and posttest with control group. Thirty students with social anxiety disprder selecte vouluntary and were randomly assigned to two experimental (n = 15) and control group (n = 15). Before and after treatment, the questionnaires of mind-wandering, shyness, and social anxiety were administered on control and experimental groups. The results showed that desensitization training with eye movement and reprocessing reduced mind-wandering, shyness and social anxiety in the experimental group compared to the control group. As a result, it can be stated that desensitization treatment with eye movement and reprocessing is effective in improving mind wandering and shyness and social anxiety symptoms in students with social anxiety disorder.

This study has aimed to investigate the effect of three-dimensional and two-dimensional video games on problem-solving styles of students. Statistic society in this study consisted of Persian Gulf University students in 2016-2017 academic year. And after notification by the proclamation, 45 students were selected voluntarily. At first all 45 students, completed intelligence test and past the experience of video game questionnaire, after matching and based on the  intelligence scores and video games experience, subjects were divided into three groups by random matching. Two experimental groups were treated for 4 weeks by playing video games (Experimental group 1 by three-dimensional game and Experimental group 2 by two-dimensional game) and in the control group nobody ran games.  Cassidy & Long problem solving style is used as measuring tools. The results showed that the experimental group 1 and group 2 had significantly higher scores on problem solving styles and component of helplessness and creativity, compare to the control group. Based on this study`s findings, video games can be used as a tool for teaching problem-solving skills

The present research was carried out to study the diligence of non-runaway girls in the usage of coping strategies. The type of the research is post hoc. 37 runaway girls, who were incarcerated and kept by relevant organizations, were selected via convenience sampling. Considering the mean age of the runaway girls, 37 single females residing in middle to low socioeconomic neighborhoods in Shiraz, were selected as the control group. The Coping Strategies Questionnaire (Kaver et al., 1989), Occupational Prestige Scale along with a number demographic questions was administered on the participants. The data were analyzed by applying Covariance statistical method. Results showed that there were significant differences between runaway and non - runaway girls in problem- and emotion- oriented coping strategies (P<0.0001). It means that the runaway girls compared with the non-runaway girls, were using less problem- and emotion- oriented coping strategies in facing with stress.

Early maladaptive schemas and difficulties in emotion regulation are separately considered as key components in characterization of disorders in several psychopathological models. The aim of this study is to survey the role of early maladaptive schemas as a cognitive factor and difficulties in emotion regulation as an emotional factor in students’ anxiety. Sample included 108 female and 92 male students of Persian Gulf University who were given the Difficulties in Emotion Regulation Scale، Short Form of Schema Questionnaire and Beck Anxiety Inventory. The results of stepwise multiple regression on difficulties in emotion regulation showed that limited emotion regulation strategies was the most important variable and impulse control difficulties proved to be the second variable. The results on early maladaptive schemas also extracted two schemas of vulnerability to illness and abandonment in terms of importance. In sum، findings on total variables suggested three variables of vulnerability to illness maladaptive schema، abandonment maladaptive schema، and impulse control difficulties in respect of importance. According to the results of this research، cognitive and emotional factors have simultaneous roles in prediction of students’ anxiety. The results have been explained on the basis of cognitive/emotional theory of anxiety.