hamid barani

he aim of this study was to describe the concept of self-deception and investigate the psychometric properties of Sirvent, Herrero, Moral, & Rodríguez›s self-deception questionnaire (2019) (SDQ-12) in undergraduate students at Shiraz University. The study participants were 315 students (185 girls and 130 boys) who were studying in the 2019- 2020 academic yea,and completed Sirvent et al.›s (2019) Self-deception questionnaire, Khoramie & Ghaemi›s (2018) Moral Character, and Bandura, Barbaranelli, Caprara & Pastorelli› s (1996) Moral Disengagement scales. The Data were analyzed using correlation coefficient, Cronbach›s alpha coefficient, and confirmatory factor analysis. The results of confirmatory factor analysis confirmed two factors of mystification and manipulation. The results of correlation with other tests and Cronbach›s alpha coefficient also confirmed the convergent validity and reliability of the questionnaire. The results showed that Sirvent et al.›s self-deception questionnaire has a very good validity and reliability in Iranian students, and it is effective in measuring self-deception in two dimensions mentioned.

The aim of this study was to investigate the psychometric properties of behavioral emotion regulation questionnaire (BERQ). The research was a correlational study and the validation of the test. Participants were 291undergraduate students (121 male, 170 female) of Shiraz University in 1398-99 academic year, selected by random multistage cluster sampling method and completed Behavioral Emotion Regulation Questionnaire (Kraaij & Garnefski, 2019), Cognitive Emotion Regulation Questionnaire (Garnefski, Kraaij, & Spinhoven, 2001), Basic Psychological Needs Satisfaction and Frustration Scale (Chen, Vansteenkiste, Beyers, Boone & Deci, 2015) and Neuroticisim scale (Costa & McCrae, 1992). After translating the Behavioral Emotion Regulation Questionnaire, Correlation and Confirmatory factor analysis with other scales were used to determine the validity. Cronbach’s alpha method was also used to evaluate the reliability. The results of confirmatory factor analysis confirmed the five factors of Seeking Distraction, Withdrawal, Actively Approaching, Seeking Social Support and Ignoring. The results of correlation with other tests also confirmed the convergent validity of the scale. Also, all Cronbach’s alpha coefficients indicated a high internal consistency of the factors. The results show that the Behavioral Emotion Regulation Questionnaire has a very good validity and reliability in Iranian students, and is effective in measuring behavioral emotion regulation in the five dimensions mentioned.

Despite the importance of social safeness, little research has provide a causal explanation. Therefore, the purpose of this study was to introduce a causal explanation of the social safeness based on neuroticism and the satisfaction and frustration of basic psychological needs among a group of undergraduate students at Shiraz University. Participants were 291 (170 girls) during 2020-21 academic year, who were selected using a multi-stage random cluster sampling method. They completed the Costa and McCrae neuroticism scale (1992), basic psychological needs satisfaction and frustration scale Chen et al. (2015), and social safeness and pleasure scale Gilbert et al. (2009). The validity and reliability of the research scales were evaluated and confirmed using confirmatory factor analysis and Cronbach's alpha coefficient. For analyzing the research model, path analysis and Amos 24 software was used. Also, the results showed that the research model fits well with the data collected. Findings showed that neuroticism predicted social safeness indirectly (Through the mediation of the basic psychological needs satisfaction and frustration). In general, the results of this study indicate that social safeness planning requires attention to both personality traits and the situations created by these traits, such as the satisfaction and frustration of basic psychological needs. The results are discussed based on research and theoretical evidence.

The purpose of this study was to examine the effect of Dialectical Behavior Therapy skills on anxiety and depression symptoms in university students. The research method was an experimental method of data collection and was applied purposively. The statistical population of the study consisted of all male high school students in the city of Kavar during the 2019-20 academic year, and 30 students with moderate to high scores for anxiety and depression were selected. The sampling procedure was multistage cluster randomization. An adolescent dialectical behavior therapy skills protocol was used to deliver the interventions. In addition, the Hospital Anxiety and Depression Scale (HADS) was used for data collection. The validity of the instrument was examined using confirmatory factor analysis (AMOS software version 24), the reliability of the instrument was examined using Cronbach’s alpha (SPSS software version 24), and the significance of the training performed was examined using MANCOVA (SPSS software version 24). The results of the MANCOVA statistical analysis showed that teaching dialectical behavior therapy skills had a significant effect on reducing students' anxiety. However, it had no significant effect on reducing students’ depression. In general, it can be concluded that dialectical behavioral therapy techniques can be used to reduce students' anxiety, but teaching these techniques to reduce students’ depression requires further consideration.

The purpose of this study was to find a causal explanation of dimensions of academic dishonesty in a group of undergraduate students at Shiraz University. The research method was applied due to the purpose and descriptive correlation due to the method of data collection. The statistical population of the study is all students of Shiraz University in the academic year 2018-2019, out of which 202 subjects (120 girls and 82 boys) were selected through multistage random sampling. The measurement instruments included Conscientiousness Subscale of Big Five Factor Personality Inventory (CS-BFPI), Academic Responsibility Scale (ARS) and Academic Dishonesty Scale (ADS). The validity and reliability of the research scales were also tested by confirmatory factor analysis and Cronbach’s alpha coefficient. SPSS version 24 and AMOS version 24 software were used to analyze the descriptive data and correlation matrix between variables and to test the hypotheses and research model. The results showed that the research model fit well with the data collected. Findings showed that conscientiousness predicted the dimensions of academic dishonesty indirectly (through academic responsibility). In addition, maximum variance was explained by cheating on the exam and minimum variance was explained by falsification in the model. Overall, the results of the present study highlight the role of academic responsibility along with the personality traits of conscientiousness in explaining the dimensions of academic dishonesty and especially the dimension of cheating in examination.

The aim of the present study was to investigate the psychometric properties of Bashir and Bala’s scale for measuring academic dishonesty. Participants in the study were 452 undergraduate students (163 men and 289 women) at Shiraz University in the academic year 1398-99. They completed the scales of Bashir and Bala’s academic dishonesty, Khormaei and ghaemi’s moral character, Bandura et al.’s moral disengagement, Rimkus’s cheating, Goldberg’s conscientiousness, Akbay et al.’s academic responsibility, and Savari’s academic procrastination. The reliability of the scale was assessed using Cronbach's alpha method; on the other hand, confirmatory factor analysis, internal consistency and correlation with other scales were the measures taken to determine its validity. The results of confirmatory factor analysis confirmed the six factors of cheating in examination, plagiarism, outside help, prior cheating, falsification and lying about academic assignments underlying the academic dishonesty scale. The results of the correlation with other tests also confirmed the convergent and divergent validity of the scale. Cronbach's alpha also revealed the acceptability of all the coefficients pertaining to the internal consistency of the subscales and the total score of the scale. The results suggest that Bashir and Bala’s academic dishonesty scale yields quite reliable and valid results for Iranian students and has the necessary efficiency to measure academic dishonesty in the six dimensions the scale specifies. The results are discussed based on research and theoretical evidence.

Although different tools have been designed to measure mindfulness, none of these tools comprehensively examined the dimensions of mindfulness together. Moreover, they were related to a specific age group only. In response to this research gap, the Droutman et al.'s Mindfulness Scale (AAMS) is designed with 19 items to measure four dimensions of mindfulness for both groups of adolescents and adults. The aim of the present study was to investigate the psychometric properties of Droutman et al.'s Mindfulness Scale in two groups of students.

The present study, in the form of a psychometric study, sought to investigate the validity and reliability of the Droutman et al.'s Mindfulness Scale. The study participants were 525 people (220 university students and 305 school students) who were studying in 1397-98 academic year and completed Droutman et al.'s Mindfulness Scale, Gilbert et al.'s Social safeness and pleasure scale, Keyes & Magyar-Moe Emotional well –being scale, and Kraaij & Garnefski behavioral emotion regulation questionnaire. The Data were analyzed using correlation coefficient, Cronbach's alpha coefficient and confirmatory factor analysis.

The results of confirmatory factor analysis confirmed the four factors of attention and awareness, being non- reactive, being non-judgmental and being self- accepting. The results of correlation with other tests also confirmed the convergent validity of the scale. The Cronbach's alpha method was used to determine the reliability of the scale, with all coefficients indicating an acceptable internal consistency of the subscales and the total score of the scale.

The results show that the Droutman et al.'s mindfulness scale has a very good validity and reliability in Iranian university and school students, and It is effective in measuring mindfulness in the four dimensions mentioned. The results are based on research and theoretical evidence.

The purpose of this study was to investigate the mediating role of moral disengagement in the relationship between mindfulness and social- emotional loneliness in the undergraduate students of Shiraz University. This study was a correlational design and it was conducted by structural equation modeling. The Statistical population of the research included all undergraduate students at Shiraz University who were studying during 1397-98 year. Participants were 360 (190 girls and 170 boys) undergraduate students at Shiraz University which were selected via random cluster sampling method, and completed the mindfulness scale of Droutman et al. (2018), moral disengagement of Bandura et al. (1996), and social- emotional loneliness of Di Tommaso et al. (2004). The validity and reliability of the research scales were also verified by confirmatory factor analysis (AMOS software version 24) and Cronbach's alpha coefficient (SPSS version 24 software). The results indicated that the research model fits well with the data collected. Also, The findings revealed that the negative effect of mindfulness on social- emotional loneliness (β= -0/40, p<0/003), negative effect of mindfulness on moral disengagement (β= -0/42, p<0/01), positive effect of moral disengagement on social- emotional loneliness (β= 0/31, p<0/02), and The negative effect of mindfulness on social- emotional loneliness mediated by moral disengagement (β= -0/13, p <0/02) were significant. In general, the findings of the present study illustrate the role of mindfulness and moral disengagement in explaining social- emotional loneliness.

The present study was conducted to investigate the mediating role of academic help-seeking in the relation of academic emotion of hope and academic dishonesty. Participants were 360 high school students (177 girls and 184 boys) who were selected via random cluster sampling method. In order to investigate the research variables Academic Emotion of Hope Questionnaire (Pekrun et al., 2002), Help-Seeking Scale (Ryan & Pintrich, 1997), and Academic Dishonesty Scale (McCabe & Trevino, 1996) were used. For analyzing the research model, structural equation model and AMOS22 software were used. Results showed that academic emotion of hope predicted academic dishonesty directly and also indirectly through academic help-seeking. Conclusively, results of this study showed the importance of academic emotion of hope and academic help-seeking in the reduction of academic dishonesty.

The present study aimed to investigate the mediating role of Self- Concept in the relationship between Family Affective Atmosphere and Academic Dishonesty.The participants were 209 (96 girls and 113 boys) Elementary students from Fasa city selected via Random Cluster Sampling method. All participants completed Hill Burn's Family Emotional Atmosphere Scale (1964), Chen and Thompson's Academic Self- Concept Inventory (2004), and McCabe and Treviño's Academic Dishonesty Scale (1996). To analyze the research model, structural equation model was used. Results showed that Family Affective Atmosphere predicted Academic Dishonesty through Self- Concept. Results of this study showed the importance of Family Affective Atmosphere and Self- Concept in Academic Dishonesty.

The present study aimed to investigate the mediating role of academic self-regulation in the relationship between academic hope and academic avoidance. A sample of 265 senior high school students (170 girls, 95 boys) were selected by the random cluster sampling method. The participants completed the Self- Regulation Questionnaire (Bouffard, Boisvert, Vezeau & Larouche, 1995), the Academic Hope Scale (Khormaei & Kamari, 2017) and the Academic Avoidance Questionnaire (Khormaei & Saleh Ardestani, 2017). The results of structural equation modeling indicated that academic hope had a negative direct effect on academic avoidance. The academic hope had a negative indirect effect on academic avoidance through academic self-regulation. The findings suggested the importance of academic hope and academic self-regulation in reducing academic avoidance

The purpose of this study was to examine the content of the culture and art books in first secondary high school in terms of the level of creativity components from the viewpoints of Gilford and Beacards. The present study was conducted using descriptive approach and content analysis method. The contents of these books were studied using the Guillard and Beacard's creativity components logbook. Sample and statistical society of the study were the culture and art books in first secondary high school and the analysis unit were sentences and images in the book. The results of the analysis showed that the conflict coefficient (creative / non-creative components ratio) of text in seventh, eighth and ninth grades was 2.12, 2.18 and 2.48, respectively, and the coefficient of involvement (the ratio of creative components to Non-females) images were 13.66, 33.66 and 32.22, respectively. According to the results, the content of these books in terms of creativity components is at the desired level.