فهرست مطالب hossein bagholi

The objective of the current investigation is to explore the social cognitive precursors of academic burnout within a causal model mediated by alexithymia.

The methodology employed in this study consists of correlation and structural equation modeling. The target population comprised all high school students in the 2021 of Firozabad city, with a sample size of 285 individuals selected through multi-stage cluster random sampling. Data collection involved the utilization of Bresso et al.'s academic burnout scale, Bagby et al.'s alexithymia scale, and Collins and Reed's attachment styles scale. The data analysis was conducted using structural equation modeling, with the mediation role being examined through the application of the bootstrap in AMOS.

The results indicated that attachment styles exhibited a direct impact on alexithymia and an indirect influence mediated by alexithymia on academic burnout. Moreover, alexithymia demonstrated a direct association with academic burnout.

Consequently, it is plausible to assert that attachment styles and alexithymia constitute pivotal constructs in elucidating academic burnout.

The purpose of the present study was to explain the role of sexual satisfaction, intimacy, commitment and marital compatibility in marital stability with emphasis on couples with children.

In terms of the purpose of the present research, and in terms of the method, it is one of the descriptive researches of correlation with the application of structural equation modeling. The statistical population of the research was the couples of Shiraz city in the first half of 2023, from which 250 couples (500 people in total) were selected as samples. The research tools were Adams and Jones Marital Commitment Questionnaire (1997), Marital Intimacy Scale (1983), Spanier Marital Compatibility Questionnaire (1976) and Sexual Satisfaction Subscale from Enrich Marital Satisfaction Questionnaire (1989). Data analysis was performed using spss-27 and Amos-26 software, respectively, by applying Pearson's correlation coefficient, multivariate regression and maximum likelihood, taking into account the maximum error level of 5% (P<0.05).

The findings of the research showed that marital compatibility (0.39) covered marital satisfaction (0.77), two-person solidarity (0.59), two-person agreement (0.80) and expression of affection (0.76); Marital intimacy (0.22), sexual satisfaction (0.16) and marital commitment (0.23) covering commitment to spouse (0.64), commitment to marriage (0.79) and feeling of commitment (0.78) affect marital stability (P<0.05). According to the findings, the fit indices showed favorable values, which indicated the approval of the developed model.

Based on the findings; Sexual satisfaction, intimacy, commitment, and marital compatibility have a significant effect on marital stability, which, as a result, overshadows the desired functioning of the family, followed by parenting and raising the next generation; Therefore, it is suggested to the experts in the field of psychology and family and marriage counseling, as well as the supervisors and officials of this field, to take into account the effectiveness of their plans at the micro level of the family and at the macro level of the society and adjust the treatment solutions according to these two areas

The researches focused on exploring the relationship between personality and its influence on psychological disorders, revealing that diverse personality traits are linked to various types of psychological disturbances, with perfectionism being one of these personality traits. Consequently, the primary objective of this research was to investigate the structural model of adolescent narcissism, using perfectionism as a predictor, and considering the mediating role of alexithymia.

The research approach adopted was descriptive, correlational, and specifically focused on structural equation modeling. The research sample encompassed all high school students within the city of Shiraz, Iran, during the year 2021. A total of 512 students were included in the study, selected through a multi-stage cluster random sampling procedure, and they provided responses to questionnaires measuring narcissism, alexithymia, and perfectionism.

The findings of the study revealed significant and positive associations between perfectionism and alexithymia with narcissism. Moreover, perfectionism was found to be positively and significantly associated with alexithymia. In summary, perfectionism can be seen as an indirect and significant predictor of narcissism, mediated through alexithymia. Ultimately, these research outcomes underscore the substantial role of perfectionism in predicting narcissistic tendencies among adolescents, both directly and indirectly through the lens of alexithymia.

These insights can serve as a valuable resource for psychologists and counselors working with adolescents.

The International TIMSS exams, which include math and science exams, are held every four years to improve the performance of countries' education systems, the results of which are influenced by a variety of factors. The purpose of this study is to formulate a differential equation of successful and unsuccessful students based on school components in the TIMSS 2019 exam. The method of this research is correlational in the form of differential equation. The statistical population is all schools participating in the TIMSS 2019 exam. The sampling method is the same as the regular two-stage cluster sampling method that was performed in the TIMSS 2019 exam. The data collection tool in this study is the questions of the 2019 TIMSS International Examination Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement (IEA) in 2019. This test is valid because it is a global standard test and to calculate its reliability, Cronbach's alpha method was estimated on about 30 people in the study population and a coefficient of 0.85 was obtained, which indicates its reliability. Differential analysis method was used to analyze the data.The findings of this study showed that the characteristics of the school with a resolution of 0.711, about being a teacher with a resolution of 0.255, the school's emphasis on scientific success with a resolution of 0.247, the school atmosphere with a resolution of 0.227, readiness for school with a coefficient of 0.226, mathematical assessment with a coefficient of 0.199, about teaching with a coefficient of distinction of 0.180, school emphasis on academic success with a coefficient of distinction of 0.152, subjects of mathematics teaching with a coefficient of separation of 0.147 and the experience and education of the principal with a coefficient of separation of 0.145 have the greatest impact on the separation of successful students from unsuccessful students based on school components. The results of data analysis showed that the differential analysis equation is able to distinguish successful students from unsuccessful students based on school components.

This study aimed to explain the causal model of marital boredom based on emotional and social maturity among married people in Shiraz, Iran.

 This descriptive and correlational study was conducted on 362 married people (270 women and 92 men) married for 10 years and were selected by convenience sampling method. The data were collected using the Paynes' Marital Boredom Self-Report Scale (1996), Yashvir and Bhargava's Emotional Maturity Scale (EMS) (1991), and Rao's Social Maturity Scale (RSMS) (1973). In addition to descriptive statistics (mean, standard deviation, and correlation matrix), inferential statistics (structural equation model) were used to analyze the data of the aforementioned scales collected from the sample population by AMOS software.

The results showed that emotional maturity predicts marital boredom negatively and significantly (P<0.01, β= -0.69); however, social maturity is not a significant predictor of marital boredom (P<0.01, β= -0.09). After calculating the model by considering the output correction indicators of AMOS software, this model was modified and fitted with eight indicators. In general, the results of this analysis confirmed a good model fit.

The causal model showed that emotional maturity is able to predict marital boredom negatively and significantly. However, social maturity is not a significant predictor of marital boredom.

 Academic emotions are defined as emotions that are directly related to development activities or the consequences of progress. The classroom is an emotional place; students spend countless hours completing projects, testing, and building social relationships to achieve real-life goals, so educational situations are fascinating. Positive emotions are among the prerequisites of behavioral self-regulation. Self-regulation skills focus on the role of the individual in the learning process, and individuals use their strategies to regulate their cognition. Students who cannot express their desires, when they feel rejected or upset and angry, withdraw or become aggressive instead of expressing their professionalism. Boldness is an effective way to distinguish between withdrawal and aggression. Assertiveness allows you to break free from stereotypes and create dynamism and innovation. This study aimed to compare the effectiveness and sustainability of self-assertiveness and self-regulation training on positive academic emotions of female high school students in Kouhchenar City, Iran.

 The research method was quasi-experimental and employed a pretest-posttest and one-month follow-up design with a control group. The study sample consisted of 90 female volunteer students in three classes of the first secondary high school in Kouhchenar City in the 2018-2019 academic year. Regarding the research's purpose and method, necessary explanations were given to the students, and they were requested to complete the consent forms if they wished to participate in this research (the criteria for entering the samples into the research). The criteria for leaving samples from the study were absence during the execution of one of the tests and absence of more than two sessions in the training course. Three groups were prepared and randomly assigned in self-regulation, self-assertiveness, and control. Students in the experimental groups received training sessions related to the group title for 8 sessions, and the control group continued with their normal class schedules. The Achievement Emotions Questionnaire (Pekrun, 2005) was used in the pretest, posttest, and follow-up. Data analysis was done using descriptive (mean, standard deviation, and graph) and inferential statistics (analysis of variance with repeated measures and Bonferroni's post hoc test) in SPSS version 23 statistical software. The significance level of statistical tests was 0.05.

 Results showed that in the control group, there was no significant difference between the different test stages in the emotions of pleasure and pride (p>0.05). However, in the experimental groups, there was a significant increase in the average emotions of pleasure and pride (p=0.001) in the posttest and follow-up stages compared to the pretest. The effectiveness of self-regulation and self-assertiveness training on increasing pleasure and pride was stable over time (p>0.05). There was a significant difference between the control and experimental groups in the emotions of pleasure and pride (p<0.05). A significant difference was observed between the experimental groups (p<0.05) in the feelings of pleasure and pride.

 Based on the findings of the research, self-assertiveness and self-regulation training effectively increase students' positive academic emotions and are stable over time. In comparison, self-assertiveness training is more effective on the emotion of pleasure, and self-regulation training is more effective on the emotion of pride.

Suicidal ideation is one of adolescents' major mental health problems. Understanding how to commit suicide and its prediction and prevention are among the major mental health challenges. Suicide could be associated with impulsivity. Today, impulsivity is ideologically conceptualized. In other words, impulsivity is associated with a lack of cognitive inhibition and a decision–making process that is imperfect in individuals. The inability to regulate emotion properly and efficiently seems to be one of the factors influencing suicidal tendencies. Emotional regulation is the internal and external processes responsible for evaluating, modulating, and monitoring emotional reactions to achieve the desired goals. Since the rate of suicide has increased significantly in recent years among young people and adolescents, we investigated the prediction of suicidal ideation based on impulsivity and emotion regulation.

The present study was cross–sectional and correlational. The study's statistical population included all adolescents living in Yasuj City, Iran, in 2020. The study participants included 380 adolescents who were selected using cluster sampling. The inclusion criteria were as follows: being teenagers (12–18 years old), living in Yasuj City, having full consent to participate in the plan, and not using drugs and psychotropic drugs. The exclusion criterion was the incomplete completion of the questionnaires. To collect the data, Beck Suicidal Ideation Scale (Beck et al., 1991), Barrat Impulsiveness Scale (Barrat et al., 1997), and the Emotion Regulation Questionnaire (Gross, 1999) were used. The Pearson correlation coefficient and multiple linear regression were used to analyze the data using SPSS software version 24 at a significance level of 0.05.

The results of the Pearson correlation coefficient showed significant negative relationships between impulsivity and suicide (r=–0.56, p<0.001) and emotion regulation and suicide (r=–0.50, p<0.001). In addition, the results of multiple linear regression analysis showed that impulsivity (β=–0.45, p<0.001) and emotion regulation (β=–0.37, p<0.001) significantly predicted the tendency to suicide.

According to the results, adolescents with poor emotion regulation and impulse control skills are more prone to suicide. Conversely, adolescents with emotion regulation and impulse control skills are less prone to suicide. Therefore, studying emotion regulation and impulse control is effective in counseling and treating suicidal ideation.

TIMSS is one of the most important comparative studies that assess the status of mathematics and science education. In the past few decades, Iranian students have performed poorly. Therefore, the purpose of this study is to differentiate successful students from unsuccessful based on individual factors to investigate what individual factors can be the basis for the success of individuals in this evaluation. The method of this research is correlational in the form of differential equation. The statistical population is all schools participating in the TIMSS 2019 exam. The sampling method is regular two- stage cluster sampling method that was performed in the TIMSS 2019 exam. The data collection tool in this study is the questions of the 2019 TIMSS Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement in 2019. Differential analysis method was used to analyze the data. The findings of this study showed that the number of books with a resolution of 0.630, science in school with a resolution of 0.462, assets with a resolution of 0.261, gender with a resolution of 0.231 and mathematics in school with a resolution of 0.210 have the greatest impact on the separation of successful students from unsuccessful students based on individual components. Therefore Having effective textbooks, presenting materials in a practical way and students' practical learning, and economic and financial status are among the individual factors influencing the success of the TIMSS and PIRLS test.

In dissociative experience, the coherent and perfectly coordinated quality of human cognition becomes highly incoherent. This study aims at investigating the mediating role of cognitive emotion regulation and cognitive distortion strategies between attachment styles and dissociative experiences among students.

This study was descriptive and used a correlation design. The statistical population consisted of all students of Islamic Azad University of Marvdasht. Using convenience sampling, 329 students (187 girls and 142 boys) were selected as the sample of the study. For accomplishing the research, the dissociative experiences (Bernstein and Putnam, 1986), attachment styles (Bartolomio and Horowit, 1991), cognitive distortion (Hammachi and Ozturk, 2004), and emotion regulation (Garnefski, Kraaij, Spinhoven, 2001) questionnaires, were used.

The results showed that the direct effect of safe style, isolation avoidance, and fearful style on dissociative experiences was equal to -0.15, 0.17, 0.21 which was significant (P < 0.01). The direct effect of preoccupied style was not significant. The indirect effect of safe and fearful style on dissociative experiences were equal to -0.12 and 0.33 which was significant (P < 0.01 and P < 0.05, respectively). The indirect effect of avoidance/detachment style and preoccupation style was not significant. The fitness of the model was 0.02, which was at the desired level.  

Considering the negative effect of secure style and the positive effect of insecure style on dissociative experiences, the importance of secure style and insecure style should be given more attention in treatment.

Numerous studies have examined the effectiveness of cognitive-behavioral therapy and mindfulness-based stress reduction on emotion regulation strategies. But there is a research gap between comparing the effectiveness of the two classic cognitive-behavioral therapies (CBT) and reducing mindfulness-based stress (MBSR) on emotion regulation strategies for patients with type 2 diabetes.

Comparison of the effectiveness of two classical cognitive-behavioral therapies and mindfulness-based stress reduction therapy was based on the strategies for regulating emotion in patients with type 2 diabetes in Shiraz.

The research was pre-test-post-test with control group. The statistical population included all type 2 diabetic patients present in Shiraz medical and hospital centers in 2018. Thirty-six diabetic patients were selected by simple random sampling and randomly assigned to three 12-person groups (two experimental groups and one contrast group). Research tools of Garnefskychr('39')s Cognitive Emotion Regulation Questionnaire, Craig and Spinhaon (2001), Mindfulness-Based Stress Reduction Therapy Meetings (Mouse et al., 2015) and Behavioral Cognitive Behavioral Therapy (Moloudi and Fattahi, 2011; quoted by Samadzadeh et al., 1397). ). Data analysis was performed using multivariate analysis of covariance.

Two cognitive-behavioral therapies of classical behavior and mindfulness-based stress reduction therapy had a significant effect on patientschr('39') emotion regulation strategies (P< 0/001). There was no significant difference between the two treatments in terms of the effect on emotion regulation strategies (P< 0/001).

Patients who participated in cognitive-behavioral therapy sessions and mindfulness-based stress reduction therapy experienced more positive and less negative emotion regulation strategies.

The aim of this study was to compare the effectiveness of education based on flipped learning and education based on participatory learning on academic achievement, academic self-regulation and academic engagement of sixth grade elementary school students in Lamerd city.

The research method was applied in terms of purpose and quasi-experimental with a pre-test-post-test design with a control group. The members of the research sample were selected by available sampling method. Researcher-made academic evaluation test, Bofard self-regulatory scale, and Shuffle and Becker academic engagement scale were the measuring instruments of this study.

In general, one-way analysis of covariance for academic achievement scores (F = 19.83 and p = 0.001), academic self-regulation (F = 22.19 and p = 0.001) and academic engagement (F = 19.86).

education based on collaborative learning had a positive and significant effect on academic self-regulation and academic engagement, but did not have a significant effect on academic achievement

The main purpose of this research was to study the effectiveness of approach based on acceptance and commitment training (ACT) on self-differentiation, and social health of householder women in Shiraz city. Method of study was experimental with pre-test and post- test .The sample of research were householder women of welfare and Imam Khomeini relief committee in Shiraz city, that 30 women selected through random sampling which divided in two groups of experimental and control groups. The tools used for collecting data were Self-differentiation questionnaire of Scorn and Andy and social health questionnaire of Keez. For analyzing data multi covariance analyses used. The results showed that approach based on acceptance and commitment training (ACT)had effect on social health. Acceptance and commitment training (ACT) could significantly increase emotional reaction, seperation and mixture with others in self-differentiation of householder women. Keywords: acceptance and commitment training (ACT), positive and negative affects , self-differentiation, social health, householder women

Numerous studies have examined the effectiveness of cognitive-behavioral therapy and mindfulness-based stress reduction on perceived stress and anxiety sensitivity. But there is research gaps between comparing the effectiveness of two classic cognitive-behavioral therapies (CBT) and reducing mindfulness-based stress (MBSR) on perceived stress and anxiety sensitivity in patients with type 2 diabetes.

Comparison of the effectiveness of two cognitive-behavioral therapies of classical behavior and treatment of mindfulness-based stress reduction on anxiety sensitivity and perceived stress in patients with type 2 diabetes in Shiraz.

The research was pre-test-post-test with control group. The statistical population included all type 2 diabetic patients present in Shiraz medical and hospital centers in 2018. Thirty-six diabetic patients were selected by simple random sampling and randomly assigned to three 12-person groups (two experimental groups and one contrast group). Research tools Cohenchr('39')s Perceived Stress Questionnaire (1983), Reese and Petersonchr('39')s Anxiety Sensitivity Questionnaire (1985), Mindfulness-Based Stress Reduction Therapy (Mouse et al., 2015) and Cognitive Behavioral Therapy (Moloudi and Fattahi, 2011; Samadzadeh and Hamkaran, 2018). Data analysis was performed using multivariate analysis of covariance.

The two cognitive-behavioral therapies of classical behavior and mindfulness-based stress reduction therapy have had a significant effect on perceived stress in the sample (P< 0/001). Mindfulness-Based Stress Reduction Therapy has been more effective than classical cognitive-behavioral therapy in examining studentschr('39') perceived stress (P< 0/001); Anxiety has been studied in the sample (P< 0/001). There was no significant difference between the two treatments in terms of the effect on anxiety sensitivity (P< 0/001).

Patients who participated in cognitive-behavioral therapy sessions and mindfulness-based stress reduction therapy experienced perceptual stress and experienced less anxiety sensitivity

The purpose of the present research was to compare thought-action fusion and attentional control in patients with obsessive-compulsive disorder and depression.

Method of this research was ex post facto. Statistical population of this study were all peoples with OCD and depression who came to psychiatric clinics and hospitals in Shiraz and they were diagnosed with OCD or MDD by psychiatrists. The research sample consisted of 30 patients with OCD and 30 patients with MDD who were selected by purposive sampling method. The Thought-Action Fusion Sacle (TAFS) and Attentional Control Scale (ACS) were used to gather data. Data were analyzed by Multivariate Analysis of Variance (MANOVA). Results showed that TAF moral and TAF (likelihood-others and likelihood-self) had higher levels in MDD and OCD respectively. Moreover, there was no significant difference between OCD and MDD groups in attentional control, on the other hand both groups had low attentional control according to means.

The results of this study indicated the importance of thoughtaction fusion and attentional control in formation and development of OCD and MDD disorders.

Test anxiety is a type of situational anxiety (certain phobia) that has a certain state of general anxiety including phenomenological, physiological, and behavioral responses to fear of failure and negatively affects one's quality of life. The purpose of this study was to investigate the effectiveness of cognitive behavioral hypnotherapy on reducing anxiety symptoms and improving the quality of life of students with test anxiety. The present study was an experimental study (with pre-test, post-test, and a 3-month post hoc study) in which repeated measures analysis of variance with control group were used. From among the first period high school male students of CHENAR SHAHIJAN in Fars province, 50 individuals with test anxiety disorder were selected and assigned into experimental and control groups. Data were collected using Friedman & Jacob Test Anxiety Inventory (1997) and the World Health Organization Quality of Life Instrument- Short Form (WHOQOL-BREF). The treatment protocol comprised using Wildermouth Cognitive Behavioral Therapy techniques in a hypnosis trance state for 9 sessions of one and a half hour weekly. Data were analyzed using repeated measures ANOVA and Bonferroni’s post hoc test using SPSS 22. The results showed that the psychological intervention in the post-test and post hoc reduced students' test anxiety scores in three dimensions of social humiliation, cognitive error and stress, and improved their quality of life. Cognitive behavioral hypnotherapy causes significant changes in the posttest test and post hoc of both variables, and thus this method can be part of the treatment of anxiety in the future and can be effective in improving the quality of life of individuals with test anxiety.

The purpose of present study was to compare the effectiveness of cognitive behavioral group therapy and acceptance and commitment group therapy on reducing of social anxiety symptoms in university students with social anxiety disorder. In this research, a semi-experimental interventional method was used using two groups of experimental and one control group. A sample of 45 students with social anxiety disorder was selected by convenience sampling method and then randomly assigned to two experimental and one control groups. Participants responded to the Social Phobia Inventory (SPIN) before and after interventions. The pre-test and post-test scores were analyzed using covariance test. The results showed that, both treatment groups outperformed control group, with no differences observed between CBT group and ACT group. Although ACT group slightly outperformed CBT group but the difference was not statistically significance. Findings shows that the two therapeutic approaches are equally effective in reducing the symptoms of social anxiety, and ACT can be a good alternative CBT in the treatment of social anxiety disorder.

The purpose of the current study was to compare the effectiveness of acceptance and commitment group therapy with cognitive behavior group therapy on reduction of experiential avoidance and fear of negative evaluation in university students with social anxiety.

In this research, using two groups of experimental and one control group, an experimental interventional method was used. A sample of 45students with social anxiety was selected by purposive sampling method and then randomly assigned to two experimental and one control groups. The experimental groups received 12 sessions of acceptance and commitment therapy and cognitive behavioral therapy, while no therapy administered on the control group. The experiential avoidance and fear of negative evaluation of the subjects were assessed using the AAQ-II and BFNE-II tests in two stages of the research. Final data were analyzed by Covariance analysis and Bonferronis post hoc test.

Comparison of the groups did not show any significant difference in the experimental avoidance component between the three groups. In the fear of the negative component, the evaluation showed while both treatments reduced fear of the negative evaluation, acceptance and commitment therapy outperformed cognitive behavioral therapy.

Treatment based on acceptance and commitment therapy is effective in reducing the fear of negative evaluation of students, and it is recommended to be used in working with students with social anxiety.