mariam hosseinimotlagh

 Hyperactivity disorder has become an insoluble problem for psychologists and psychiatrists, parents, and teachers. This study aimed to explore how impulsive behaviors mediate the relationship between time management and false feelings in consciousness or metacognition in novice psychopaths.

 The current study is a descriptive-correlational research with a cross-sectional research design, utilizing structural equation modeling (SEM). The target population consists of all individuals who have sought treatment at psychological clinics in Tehran, with documented psychopathic disorders between July and December of 2023. The sample size included 198 individuals diagnosed with psychopathic disorder by expert psychologists within the past year. Participants were selected through purposive sampling. The research utilized the Barratt Impulsivity Scale (BIS), Time-Management Scale, and Metacognition Questionnaire-30 (MCQ-30) as measurement tools. Descriptive statistics were analyzed using SPSS version 27, while SmartPLS version 4 was used to examine path coefficients. A significant level was set at 0.05.

 Based on the findings from the study, it was revealed that the long-term planning aspect had a notable negative impact on both impulsive behaviors (β=-0.516, P-value<0.001) and negative beliefs (β=-0.674, P-value<0.001). Conversely, the short-term planning factor had a positive and significant influence on impulsive behaviors (β=0.293, P-value<0.001) and negative beliefs (β=0.214, P-value<0.001). Impulsive behaviors, acting as a mediating variable, showed no significant effect on negative beliefs (β=-0.017, P-value=0.772).

 The findings of the current research indicate that long-term planning reduces impulsive behaviors and negative beliefs, but short-term planning has the opposite effect on novice psychopaths. Additionally, the study revealed that impulsive behaviors do not have a significant impact on negative beliefs when serving as a mediating variable.

Parenting is a difficult but enjoyable process. When aligned with children's developmental process, parenting reduces problems and empowers children for better behavioral and emotional functioning. Therefore, this study was conducted to compare the effectiveness of positive parenting program (Triple P) and mindful parenting (MP) on the level of preschool children’s social development.

This was a quasi-experimental study with a pretest-posttest, control design and a 3-month follow-up. The study population included all mothers of preschool children in Shiraz in the educational year 2019-2020. The sample consisted of 45 mothers who were selected using convenience sampling and were then randomly assigned to two experimental groups, each including 15 mothers. First, the Children's Communication Checklist (CCC) (Bishop, 1998) was completed by the children’s mothers. Then, the first experimental group participated in Triple P sessions (Sanders et al., 2005) and the second experimental group took part in mindful parenting sessions (Duncan, Coatsworth, Gayles, Geier, & Greenberg‎, 2015). The control group did not receive any treatment. Subsequently, the aforementioned questionnaire was completed again by the mothers in the three groups. The collected data were analyzed using repeated measures ANOVA in SPSS software.

The results indicated that Triple P had a more positive effect on children’s social development level (p < 0.05) and the components of suitable initiation (P < 0.01) and social skills (p < 0.001) than MP training. Furthermore, the effectiveness of MP training on the children’s ability for suitable communication (P < 0.01) was greater than the Triple P.

Therefore, positive parenting and MP are both good ways to promote a child's social development. Thus, positive parenting program can be used as the preferred method for mothers to increase the social development of their children.

The aim of this study was to predict integrative self- knowledge based on self-compassion, self-discovery and mindfulness with the mediating role of emotional cognitive self-regulation in the university students.

The research method was correlational and specifically path analysis. The statistical population included all students of Shiraz Branch of Azad University in the academic year 2020-2021. The statistical sample consisted of 250 people who were selected by multi-stage cluster sampling and answered the questionnaires of self- knowledge, self-compassion, self-discovery, mindfulness, emotional cognitive self-regulation.

The results showed a good fit of the proposed model. The indirect effect of self-compassion, self-discovery, and mindfulness through emotional cognitive self-regulation of integrative self- knowledge was significant. Based on the research findings, it can be concluded that emotional cognitive self-regulation plays a mediating role in the relationship between self-compassion, self-discovery, mindfulness and integrative self- knowledge.

According to the results, it seems necessary to consider emotional cognitive self-regulation as the influential factor promoting integrative self- knowledge.