فهرست مطالب noor ali farokhi

The aim of this research was to investigate the psychometric properties of Cognitive Error questionnaire. This questionnaire standardization by Lefebvre (1981) in German and Possel (2009) in American. The questionnaire inclusive 4 subscale of catastrophizing, overgeneralization, personalization, selective abstraction. This scale has 24 items.

Research and standardization of research methods to validate the psychometric and cognitive errors to identify the research is descriptive survey. Research population were consisted of all married men and women originally Iranian. 439 persan participate in this study selected from five city of TERAN, ESFAHAN, AHVAAZ, MASHHAD and KORDESTAN.

The Results approved a hypothesized four-factor structure of theory of cognitive error. Standardization Scales of the questionnaire was married to Iranian men and women.

Questionnaire demonstrates a good reliability and construct validity showing its reliability and applicability.Keywords: Normalization, Psychometric indices, Cognitive Error Questionnaire, students.Keywords: Normalization, Psychometric indices, Cognitive Error Questionnaire, students.

The main goal of this study is to construct and analyze the Factor structure of the designed questionnaire to assess the general competency of the professional higher education managers (based on the approval of the Supreme Administrative Council). The statistical population of the study includes all managers in managerial positions at the basic level, . The sample size is estimated according to the studied objectives such as measurement model test and structural model test for 300 test group. To select the samples, several higher education centers in Tehran are randomly selected and then by referring to these centers, random sampling to is carried out. The data is used to describe the parameters and calibrate the questions using descriptive statistics, Spearman correlation, confirmatory factor analysis and various methods of item response theory. The results of confirmatory factor analysis reveal that the data fit well with the hypothesized model (9 competencies). The correlation range between different factors (competencies) is between 0.32 (between responsibility -communication skills) and 0.75 (between commitment and organizational belonging - effort and hard work). In the question theory method, the presumed unidimensionality assumption is established by the parallel analysis method for all questionnaire factors. The likelihood ratio test shows that for all factors, the generalized partial score model fits the data better. Cronbach's alpha coefficient ranged from 0.69 (organizational commitment and affiliation) to 0.82 (goal orientation and performance guidance). The findings demonstrate that this questionnaire can be used to assess the general competence of basic managers in higher education.

One of the important type of errors is differential item functioning (DIF). The aim of this study, using the Monte Carlo simulation method, was to determine whether the effect of missing data on the bias and precision of the Likelihood Ratio test for DIF detection differ across different missing data methods? The factorial design was used to examine the effect of six MDM methods on the effectiveness of IRT-LR test for DIF detection in the GRM, in terms of Type I error and statistical power. The statistical population in this study was all university students with undergraduate degrees in educational sciences and psychology in Tehran. A sample of 1100 students from this community were among the students studying at Allameh Tabataba’i, Tehran, Shahid Beheshti, Kharazmi, Islamic Azad University Tehran North Branch, Islamic Azad University Tehran South Branch and Islamic Azad University Central Tehran Branch in 2019. The academic alienation questionnaire was administered to them. G2 index and the effect size η2 were calculated for all first-order interactions. Multiple imputation and single regression substitution methods had the lowest contribution in the control of the type I error and the methods based on maximum likelihood and the person mean substitution showed the highest contribution in terms of error control, respectively. The statistical power of the test was similar in all methods in this study. The results of this study indicated that the missing data and observations and the length of the test had an important role in the effectiveness (bias and precision) of the test.

Multiple sclerosis is a neurological and progressive disease. Living with MS has many negative and positive effects on patients' physical and mental health. This study aimed to investigate the effect of emotion-focused therapy on post-traumatic growth and psychological capital in women with Multiple Sclerosis.

This study used a quasi-experimental method (a pretest-posttest plan with a control group). Participants consisted of 30 women with Multiple Sclerosis who were selected using a convenience sampling method and were randomly divided into two groups of experimental and control groups. Our measuring tool was a psychological capital inventory and posttraumatic growth inventory which was completed by the participants. Then, the participants in the experimental group participated in 10 sessions of 60 min of emotion-focused therapy in 10 weeks but the control group didn’t receive any therapy. Analysis of covariance method was used to analyze data.

Analysis of data showed that there was significant difference in psychological capital and posttraumatic growth in the experimental group, compared to the control group. (P≥ 0/05) There was a significant deference in all the subscale of psychological capital (self-efficacy, hope, resilience and optimism) and the fourth posttraumatic growth subscale (communication, personal strength, value of life and new ways) in women with MS in the experimental group (P≥ 0.05), but no significant difference in the spiritual change subscale.

The result showed, emotion-focused therapy can be an effective intervention to increase psychological capital and posttraumatic growth in MS patients and can be used to improve the psychological state and better cope with the disease.

Psychological capital is one of the concepts of positive psychology that causes flexibility and resilience in difficult situations. Based on this, psychological capital leads to the reduction of crime and damage. Since psychological capital is defined based on cognition, it is influenced by early maladaptive schemas. When early maladaptive schemas are activated, psychological disturbances follow. Also, personality factors that express differences in interactions are related to psychological capital. Perceived social support is the creation of belonging and the possibility for useful behaviors and informational, emotional, and material assistance. Today, focusing on strengths in various external (social support), internal (personality factors), and cognitive (early maladaptive schemas and psychological capital) dimensions, which is considered the basis of positive psychology, has been considered protective factors in crime that can improve mental health. This research aimed to analyze the path of psychological capital based on personality factors and early maladaptive schemas with the mediation of perceived social support in criminal offenders.

The current research was conducted using the correlation analysis method of the path analysis type. The research population included criminals who had committed murder, rape, armed robbery, and kidnapping. These defendants were arrested and prosecuted in Tehran and Alborz provinces, Iran. The sample included 291 criminals, who were selected by available sampling method. The criminals answered the questionnaires in Tehran Intelligence Police (Department 10 for murder, Department 16 for rape, Department 11 for kidnapping, and Department 5 for armed robbery) and Karaj Intelligence Police in Alborz Province. The Criminal Court of the Tehran Province and the Peace and Conciliation Unit of the Tehran Criminal Prosecutor's Office (District 27) responded voluntarily and in compliance with ethical principles. Questionnaires from 45 participants were excluded from the analysis due to incompleteness, and finally 246 questionnaires were analyzed. In this research, Psychological Capital Questionnaire (Luthans et al., 2007), Multidimensional Perceived Social Support Scale (Zimet et al., 1988), Young Schema Questionnaire–Short Form (Young, 1998), and NEO–Five Factor Inventory (NEO–FFI) (Costa & McCree, 1992) were used. In this study, descriptive and inferential statistics such as unweighted least squares (ULS) were used. SPSS26 and LISREL software were used for data analysis, and the significance level for all tests was considered 0.05.

Findings showed that mistrust–abused (p<0.05, β=–0.174), failure (p<0.05, β=–0.040), enmeshment–undeveloped self (p<0.05, β=–0.051), emotional inhibition (p<0.05, β=–0.161), and unrelenting standards/hypercriticalness (p<0.05, β=–0.170) had an inverse relationship with psychological capital. Neuroticism (p<0.05, β=–0.005) and openness to experience (p<0.05, β=–0.080) had inverse relationships with the psychological capital. The relationship of social isolation–alienation (p<0.05, β=–0.33), self–sacrifice (p<0.05, β=–0.050), entitlement–grandiosity (p<0.05, β=–0.13), insufficient self–control/self–discipline (p<0.05, β=–0.16) with social support was inverse. Extroversion (p<0.05, β=0.091), conscientiousness (p<0.05, β=0.043) and perceived social support (p<0.05, β=0.071) had direct relationships with psychological capital. Neuroticism (p<0.05, β=–0.02), extroversion (p<0.05, β=–0.17), agreeableness (p<0.05, β=–0.17) with social support had inverse relationships and openness to experience (p<0.05, β=0.08) and conscientiousness (p<0.05, β=0.17) had positive relationships with social support. Perceived social support mediated between abandonment–instability (p<0.05, β=0.02), mistrust–abused (p<0.05, β=0.01), social isolation–alienation (p<0.05, β =–0.02), vulnerability to harm or illness (p<0.05, β=0.01), enmeshment–undeveloped self (p<0.05, β=0.01), self– sacrifice (p<0.05, β=–0.0001), entitlement–grandiosity (p<0.05, β=–0.01) and insufficient self–control/self–discipline (p<0.05, β=–0.01) and psychological capital. Social support mediated between neuroticism (β=–0.0001, p<0.05), extroversion (p<0.05, β=–0.01), openness to experience (p<0.05, β=0.01), agreeableness (p<0.05, β=–0.01), conscientiousness (p<0.05, β=0.01) and psychological capital. The values obtained for all the indicators were within the optimal range (GFI=0.99, AGFI=0.99, CFI=0.99, RMSEA=0.0001, χ2=0.45).

Based on the research findings, the psychological capital and perceived social support of criminals are influenced by the early maladaptive schemas and personality factors.

Some studies show that adults with attention–deficit/hyperactivity disorder (ADHD) have problems in planning, completing and finishing assignments, completing assignments on time, and completing work tasks on time. Procrastination is a common phenomenon that is known as a stable behavioral trait and is introduced as a failure in self–regulation. Time perception refers to the ability to estimate the length and timing of events. Considering the importance of the role of time perception and the problems caused by procrastination and the inability to manage time in adults with ADHD and also because little research has been done in the field of improving time perception and most research studies have investigated the factors affecting time perception, so the purpose of this research was to investigate the effectiveness of the psycho–cognitive training package on procrastination in students with ADHD.

The present study was one of the applied studies with a pretest–posttest design with a control group. The statistical population of this research consisted of all students with ADHD who were referred to the Counseling Center of the University of Science and Arts. Of whom, 30 of them were selected through convenience sampling. Then, they were randomly placed in two experimental and control groups. The inclusion criteria were being in the age range of 18 to 24 years and having high scores on the Barkley Adult ADHD Rating Scale–IV (BAARS–IV). The exclusion criteria were being absent from more than two sessions and not completing the questionnaires. Barkley Adult ADHD Rating Scale–IV (BAARS–IV) (Barkley, 2011) was used to diagnose people with this disorder, and Procrastination questionnaire (Savari, 2011) was used in the pretest and posttest to measure procrastination. The experimental group underwent psycho–cognitive training intervention for 16 sessions weekly for two months and the control group did not receive any intervention. The data were analyzed at tdescriptive level (mean and standard deviation) and inferential level (Levene’s, Shapiro–Wilk, covariance analysis) at 0.05 level using SPSS21 software.

The results of covariance analysis by removing the effect of the pretest showed that the difference between the average scores of the experimental and control groups in the posttest was significant for procrastination (p<0.001) and its components including intentional procrastination (p=0.002), procrastination due to physical and mental fatigue (p=0.031), and procrastination due to lack of planning (p=0.043).

According to the findings, the psycho–cognitive training package reduces the procrastination of students with ADHD. Therefore, the mentioned treatment method is recommended to other specialists in this field.

The purpose of this study was to compare executive function, emotional regulation and Working memory in students with and without anxiety. The present study was descriptive and used a causal-comparative design. The population of the study consisted of all sixth grade male elementary students in Varamin in academic year 2017-2018. A sample of 150 students (75 students with anxiety And 75 students without anxiety) gathered by Cluster random sampling and participated in a causal- comparative study. In order to diagnose Anxiety disorder, an executive function test was first taken. Both groups of students were Matched in terms of intelligence, parental education, age and gender. The data were collected through the Coolidge Executive Functioning Questionnaire (2002), the Garnfsky Cognitive Emotion Regulation Questionnaire (2002), the Daneman & Carpenter Working Memory Questionnaire (1980), and the Reynolds & Richmond Manifest Anxiety Scale (1987). Independent t-test and multivariate analysis of variance were used to analyze the data. The Findings showed that Students with anxiety have lower mean scores in executive function test than students without anxiety and the difference is statistically significant (t =- 5.51, df = 59, sig = 0.001). Findings also showed that the mean scores in refocusing / planning strategies, positive evaluation and acceptance (components for emotional regulation) in the group without anxiety is higher than with anxiety and other strategies in the group with anxiety are higher than the group without anxiety. Finally, the different mean score for working memory (t = 0.84, df = 59, sig = 0.4) in the two groups (students with and without anxiety) was not significant. high anxiety is more likely to result in problems for executive functions, emotional regulation and working memory. Considering above mentioned finding, it seems that in order to increase the physical, mental and social health of students, executive functions and cognitive emotion regulation strategies training is absolutely essential.

Cognitive Load Theory is one of the most powerful research frameworks in educational research. The main concern within this framework is to develop a proper instrument to measure cognitive load. Hence, the goal of this research was to investigate the reliability and validity of the Cognitive Load Questionnaire designed by Kelpsch, Schmitz and Seufert (2017). This questionnaire was administered to 206 seventh- and eighth-grade female students, in which they rated the amount of intrinsic, germane, and extraneous load of various learning tasks on a 7-point Likert scale. The reliability and validity of the questionnaire were examined and confirmed through Cronbachchr('39')s alpha coefficient and t-test in which the quality of individualschr('39') answers in different tasks were compared together. In addition, confirmatory factor analysis was performed using LISREL 8.80, to investigate factor structure of the questionnaire. The results showed that the questionnaire has desirable reliability and validity to measure different types of cognitive load. The results of confirmatory factor analysis also revealed a three-factor structural model whose fit indices suggested a desirable fit with the data, thus corroborating the three-factor structure of the cognitive load questionnaire. Therefore, this questionnaire can be a proper measure to assess different types of cognitive load in seventh and eighth grade students.

The prevalence of risk-taking behaviors is a severe health threat. Therefore, present study aimed to causal model of tendency to high-risk behaviors in adolescents based on metacognitive beliefs and identity styles with role mediating of negative repetitive thoughts and resilience.

The quantitative - correlation method was used. The statistical population consists of all female students in Karaj city in year academic 2019-2020. In this study, according to convenience sampling method, 360 people female students by formula Kline (2016) were selected as samples. Sample research into scales were asked to Iranian adolescents risk-taking scale of Zadeh Mohammadi, Ahmadabadi, Heidar (2011), meta-cognitions questionnaire of Cartwright-Hatton & Wells (1997), revised identity style inventory of Berzonsky and et al (2013), repetitive thinking questionnaire-10 of McEvoy, Moulds & Mahoney (2014) and Connor-Davidson Resilience Scale (2003). Data were analyzed by SPSS and AMOS-24 software, using Pearson correlation and structural model.

Findings showed that there was positive and significant correlation between metacognitive beliefs, normative, diffuse-avoidant identity style and negative repetitive thoughts with tendency to high-risk behaviors (p < 0/01). Also, findings showed that there was negative and significant correlation between information, commitment identity style and resilience with tendency to high-risk behaviors (p < 0/01). In this study, structural equations modeling showed that have a signification relationship between metacognitive beliefs and identity styles directly and indirectly related to mediating negative repetitive thoughts and resilience with high-risk behaviors in adolescents.

Social well-being is one of three employee well-being dimensions and the missed piece of subjective well-being literature. The purpose of current research was modeling the social well-being in workplace, based on person-situation model and social exchange theory. This mediated-moderated structural model is developed considering the interactive role of bright and dark triad and collectivism organizational culture, besides mediation role of social influence tactics.

Partial least squares structural equation modeling (PLS-SEM) was used for analyzing this second-order hierarchical latent variable model. Participants were 292 employees of Iran National oil Company in the summer of 1398.

Fitness indices indicates the good fitness of social-wellbeing model (SRMR<0.08, NFI>0.9). Results showed that bright side of personality and collectivism organizational culture affect social well-being directly. In addition, findings showed that dark triad influences on social well-being is fully mediated by social influence tactics; so that Machiavellianism and narcissism increase the social well-being levels by influencing soft influence tactics utilization; Whereas psychopathy leads to applying hard influence tactics and cause social well-being reduction. Moderating effect of collectivism organizational culture on bright side of personality and social well-being was confirmed as well.

Overall findings indicate that personality factors are important determinants of social well-being, but understanding the social well-being construct in workplace requires including the whole image of bright and dark side of personality, as well as organization cultural factors.

 Autism is a kind of neurodevelopmental disorder that affects various growth characteristics of children. Joint attention deficit is among the first diagnostic symptoms of Autism Spectrum Disorder (ASD). Joint attention is essential in developing complex social skills and language. Individuals with ASD display deficits in this domain. Behavioral interventions targeting joint attention effectively teach these skills in young children with ASD. These children also encounter problems in different aspects of language and speech development. Joint attention is an early–developing social–communicative skill. Two individuals (usually a young child & an adult) use gestures and gaze to share attention concerning interesting objects or events. This skill critically impacts social and language development. Impaired development of joint attention is a cardinal feature of children with ASD; thus, it is crucial to develop this skill in early intervention efforts. Children with ASD are prone to impairments in joint attention skills compared to children with intellectual disabilities. The literature also indicates that the acquisition of combined attention skills in children with ASD concerns ancillary gains in other social abilities, including social initiations, positive affect, imitation, and expressive language.</span> The present study aimed to investigate the effects of joint education on linguistic skills in children with high functioning ASD.

This was a quasi–experimental study with pretest–posttest and a control group design. The sample consisted of 30 children selected through the convenience sampling method. Children were aged between 4 years and 11 months to 6 years and one month. The study participants were randomly assigned into the experimental and control groups. The study population included all young children with high functioning ASD referring to wellbeing health centers in Tehran City, Iran, in 2017. The experimental group underwent thirteen 60–minute joint attention training sessions. The instrument used in this study was TOLD–P:3. The sentence imitation and grammatical understanding scores from the language development test–primary third edition (TOLD–P:3; Newcomer & Hammill, 1998): Test of language development primary, designed to access children's receptive and expressive spoken language competence relative to semantics, syntax, and phonology.

The multivariate analysis of covariance data suggested a significant difference between the scores of the experimental and control groups on the adjusted averages of visual vocabulary, related vocabulary, oral vocabulary, grammatical understanding, sentence imitation, grammatical completeness, phonological analysis, and word production (p</em><0.001). This difference was observed in all of these variables; the scores of the experimental group were higher than the control group.

 There is a swiftly growing literature on training joint attention in children with ASD through various approaches, which may differ on several dimensions. Treatment methodologies may comprise the elements of structured teaching, child–directed teaching, or a combination. Interventions may also target initiations, responding, or both; however, strong evidence suggests that a systematic breakdown of social interaction components into smaller skill units best facilitates increased targeted joint attention behaviors. A burgeoning literature supports this claim with convincing demonstrations that toddlers with ASDs display marked deficits in joint attention skills during standardized assessments and rarely engage in periods of shared engagement that entail coordinating attention to social partners and a shared topic during social interactions. The collected results indicated the effectiveness of the joint education program on the improvement of language skills of children with high function. Therefore, it is suggested that this educational program be used to improve these children's linguistic and communication skills.

Attention–Deficit/Hyperactivity Disorder (ADHD) is a neuro–developmental disorder, i.e., defined per the Statistical and Diagnostic Guidelines for Mental Disorders–Fifth Edition (DSM–5) with the symptoms of attention deficit, impulsivity, and hyperactivity. Social interest is pivotal and defective in ADHD children; thus, improving it is positively correlated with positive psychological outcomes. Moreover, strengthening social interest reduces ADHD symptoms. Thus, the present study aimed to develop a curriculum of positive discipline and explore its effects on the relationship between children's social interest and ADHD.

This was a quasi–experimental study with pretest–posttest, one–month follow–up, and a control group design. The statistical population of the study included the parents of children aged 7–11 years with ADHD in Isfahan City, Iran, in the academic year of 2017–2018. To recruit the study sample, 30 parents were selected using the convenience sampling method from parents of children with ADHD and were randomly assigned to the experimental and control groups. The combination of the groups is either the first group or the experimental group (positive discipline training program), consisting of 15 mothers; the second group (controls) included 15 mothers who received no intervention. The inclusion criteria included students in the age range of 7–11 years, having ADHD, and the lack of other neurodevelopmental disorders. The exclusion criteria also included the unwillingness of mothers to participate in the study and not to complete the training course. Moreover, the positive discipline training program was performed by a trained specialist, and the study subjects were not concurrently trained with other intervention packages. The research tool was the Diagnosis of Attention Deficit Hyperactivity Disorder Questionnaire (Hashemi–Malekshah et al., 2017) and Social Interest Scale (SIS; Alizadeh et al., 2015). Before initiating the training sessions, the SIS was completed as a pretest. Then, the Positive Discipline Program was provided in eight 90–minute sessions. At the end of the training and the follow–up stage, the questionnaires were re–administered. To analyze the obtained data, descriptive statistics, including mean and standard deviation as well as inferential statistics, including Repeated–Measures Analysis of Variance (RM–ANOVA) and its assumptions and Bonferroni post hoc test were implemented in SPSS. The significance level of the tests was considered 0.05

The present research results suggested that the effect of group (p<0.05), time effect (p<0.05), and the effect of group and time (p<0.05) on responsibility–homework, communication with others–empathy, courage–confidence, and equal feeling versus inferiority–superiority were statistically significant. Findings also revealed a significant difference between pretest–posttest and pretest–follow–up of the mean scores of responsibility–homework (p=0.019, p=0.040, respectively), communication with people–empathy (p=0.011, p=0.030, respectively), courage–confidence (p<0.001, p<0.001, respectively), and equal feeling versus inferiority–superiority (p<0.001, p<0.001, respectively) in the experimental group; however, in the posttest–follow–up stage, no significant difference was detected on the mean scores of responsibility–homework (p=0.611), communication with others–empathy (p=0.201), courage–confidence (p=0.862), and equal feeling versus inferiority–superiority (p=0.177), indicating the stability of the effect of the intervention in the follow–up stage.

According to the current study results, a positive discipline training program positively affected social interest in children with ADHD. Thus, families and professionals in the field of children with ADHD are advised to use the mentioned program to improve the social interest of these children to greatly reduce the symptoms of this disorder.

Various intervention studies have been conducted to reduce adolescent Internet addiction, but a study that assessed the effectiveness of mindfulness therapy based on the adjustment of maladaptive schemas has been neglected. The aim of this study was to evaluate the effectiveness of mindfulness-based group therapy with respect to the adjustment of early maladaptive schemas in reducing Internet addiction in high school girls.

This quasi-experimental study was performed using a pre-test-post-test-follow-up design with a control group. The study population consisted of all adolescent girls in high schools in Tehran in 1398. The sample of this study was 30 adolescent girls who were selected by purposive sampling method and randomly assigned to two experimental and control groups (15 people in each group). The research tool was Kimberly Young's Internet Addiction Questionnaire (1998). For the experimental group, mindfulness-based therapy was administered in 8 90-minute sessions due to the modification of early maladaptive schemas (Young and Martin, 2010; Tizdal et al., 2012), but the control group did not receive any intervention. Multivariate and univariate analysis of covariance tests were used to analyze the data.

The results showed that mindfulness-based therapy reduces Internet addiction and its dimensions (spending too much time, dependence on peace of mind, neglect of social life, performance control and neglect of academic work tasks) in the post-test phase and The same dimensions were followed except for neglecting the academic job duties of the course (p <0.01).

According to the obtained results, it is recommended that psychologists and counselors use these two treatment approaches to reduce Internet addiction in girl adolescents.

Research has shown the presence of depression and dysfunctional attitudes among mothers of children with attention deficit / hyperactivity disorder; acceptance and commitment training has been neglected in depression and dysfunctional attitudes, despite its effectiveness on various variables. The purpose of this study was to determine the effectiveness of acceptance and commitment based education program on depression and dysfunctional attitude of mothers with children with attention deficit / hyperactivity disorder.

This study was a quasi-experimental and pre-test and post-test design with control and follow-up group. The statistical population of this study consisted of all mothers of children with ADHD. Out of this population, 40 were selected as available and randomly assigned to two experimental and control groups. The Depression Questionnaire (Beck, 1996) and dysfunctional attitudes (Weisman, 1978) were distributed among the study groups, eight sessions of acceptance and commitment based training were administered to the experimental group, and then post-test was administered. The findings were finally analyzed using SPSS software version 23 and repeated measurement test.

The results of repeated measures and post hoc tests showed that acceptance and commitment based education was effective in reducing depression and dysfunctional attitude of mothers of children with attention deficit / hyperactivity disorder and the effect of educational program was sustained over time (p≤ 0/005).

Acceptance and commitment education affects the depression and dysfunctional attitudes of mothers of children with attention deficit / hyperactivity disorder, so counselors and psychologists can benefit from this approach for mothers with specific children.

Social responsibility helps individuals define themselves and their roles as part of society and act responsible and active as a member of this community. The purpose of this study was to investigate the effectiveness of social responsibility- based educational program on the tendency toward high-risk behaviors at risk adolescents.

The research method was Pre-test – post-test quasi-experimental method with control group. The statistical population of the study was adolescents at risk in Tehran. The sample was students of a school in the 17th district of Tehran (consisted of 39 students) that was selected as available sample. Sample was randomly assigned to experimental and control groups. The educational program was administered to the experimental group in 10 sessions. The instrument used in this study was Iranian Adolescents Risk-taking Scale. Data were analyzed by SPSS and by using One-Way Analysis of Covariance (ANCOVA).

The results of the study showed that the F value obtained in the covariance analysis test is 5.52 and its significance level is less than 0.05; therefore, social responsibility- based educational program has a significant effect on the tendency towards risky behaviors in adolescents and decreases tendency to high risk behaviors. Promoting social responsibility can help adolescents avoid engaging in high-risk behaviors.

In the pre–pubertal period, socio–emotional development is increasingly essential for educational life; more emotional problems are observed in preadolescence, compared to childhood (9–12 years) and adulthood. Besides, neuroscience concerning the process of growth, revealed that the white matter of the brain increases linearly during the developmental period. This is while the increase in the gray matter of the brain occurs in preadolescence. Therefore, children in this age group demonstrate higher emotional reactions and mood swings, and need to receive more interventions to regulate their emotions, compared to other age groups. One of the newest and most effective methods to improve emotion regulation in children is employing mindfulness therapies. This treatment method, in particular, leads to the development of such capabilities in children. Understanding the mechanisms under the influence of mindfulness on preadolescent emotional processing could help to understand the most critical age of mindfulness–based interventions. Therefore, the present study aimed to determine the effects of mindfulness training on negative emotions/emotional instability and adaptive emotion regulation in students.

This was a quasi–experimental study with pretest–posttest and a control group design. This research was performed on fifth–grade elementary school students of education district 11 in Tehran City, Iran, in the academic year of 2018–2019. In total, 24 subjects were selected in a purposive manner based on the inclusion criteria of the study. Next, they were randomly assigned into two groups of experiment and control (n=12/group). The treatment protocol was presented to the experimental group for 12 weeks and the control group remained on the waiting list. The research variables were assessed by Shields and Cicchetti (1997) Emotion Regulation Checklist. The reliability of the Emotion Regulation Checklist was assessed using Cronbachchr('39')s alpha; i.e., for negative emotions/ emotional instability was brained as 0.96 and for adaptive emotion regulation, it was calculated as 0.83. The construct validity of this test has also been approved by performing confirmatory and exploratory factor analyses. The achieved data were analyzed by SPSS using statistics, such as mean, standard deviation, Kolmogorov–Smirnov test, Levenechr('39')s test, and Analysis of Covariance (ANCOVA).

The present study findings suggested the effectiveness of childrenchr('39')s mindfulness–based therapy, by modifying the pretest effect, for negative emotions/emotional instability (p=0.002). The same effectiveness was detected for adaptive emotion regulation (p=0.003).

Children encounter limitations in the areas of the brain involved in cognitive control; thus, they are not always able to regulate their emotions. Such actions involve using complex strategies for top–down brain processes, like cognitive reassessment. However, according to the obtained data, mindfulness training program increased adaptive emotion regulation and decreased negative emotions in the investigated children. Contrary to cognitive reassessment, mindfulness significantly affects the initial stages of the production of emotions. Therefore, mindfulness training could be considered as an effective intervention on negative emotions/emotional instability, and adaptive emotion regulation.

A characteristic that affects the quality of life in the general population is eating behaviors. Eating behaviors include restrained eating, eating at night, overeating, strict diets, worrying about body shape and weight, and emotional eating. Factors affecting eating behaviors consist of variables, like attachment styles. Attachment is a biopsychosocial phenomenon that involves social functioning, coping, stress response, psychological wellbeing, health behavior, and morbidity, i.e., why it is so important in psychological research. Research has suggested that studentschr('39') eating behaviors are among the main challenges and could be influenced by some psychological characteristics. The present study aimed to develop a structural model of eating behaviors based on attachment styles concerning self–compassion and loneliness in students.

This was descriptive–correlational research in terms of data collection method and we employed structural equation modeling. The statistical population of this study included all BA and MA students in Tehran City, Iran (age range: 18–40 y) in the fields of humanities, technical engineering, and art in the second semester of the 2019–2020 academic year. The study sample consisted of 522 students; after removing the distorted questionnaires, we analyzed a total of 481 responses. Our sample was randomly selected from the students of Islamic Azad and Government universities. We included Islamic Azad University of Tehran; Science and Research as well as Central Tehran branches. Besides, the included public universities were Allameh Tabatabai, Amirkabir, Science and Technology, and the University of Tehran. A randomized multistage cluster sampling method was employed in this study. Furthermore, the applied research tools included The Dutch Eating Behavior Questionnaire (DEBQ) (van Strien et al., 1986), the Adult Attachment Questionnaire (Simpson, 1990), the Self–Compassion Scale–Short Form (SCS–SF) (Raes et al., 2011), and the Social–Emotion Loneliness Scale for Adults–Short Form (DiTommaso et al., 2003). To analyze the obtained data, SPSS and AMOS as well as structural model methods were used.

The Pearson correlation analysis results suggested a direct and significant correlation between avoidant attachment style and self–compassion, and emotional eating behaviors (p=0.007). There was a direct and significant correlation between self–compassion and external eating (p=0.006). There also existed an inverse relationship between ambivalent and avoidant attachment styles, and loneliness, as well as a significant direct relationship with self–compassion (p=0.001). Besides, there was a direct and significant relationship between self–compassion and emotional eating and external eating (p=0.004). Findings also revealed that secure attachment (p=0.006, β=0.161) and avoidant attachment (p<0.001, β=–0.249) styles, with the mediating role of loneliness, could explain eating behaviors; however, the effect of ambivalent attachment style (p=0.082, β=–0.002) was not significant in this regard. Additionally, the effect of avoidant attachment style on eating behaviors, with the mediating role of self–compassion, was significant (p=0.009, β=–0.177); however, the impacts of secure (p=0.321, β=–0.125) and ambivalent (p=0.224, β=0.143) attachment styles were not significant in this respect. This structural model provided an appropriate fit with the mentioned variables (p≥0.001); Chi–squared=163.325, df=75, X2/df=2.178, RMSEA=0.050, CFI=0.925, NFI=0.911, and GFI=0.957.

Enjoying a safe attachment style and self–compassion, as well as improving insecure attachment styles and loneliness could improve the investigated studentschr('39') eating behaviors. Besides, the obtained data indicated that attachment styles, with the mediating roles of loneliness and compassion, could be a desirable model to explain eating behaviors.

Background:

 Nowadays use of teams and work groups to perform different tasks is increasing Social loafing point to the important thing that people may show less conscious effort in group than when working individually .

The present study aimed to Construction and Standardization of adolescents social loafing questionnaire

This research is a descriptive study in which 27 high school students of Kermanshah city (first and second secondary) participated A 34-item questionnaire, developed based on research literature and was completed by students for data collection. To determine the number of factor s of questionnaire, exploratory and confirmatory factor analysis by LISREL 8.7 and SPSS 16.0 software were used. Also awareness function of questions calculated by using software MULTI-LOG.

The research showed that the Cronbach's alpha coefficient of questionnaire that indicates the inner reliability and parallelism is high.( α =0.923) and validity through exploratory factor analysis by varimax's method produced four factors that are: Job characteristics, individual perception, group characteristics, inferiority and negative perceptions. Also by using of first and second order confirmatory factor analysis these four factors examined and results showed that validity of questionnaire is acceptable. Discussion and

Research findings indicate that adolescents social loafing questionnaire have acceptable psychometric characteristics. and it can be use as valid and reliable tool for research in Sociology and psychologically

There is increasing evidence that people with obsessive-compulsive disorder have emotional regulation problems that may play a key role in the development and maintenance of this disorder. Some believe that controlling the emotional reactions of patient with OCD may be a necessary factor in the development of obsessive thoughts. So, the aim of this study was to develop quality of life promotion program and determine its effectiveness on emotion regulation in people with obsessive-compulsive disorder. To this purpose, in a pretest–posttest semi- experimental research with control group, 30 patients with OCD were selected through convenience sampling method and randomly divided into experimental and control group. The experimental group underwent 11 sessions of training program and the control group did not receive any training. Score of emotion regulation in experimental and control groups was evaluated at beginning, after the training, and at 2-month follow-up. The results of covariance analysis showed quality of life promotion program improves emotion regulation in people with obsessive-compulsive disorder. Also, results of repeated measure test showed a persistent effect over a two-month follow-up period. Overall, this study emphasizes on controlling emotional reactions (for example, weak emotional regulation strategies) in people with obsessive-compulsive disorder.

Among human resources, the role of leadership is more privileged and more prominent than others, so it can be said that the success of an organization depends to a large extent on the efficiency of management and leadership. The present study aims to explain the main factors shaping and establishing the creative leadership of managers.

This study was carried out within the framework of qualitative approach by the grounded theory methodology. In qualitative and in the first stage, based on the data theory of the Foundation, 14 competent experts (experts) and managers of the education field were interviewed using a targeted sampling method. The data of this section were collected using semi-structured interview technique and reviewing of published documents. Data analysis was conducted using the qualitative analysis software (MAXQDA) based on the Strauss and Carbine systematic approach in three stages of open, axial and selective coding.

The process of developing creative leadership in schools and inferring about the relationships between them was obtained. Dimensions of the paradigmatic pattern include: 4 general categories of fundamentals (managerial maturity, creativity development), causative conditions (knowledge, knowledge development, culture), practical strategies (localization, functional flexibility), and axial categories (creativity, creativity, and empowerment) Obtained.

Due to the fact that some of the proposed factors are based on the views of the experts, future researchers may suggest that, given the innovative nature of the creative leadership structure, they would be examined in detail the implications of the implementation of these factors, including the educational programs based on creative leadership development must have a longitudinal property and associate with practice and activity.

Although loss is a common shared experience among human beings, the broad variety of loss and different meaning people give it, makes its definition a challenging problem for researchers and psychotherapists who work with this phenomenon. In the present study, based on a qualitative and phenomenological approach, the definition and meanings of loss and the variety of experienced losses were examined in a sample of young people who live in Tehran. The sample consisted of 13 people who attended two focused groups and 8 people who were deep-interviewed individually. All sessions were recorded, transcribed and analyzed using Interpretive phenomenological analysis. Results revealed that young people’s definition of loss could be categorized in three major groups: losing something and/or someone that we had, emotional consequences of loss and losing the desired object. In addition, a variety of personal and interpersonal loss experiences such as death of a close person, family, romantic or friendship losses, economical losses, health-related losses and losses regarding to mental concepts were identified. Compared to the previous literature, the present study shows that losses have an even wider range and are strongly related to the culture and life experiences of the people who narrate them. The implications of these results has been discussed and suggestions for further research has been provided. it is essential that future research investigate the response to individual and social loss in terms of their similarity to the common reactions in grief.

The present study investigates the comparison of executive functions of children with attention deficit/hyperactivity disorder and children with specific learning disorder with normal children, and with emphasis on non-comorbid conditions of these two disorders.

  The methodology of the study was descriptive of causal-comparative type. 24 children with attention-deficit/hyperactivity disorder and 27 children with a specific learning disorder were selected by convenience sampling method. After diagnosis and evaluation, executive functions in these groups were assessed by controlling central nervous system. Students with diagnosis of comorbidity were excluded from the study. Also, in order to compare the performance of children with attention deficit/hyperactivity disorder and specific learning disorder with normal children, 28 normal students were selected as the control group and entered the study. Collected data was analyzed using MANOVA and post hoc Scheffé's test. Also, the profile of executive functions of the three groups was presented in a graph.

the results of the study indicate significant differences between executive function skills in normal children and children with attention deficit/hyperactivity disorder and children with specific learning disorder. Also, significant differences between children with attention deficit/hyperactivity disorder and children with specific learning disorder in visual-spatial memory, composite memory, executive function, cognitive flexibility and response inhibition were observed. However, no significant differences were observed in working memory and verbal memory between children with attention deficit/hyperactivity disorder and children with specific learning disorder (p>0/01).

Based on the results, children with attention deficit/hyperactivity and children with specific learning disorder have a deficit in executive functions. Moreover, children with attention deficit/hyperactivity disorder are weaker than children with a specific learning disorder in executive function skills.

The purpose of this study was to investigate the structure of mathematical talent based on the proposed model developed on multiple criteria approach. According to this approach, math talent is known as an evolutionary product of the interaction of cognitive, personality and environmental characteristics of individuals.

The present study was a descriptive, correlational one and Structural Equation Modeling was used for the data analysis. The study population included all students of exceptional talents middle schools, in the academic year 2018-2019, in Tehran. The required data were gathered using the online version of Wisconsin Card Sorting Test, Corsi Block-Tapping Test, Deary-Liewald Reaction Time Task, Self-Regulation Strategy Inventory, Mathematics Skills Self-Efficacy, Classroom Climate in the Mathematics Lesson, Fennema-Sherman Attitude Mathematics Scale, Test of the Three-Mathematical Minds and the first-semester math score of the students. A sample of 243 middle school students (8th grade) was selected by convenience sampling method.

The results showed that in this study cognitive variables had a significant effect on math talent, but the statistical effect of personality and environment variables was not confirmed. Also, the results showed that the effect of cognitive variables on environmental variables and the effect of environmental variables on personality variables were confirmed.

Given the fact that mathematical talent is a multidimensional construct, the identification of gifted and talented students requires different tools and multiple criteria.

The ability to understand and being able to profoundly and deeply understand the within-person differences entail profile analysis which is considered to be a serious challenge in psychometrics area. This study was aimed at applying Profile Analysis via Multidimensional Scaling (PAMS) procedure in order to extract prototypical profiles underlying the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV). The design of the study is correlational and the population of the study consisted of all of the students studying at 6th distinct schools of Tehran. Using random cluster sampling method 200 students were selected. The sample were administered full subscales of WISC-IV. Data analysis using the PAMS procedure resulted in extracting 3 cumulative profiles. Statistically meaningfulness of the subtests within profiles were determined and they were labeled according to their dimensionality and underlying meaning (processing speed vs. working memory, lexical knowledge vs. visual alertness and perceptual reasoning vs. verbal comprehension). using the PAMS procedure in interpreting WISC-IV results could be beneficiary. Relying on individual parameters further clinical and applied implications are discussed.