جستجوی مقالات مرتبط با کلیدواژه « تفکر ارجاعی » در نشریات گروه « علوم انسانی »

The present study aimed to determine the effectiveness of brain-based learning training on the academic competence and Repetitive Negative Thinking of female students in the second year of middle school in Tabriz city in 2021-2022. The research method was semi-experimental with a pre-test and post-test design and a control group. The statistical population was all female secondary school students of the second district of Tabriz city who were studying in the academic year of 2021-2022. The sample consisted of 40 students who were randomly selected in two experimental and control groups (20 people in each group). To collect information in the pre-test and post-test, all participants were evaluated through Diperna Valiot's Academic Competence Questionnaire(1999) and Ehring et al.'s Repetitive negative thinking Questionnaire (2010). The experimental group received the Cain, Cain, McClintic, and Klimek (2005) brain-compatible learning training program for eight 60-minute sessions. Data were analyzed using multivariate analysis of covariance test. The findings showed that there was a significant difference between the experimental group and the control group in terms of academic competence and repetitive negative thinking in favor of the experimental group (p<0.001). According to the results, it can be said that brain-based learning training can have useful practical implications in preventing problems of academic competence and repetitive negative thinking in students.

This study aimed to meta-analyze the effectiveness of interventions on students' referential thinking. The statistical population of the research was master's theses, doctoral dissertations, and research published in the field of interventions in magazines and scientific conferences of the country during the last ten years (2011-2021) in the field of educational interventions on student’s referrals thinking that had a suitable sample size and met the necessary conditions in terms of validity and reliability of the measurement tool and sampling method. Therefore, seven methodologically acceptable studies were selected and a meta-analysis was performed on them. The research tool was a meta-analysis checklist. The implementation stages of this meta-analysis were based on the meta-analysis stages of identity and Kramer. The results showed that the effect size of educational interventions on students' referrals thinking was relatively higher than 0.55. The most important point is that teaching cognitive-metacognitive strategies was more considered by researchers and had a higher effect on reducing students' referral thinking.

The purpose of this research was to determine the effectiveness of schema therapy on referential thinking and emotional exhaustion of female nurses. The research method was semi-experimental with a pre-test, post-test, and control group with a follow-up period of one month. The statistical population includes all the female nurses of Imam Khomeini Hospital (RA) in 1400, the total number of which was n=973. The research sample was 40 people and they were selected purposefully. Among the research sample, 20 people were randomly replaced in the control group and 20 people in the two intervention groups. The experimental group received the intervention during 10 sessions of 90 minutes once a week. The data were collected using the referential thinking questionnaire (PTQ), and job burnout (MBI) and analyzed by the variance analysis method with repeated measurements. The main effect of the group for referential thinking (P>0.05, F=95.4) and emotional exhaustion (P>0.05, F=13.9) are significant; That is, there is a difference between the two groups in terms of the mean of referential thinking and emotional fatigue. In referential thinking, the main effect of the three stages of measurement (P < 0.05, F = 14.5) and emotional fatigue also (P < 0.05, F 7.37) =) is significant. It can be concluded that this intervention was able to reduce the referential thinking and emotional fatigue of nurses to a great extent.

The aim of the present study was to Modeling structural relationships of uncertainty intolerance with worry mediated referral thinking, metacognitive beliefs and perfectionism in patients with generalized anxiety disorder. In terms of purpose, this research was applied, and in terms of method, it was a descriptive type of correlation based on structural equations. The statistical population of the research was made up of all the people with generalized anxiety disorder in the treatment centers of Sari city, to determine the sample size according to the number of observed variables and assigning a coefficient of 10 for each observed variable (20 observed variables in the model), and taking into account Due to the possibility of incomplete questionnaires, 220 people were selected as the sample size in a purposeful way (according to having the criterion of generalized anxiety disorder). The data collection method is based on five questionnaires: Friston et al.'s uncertainty intolerance (1994), Pennsylvania worry (1990), Ering's referential thinking (2010), Wells's metacognitive beliefs (1997), Spitzer et al.'s generalized anxiety disorder (2006), and Hill's perfectionism ( 2004) was done. The analysis of the information obtained from the implementation of the questionnaires was done through spss22 and Amos23 software in two descriptive and inferential parts (Pearson correlation and regression structural equations). The results of the data analysis showed that the research model was fitted and in total the effects of direct and indirect paths indicated that intolerance of uncertainty, referential thinking, metacognitive beliefs and perfectionism had a significant effect on worry and 86 percent of the variable of worry among those suffering from anxiety disorders inclusive, can be explained by the above independent variables, and 14% of this endogenous variable is explained by other variables outside the research.

The aim of this study was to investigate the difficult role of emotion regulation, self-differentiation, and coping styles in predicting referral thinking in adolescents with a history of drug use. This research was descriptive and correlational. The statistical population of this study was adolescents who were referred to addiction treatment camps in the 12th district of Tehran in the first six months of 1400. Among them, 120 people with a history of drug use were selected by convenience sampling. Research instruments include the Reference Thinking Questionnaire (PTQ) (Ehring et al., 2010), the Emotion Regulation Difficulty Questionnaire (DERS) (Graz and Roemer, 2004), and the Self-Differentiation Questionnaire (DSI-R) (Skorn and Friedlander, 1989) and the Strategies Questionnaire. CISS (Andler and Parker, 1990). Pearson correlation test and simultaneous multiple linear regression were used to analyze the data. Findings showed difficulty in emotion regulation (difficulty in controlling impulse, lack of emotional awareness, limited access to emotional regulation strategies, and lack of emotional clarity), self-differentiation (emotional reaction and emotional breakdown), and emotional coping style positive and significant relationship my position and problem-oriented coping style have a negative and significant relationship with referential thinking (P <0.05). Regression results also showed that difficulty in regulating emotion, differentiation, and coping styles were able to predict 0.36 of referential thinking. Given the difficulty in regulating emotion, self-differentiation, and coping styles associated with referral thinking, these concepts can be implemented in the form of workshops to reduce the return to addiction.

The main purpose of this study was to determine the role of hidden curriculum on referral thinking and self-directed learning in students. The present study is applied and because it examines the relationship between the three variables is of the correlation type.

The statistical population includes all tenth grade female students in Buchan city. In this study, based on Cochran's formula, 235 tenth grade female students in Buchan city were selected as a sample by sampling multi-stage clusters. Were. To collect information from Taghipour and Ghaffari Hidden Curriculum Questionnaires (2010); Ehring et al.'s (2010) reference thinking and self-directed learning scale were used in Fisher et al.'s (2001) students. Research data were analyzed by regression analysis using SPSS 23 software.

The results showed that there is a significant relationship between hidden curriculum with referral thinking and self-directed learning and hidden curriculum has the ability to predict referral thinking and self-directed learning.

There is a significant relationship between hidden curriculum and referral thinking and self-directed learning.

The main purpose of this study was to determine the effectiveness of teaching cognitive-metacognitive strategies on referral thinking and self-directed learning among seventh grade female students in Bukan. This was a quasi-experimental study in which a pretest-posttest design with a control group was used.

The sample consisted of 40 subjects who were selected through Convenience Sampling from seventh grade female students in Bukan and were assigned to the experimental (cognitive-metacognitive strategies) and control groups. In the intervention phase, the experimental group was trained in cognitive-metacognitive strategies for 8 sessions of 90 minutes. The control group did not receive any interventions. Ahring’s Reference Thinking Questionnaire (2010) and Fisher’s Self-Guided Learning Questionnaire (2001) were used in pre- and post-test stages to collect data for both experimental and control groups. Research data were analyzed through analysis of covariance using SPSS 23 software. The results of covariance analysis indicated a significant difference between the two groups.

The results showed that teaching cognitive-metacognitive strategies was effective in reducing the students' level of referential thinking and increasing their self-directed learning.

The aim of this study was to investigate the role of emotional self-awareness, referral thinking, and mental vitality in predicting relapse in women using drugs. This research was descriptive and correlational. The statistical population of this study was women who used drugs referring to harm reduction centers and night shelters in Tehran, District 12. Among them, 60 people who were on withdrawal for a maximum of two weeks were selected by purposive sampling. Research tools included the Addiction Return Prediction Questionnaire (Wright, 1993), Emotional Self-Awareness (Grant et al., 2002), Reference Thinking (Ering, 2010), and Mental Vitality (Ryan and Frederick, 1997). Pearson correlation test and simultaneous linear regression were used to analyze the data. Findings showed that returning to addiction had a positive and significant relationship with referral thinking (repetitive negative thoughts, perceived dysfunction, and mental capacity capture) and a negative and significant relationship with emotional self-awareness (recognition, identification, communication, problem-solving, environmentalism) and mental vitality (P <0.05). Regression results also showed that recognition (-0.38), communication (-0.20), problem solving (-0.26), repetitive negative thoughts (0.22), perceived inefficiency (0.40), mental capacity capture (0.31) and mental vitality (-0.38) predict a return to addiction. Given the role of emotional self-awareness, referral thinking, and mental vitality in predicting a return to addiction in women drug users, it is necessary to conduct workshops based on these concepts to people who are quitting drugs.

The aim of this study was to determine the effectiveness of cognitive – metacognitive strategies education the difference of Problem solving styles and referential thinking in high school female students in the second Khorramabad. this quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students Khorramabad were selected and randomly assigned to experimental groups (cognitive – metacognitive strategies education) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours Intervention cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking and Problem solving styles in the pretest and posttest for both test and control groups were used. Data were analyzed using of covariance. analysis showed significant differences between the two groups. Results showed that cognitive – metacognitive strategies education in increasing the level referential thinking and Problem solving styles is effective. Therefore, it can be said that as teachers learn and master the cognitive-meta-cognitive strategies of teaching, they can help reduce referral thinking and increase the use of student problem solving style.

The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. Data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in increasing the level of referential thinking and academic Resiliency is effective

Educational burnout is one of the most important problems in the educational system at all levels. The aim of this study was to investigate the mediating role of respective negative thinking in relationship between the dimensions of time perspective and academic burnout. The method was descriptive and correlational using structural equation modeling. The statistical population included all pre-university male students in Maybod city studying in the academic year of 2015-16. Among them, 261 samples were selected through multi-stage cluster sampling. Data were collected applying Zimbardo and Boyd's time perspective, Ehring et al.'s respective negative thinking and Berso's academic burnout questionnaires. The data were analyzed using structural equation modeling. The results of structural equation modeling showed that the negative last and present situation dimensions with intermediating respective negative thinking have a positive indirect effect on academic burnout. In addition, the positive last, pleasurable present and future dimensions with mediating respective negative thinking have negative indirect effect on academic burnout. These findings suggest that academic burnout will be decreased by changing the perspective of time and having positive thinking and sufficient resources for the purposeful thinking.

The purpose of the present study is to investigate the relationship between difficulties in emotional regulation and metacognitive beliefs with repetitive negative thinking in high school students.
The method of study was correlational. The statistical population present study comprised of all grade high school boy students of Tabriz in 2016-2017 academic years that were studying. A choice sample of the population, using cluster random sampling method, a sample of 353 subjects was chosen. For data collection, theEhring perseverative thinking questionnaire, Gratz and Roemer Difficulties in Emotion Regulation Scale and Wells & Cartwright-Hatton Meta-Cognitive Questionnairewere used. Data were analyzed by using Pearson’s correlation coefficient and multiple regression analysis.
The results showed that exist significant positive relationship between repetitive negative thinking with components of non-acceptance of emotional responses, emotional, difficulties engaging in goal-directed behavior, impulse control difficulties, lack of emotional awareness, lack of emotional clarity and total score difficulties in emotional regulation and no relationship was observed between repetitive negative thinking limited Access to Emotion Regulation Strategies. Also exist significant positive relationship between repetitive negative thinking with positive beliefs about worry, negative beliefs about uncontrollability, cognitive confidence and cognitive self-consciousness and there is no relationship between repetitive negative thinking with need for control. Also regression analysis revealed that the difficulties in emotional regulation, components of nonacceptance of emotional responses, impulse control difficulties, difficulties engaging in goal-directed behavior, metacognitive beliefs and component cognitive self-consciousness could positively and significantly predict the repetitive negative thinking in students.
The results show that component of difficulty in emotional regulation and metacognitive beliefs considerable part of repetitive negative thinking could explain in students.

This study aimed to determine the role of repetitive negative thinking as mediators of association between perfectionism and social anxiety. Materials and
The method of this study was descriptive-correlation. Among all of the students of Imam Khomeini International University in Qazvin, who were on the number 7030 people in 1394, 200 persons were chosen by random sampling. Data was obtained by using Ehring Perseverative thinking questionnaires (2010), Frost Multidimensional Perfectionism Scale(FMPS) (1990) and Connor social phobia questionnaire (2000) and analyzed using Structural Equation Modeling.
foundings showed that repetitive negative thinking mediates the association between perfectionism and social anxiety.
perfectionism and repetitive negative thinking have the role of predictors for social anxiety. So that, with increasing the perfectionism and repetitive negative thinking, social anxiety increases, too. The perfectionists that have repetitive negative thinking trait, incur more social anxiety. For treatment plans of social anxiety, should be noted to perfectionism and repetitive negative thinking specially that are propounded as Transdiagnostic processes.

Aim: This study aimed to determine the mediating role of perseverative thinking in relationship between perfectionism and generalized anxiety disorder.
The study method was a descriptive-correlation one. Among 29800 patients was admitted to Razi hospital in the Qazvin city in year 2015, 221 patients that had the characteristics of generalized anxiety disorder were chosen by judgmental sampling method. The study instruments consisted of Flett and Hewitt perfectionism scale 1991, Spitzer generalized anxiety scale 2006, and Ehring, Zetsche, Weidacker, Wahl & Ehlers perseverative thinking questionnaires (2010).The data was analyzed by means of structural equation modeling.
Data analysis showed that: Perseverative thinking mediated the relationship between perfectionism and generalized anxiety disorder (β = 0.21, P>0.05). The direct effect of perfectionism on perseverative thinking (β = 0.47, P>0.01) and the direct effect of perfectionism on generalized anxiety disorder (β = 0.16, P>0.05). Were approved.
Perfectionism and perseverative thinking have predictive roles on generalized anxiety disorder. The perfectionists with perseverative thinking trait, experience more generalized anxiety disorder. It is recommended that in preparation of planning programs for generalized anxiety disorder treatment special attention be paid to perfectionism and perseverative thinking.