جستجوی مقالات مرتبط با کلیدواژه « cognitive errors » در نشریات گروه « علوم انسانی »

The present study was aimed at predicting life satisfaction based on cognitive errors with the mediating role of procrastination of students with cyberspace addiction. The statistical population of this research includes all students of the first secondary level in Tehran in the academic year of 1401-1400. The sample size, using the Klein method and taking into account the possibility of sample dropout, was considered to be 180 people who were selected using available sampling method. The main data of this research was obtained using Diener's life satisfaction, Litenberg et al.'s cognitive errors , Tuckman's procrastination and Young's Internet addiction . Descriptive statistics (mean, standard deviation, skewness and kurtosis indices) and inferential statistics of Pearson's correlation coefficient and structural equation modeling with LISREL software were used in data analysis. The results of the research indicated that cognitive errors with the mediating role of procrastination can predict life satisfaction in students with cyberspace addiction.

This research aimed to analyze the phenomenological consequences of sports managers' cognitive errors using the three-pronged model.

The current research was one of the qualitative researches that was carried out in the field. The qualitative method used in this research was phenomenological based on the three-pronged model. The participants in the current research included people who are in the environment of the sports organization; They have understood the phenomenon of managers' cognitive errors and have experienced this problem. The data collection tool in this research was a semi-structured interview. In order to analyze qualitative data, thematic analysis was used.

The results of this research show that the main concepts including laws and regulations, decision-making aspects, economic systems and management systems were identified in the structural branch. Thus, 21 consequences of managers' cognitive errors in sports organizations were identified in the structural branch. The results of the present research show that in the content branch, the main concepts including motivational aspects, behavioral aspects, psychological aspects and content weakness were identified. Thus, 16 consequences of managers' cognitive errors in sports organizations were identified in the content category. The results of this research show that the main concepts including environmental aspects, cultural aspects and value aspects were identified in the contextual branch. Thus, 12 consequences of managers' cognitive errors in sports organizations were identified in the relevant field.

According to the results of the present research, it is suggested providing decision-making support to reduce the effects of cognitive errors, as well as the existence of operational plans in sports organizations to control cognitive errors, to improve the control of cognitive errors of sports managers.

The present study was conducted with the aim of predicting the psychological security of secondary school students based on childhood trauma and cognitive errors. The research method was a descriptive correlation. The statistical population included students in the second grade of high school in Behshahr in the academic year 2021-2022. The sample size was 421 people who were selected by random sampling method. Research tools include the psychological security questionnaire (PSI) Maslow's (1942), the Childhood trauma questionnaire (CTQ) Bernstein et al. (2003), and the cognitive errors questionnaire (CDQ) Abdullahzadeh and Salar (2009). The results of the simultaneous entry regression test showed that among the research variables emotional abuse (P=0.001), physical abuse (P=0.001), sexual abuse (P=0.001), sexual neglect (P=0.001), and cognitive errors (P=0.001) predictors are significant for psychological security, but emotional neglect was not a significant predictor for students' mental security (P=0.96). Also, the results showed that the predictor variables were able to predict 0.45 of the variance of the psychological security variable of the second-level secondary school students. The result of this research shows that attention to childhood trauma and cognitive errors by psychologists and school counselors can help to explain the psychological security of students.

The rich Iranian literature is full of psychological issues, one of which is cognitive errors. The link between psychology and literature has existed for a long time, and this interaction has become even greater today. One of the most important issues that should be considered in the field of literature is assigning a special place to interdisciplinary studies including psychology and literature. In psychological literature, literary works are analyzed based on psychological theories. The issue of cognition and cognitive errors is one of the most important debates in the field of psychology. The cognitive errors in the works of some Persian literary masters are one of the controversial topics that need special attention and research. Knowledge, attitude, thoughts, and worldview of an author is a consequential element that shapes the content of a literary work. The difference in the perception of the same situation and experience in the works of different authors is the result of this difference in attitude, in this way; each author mixes what he perceives from his environment with his attitude and writes it in the framework of a poem or a literary text. For instance, phenomena such as death, life, love, and hate are described with different characteristics in the works of different writers. The purpose of this research is to determine the cognitive errors based on the theory of Aaron T. Beck in Nasir-i-Khusraw's Diwan and to identify the most frequent cognitive errors and distortions in this poet's Diwan. Cognitive errors and distortions in Nasir-i-Khusraw's poems have been observed to some extent due to the worldview and attitude of this poet, and Nasir-i-Khusraw's rational approach to issues has become the main cause of such intensity of using cognitive errors in his poems.

The utilized methodology in this recent research is analytical-descriptive of the type of content analysis and in document-library form, the statistical community, and the research area of Nasir-i-Khusraw's poetry library. Moreover, the means of collecting information are library sources and sources, and the analysis of the materials has been done in the form of qualitative analysis.

Cognitive errors and distortions, which are among the most important debates in the field of psychology, are thoughts and intellectual backgrounds that cause a person to perceive facts in an indirect and distorted manner, which in the long term leads to a shift in people's opinions, attitudes and perspectives about the world and all its surroundings.According to Aaron T. Beck's theory, these errors are divided into 17 types, and in some references, 10 types of errors, comprised of Mind Reading, Future Telling, Catastrophizing, Over-Generalizing, Personalizing, Blaming, Should, Regret Orientation, Negative Filter, Discounting Positives, Emotional Reasoning, dichotomous thinking, Labeling, Unfair Comparisons, judgment Focus, Ignoring Counter-Evidence, and What If cognitive errors.By studying Nasir-i-Khusraw's poems, much evidence is found that demonstrates a kind of pessimism, dissatisfaction, disappointment, the complaints of his historical era and its people, and other sad issues. What is the cause of such a sad atmosphere that casts a shadow on the poet's poems, is a topic worthy of research, which led the author to rely on the theory of "Cognitive Errors by Aaron T. Beck" - which is based on the relationship between depression and cognitive errors - in this Let's start searching in Divan poetry of the mentioned poet. Nasir-i-Khusraw is one of the most meaningful Persian poets whose philosophical thought system, is fundamentally based on the main purpose of poetry and literature is education, guidance, and advice. During the 11th century, the political unrest and the chaotic social conditions, which were the result of the rapid transformation of governments and related issues, made the need and created a significant demand to pay attention to moral discussions more obvious. The sensitivity to moral education reached its peak with the intensification of Ismaili activities in the fifth century.Education was so important in the eyes of Ismailia and Naser Khosrow that they were called people of education. From these aspects, it has been observed that Naser Khosrow's effort has always been based on this issue to call his audience to what is considered important according to his vision. Naser Khosrow's thoughts and views clearly can be observed in his poems and he always strived to behave at the same altitude he mentioned in his poems.In Nasir-i-Khusraw's Chakamahs, there are usually protesting verses addressed to the earth and the sky, God, the sky, fortune, and the people of his time. The frequency of complaints in Nasir-i-Khusraw poetry is high, but the quality and style of complaints in Nasir-i-Khusraw's Diwan, like many other themes and types of poetry, have found a unique form that directly originates from his special insight and ontology.His intention for these many complaints is not only for the sake of the current situation, but criticism for the purpose of reform and enlightenment, education, guidance, and personal and social reform. In this way, Nasir-i-Khusraw's complaints usually find a tone of instruction and advice. Since complaints can somehow be related to cognitive errors and include various types of cognitive errors, the examination of these poems will show us the cognitive errors in Nasir-i-Khusraw's poems, which was the meaning of the comment written in this research.

With the studies that have been conducted on Nasir-i-Khusraw's poems, much evidence was found that depicts a kind of pessimism, unhappiness, disillusionment, complaints of his historical era and its people, and other disastrous issues. On the other hand, factors such as bitter life events and depression, probably, cause a person's pessimistic attitude towards himself, his performance, others, the surrounding environment, the future, and ultimately the universe. Based on the research conducted in the poems of Nasir-i-Khusraw's Diwan, it has been observed that Labeling and Over-Generalizing cognitive errors are been observable in a significant portion of Nasir-i-Khusraw's Diwan. In fact, along with every cognitive error, the poet also makes a labeling error. Both Negative Filter and Dichotomous Thinking cognitive errors are also very considerable. The error of Judgment Focus is often seen due to fact of ignoring the evidence that contradicts the poet's thinking, and the poet associates his judgments with labeling, sometimes blaming and extreme generalization, and even prophesying and bipolar thinking. It has been seen to a significant extent. Catastrophizing error has also been relatively observed, which is mostly associated with labeling. The Blaming cognitive errors can be observed in an equal and average proportion. The error of Mind Reading is seen in a small portion, compared to other cognitive errors, and the error of Personalizing (self-blame) and selective abstraction, which could be categorized as a part of Negative Filter cognitive error, are the least conceivable cognitive errors in Nasir-i-Khusraw's Diwan, and perhaps the reason is his rational approach to the issues. That he always believed himself and his opinions to be right and insisted on them. The error of Regret Orientation has been observed as a realistic thought in the poet's poems because Nasir-i-Khusraw has always regretted the past because of the problems that have arisen for him during his life and also because of his worldview and perspective. Poems that are the result of Nasir-i-Khusraw's realistic thoughts can be seen everywhere in his poems, especially in the parts that refer to fate, predestination, or free will, or when he deals with the world and the lack of loyalty and kindness in it, or when he talks about people's fear of death. He points out that it is quite evident that some facts are unavoidable and sometimes distinguishing these facts from cognitive errors requires thinking and consulting with several referees, which was one of the limitations of the present research, without reservation.

The aim of this study was the determination of the effect of attributional styles and cognitive errors on suicidal tendency among 15-35 years old educated youth referring to Tekab mental health centers. The research method in this study was descriptive-correlational type. The statistical population of the study was all educated young people (from diploma to master of science degree) in the range of 20 to 35 years referring to the mental health centers of Takab health network that participated in screening plan in 2020. 255 cases were selected using the Cochran's sampling volume determination formula by simple random sampling method. Data were collected by using Cognitive Error Questionnaire (2001), Seligman's documentary styles Questionnaire (1983) and Orbach Suicide scale (1981).The results of the hypotheses test by regression method showed that attributional styles and cognitive errors can explain respectively 0/163 and 0/348 from the variance of suicidal tendencies among youth referring to mental health centers in Tekab city health network (p<0/05).

The aim of this study was to determine the fit of the structural model of predicting academic procrastination based on cognitive styles of emotion regulation and cognitive errors with the mediating role of self-disability in students. The present study was an applied type of descriptive and correlational research (structural equation modeling analysis). In the present study, the statistical population of all male and female high school students (secondary school) in districts 7 and 8 of Tehran in the academic year 2021-2022 was 8522 people. The sample size was 250 students who were selected by non-random and available sampling method. Jones & Rhodewalt's Self-handicapping scale (1982), Gross & John's Cognitive emotion regulation styles questionnaire (2003), Abdollahzadeh and Salar's cognitive distortion questionnaire (2010) and Tuckman's academic procrastination scale (1991) were used to collect data. Data were analyzed by Pearson correlation coefficient test and path analysis. The results showed that cognitive emotion regulation styles have a direct effect on academic procrastination in students. Cognitive errors have a direct effect on academic procrastination in students. Self-disability has a direct effect on academic procrastination in students. Cognitive errors have an indirect effect on procrastination with the mediating role of self-disability in students. Cognitive emotion regulation styles have an indirect effect on procrastination with the mediating role of self-disability in students.

This study aimed to investigate the effectiveness of unified trans-diagnostic treatment on cognitive errors, rumination, and cognitive avoidance in social anxiety disorder patients.

The research was a single-case experimental design with multiple baselines (ABAB) as well as a one-month follow-up. The research population have been patients suffering from social anxiety referred to Arvin Clinic in 2022 and three participants were selected on a voluntary basis. Instruments included the Ruminative Response Scale, Cognitive Avoidance, Cognitive Distortion, and Social Panic Questionnaires. Therapy was performed according to the integrated unified trans-diagnostic protocol for one hour, two months, and twice a week. Percentage recovery, Cohen's effect size, and visual analysis were used to analyze the data.

Results showed that integrated unified trans-diagnostic protocol significantly reduced cognitive errors, rumination, and cognitive avoidance in participants. The overall improvement percentage of social anxiety in the participants was 57%, 59%, and 48% and these rates remained stable in the one-month follow-up.

These findings suggested that integrated trans-diagnostic therapy is an essential therapy to remedy cognitive errors, ruminations, and cognitive avoidance and is highly recommended for treatment of the social anxiety-disordered patients.

The aim of this study was to evaluate the effectiveness of forgiveness therapy on Irritability and Cognitive errors of female students' with disruptive mood dysregulation disorder (DMDD).

The research method was semi-experimental with pre-test post-test and a control group. The statistical population of this study was all students with symptoms of disruptive mood dysregulation disorder in the age range of 14-17 years in schools of Baharestan city in year of 1400. 35 subjects were selected by available sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments included Strringars Emotional Response Scale. Quinn, Dozis, Eugenwick Cognitive errors Questionnaire. The subjects of the experimental group received 15 sessions 60 minutes of forgiveness therapy while the control group did not receive any intervention. Data were analyzed by(MANCOVA) multivariate covariance analysis.

The results of data analysis showed that the experimental group compared with the control group in adolescent irritability and their irritability in terms of parents and cognitive errors and its components including mind reading, all or nothing thinking, emotional conclusion, labeling. , Mental purification, over-generalization, personalization and expressions should have a significant decrease (P <0.05).

According to the findings of the study, forgiveness therapy was effective in reducing students with disruptive mood dysregulation disorder by reducing irritability and cognitive errors.

Crowdfunding is a new form of micro-fundraising for projects that has been around the world for thousands of years. It can be said that centuries ago, human beings were familiar with this capacity and were able to use micro-capital in different ways in different ways. Collective financing aims to raise the micro-capital that exists in the community to invest in various types of projects. In line with previous studies, this study has identified the cognitive errors of entrepreneurial negotiations with a focus on crowdfunding projects. To validate the results obtained in the past, a semi-structured interview was conducted with 15 co-financing experts who worked in the investment house. The sampling method is purposeful judgmental and qualitative content analysis has been used to achieve the goal. According to previous texts and interviews, the cognitive errors in entrepreneurial negotiations in crowdfunding were identified, which were classified into Two categories: cognitive errors caused by the entrepreneur, investor and project. Entrepreneur and investor mistakes include stereotypes, auras, such projection and error within the group.The Second error is related to the project error, such as the innovation-innovation error, the anchoring error, and the confirmation bias that were identified. Following is the identification of these errors in order to achieve a win-win and error-free entrepreneurial negotiation.

The present study aims to predict procrastination through cognitive errors and perfectionism. The present research method is a descriptive correlation. The statistical population included all high school students in the east of Tehran in the academic year 1393-94, among whom 280 were selected by Simple Random Sampling. To collect data, the negative cognitive errors questionnaire (Leitenberg et al., 1985), Multidimensional Perfectionism Scale (Hewitt & Flett, 1991), and behavioral procrastination questionnaire (Lay, 1986) was used. The results were analyzed using Pearson correlation analysis, multiple regression, and independent t-test. The results showed that there was a positive and significant relationship between all cognitive errors and procrastination (p<0.01). Also, procrastination has a positive significant relationship with self-oriented perfectionism and a negative significant relationship with social-oriented perfectionism (p<0.01). The regression analysis results showed that cognitive errors and self-oriented perfectionism can predict 15.5% of procrastination variance. Independent T-test showed that there was no significant difference between girlschr('39') and boyschr('39') scores in any of the variables (p>0.05).  These results clarify the importance of cognitive errors and perfectionism in procrastination, and therapists and designers of workshops and cognitive-based training programs can use these findings to enrich their interventions.