جستجوی مقالات مرتبط با کلیدواژه ": mindfulness" در نشریات گروه "روانشناسی"

This study has been undertaken to investigate the mediating role of mindfulness in the effect of family emotional climate on successful academic identity. The research method was descriptive and correlational, using structural equation modeling. The statistical population included all junior high school students in Qom during the 2021-2022 academic year. From this population, 355 students were selected through multi-stage cluster random sampling. Data were collected using the Family Emotional Climate Scale (Hill burn, 1964), the Successful Academic Identity Scale (Was & Isaacson, 2008), and the Five Facet Mindfulness Questionnaire (Baer et al., 2006). Structural equation modeling was conducted using AMOS22 software to test the research hypotheses. The findings showed that family emotional climate had a direct and significant positive effect on successful academic identity (β = 0.26). Family emotional climate also had a direct and significant positive effect on mindfulness (β = 0.24). Mindfulness had a direct and significant positive effect on successful academic identity (β = 0.16). Family emotional climate had an indirect and significant effect on successful academic identity through the mediation of mindfulness (β = 0.04). Based on these results, educating families on emotional support for their children and training educational staff to optimize students' mindfulness in their identity formation journey leads to successful academic identity. Therefore, educating these two crucial entities is essential.

The present study aimed to find a model for the structural relationships of parental communication patterns and communication skills in adolescents with the mediating role of cognitive emotion regulation and mindfulness. The research was applied in nature, using a descriptive-correlational method based on structural equations. The statistical population consisted of 14- to 17-year-old adolescents studying in the 10th, 11th, and 12th grades of the senior high school in the 2021-2022 academic year. A sample of 314 students was selected through cluster random sampling. Data were collected using the Revised Family Communication Patterns Scale (RFCP), Jerabek's Communication Skills Inventory (2004), Garnefski and Kraaij's Cognitive Emotion Regulation Questionnaire (2006), and the Kentucky Inventory of Mindfulness Skills (2004). Data analysis was performed through structural equation modeling using Amos software. The results indicated that cognitive emotion regulation can mediate the relationship between parental communication patterns and communication skills, but mindfulness did not mediate this relationship. Thus, it can be concluded that appropriate relationships in society are based on suitable family relationships, and the more suitable the emotional relationships within families, the more stable and stronger both the family and society will be.

The purpose of this research was to determine the effectiveness of cognitive therapy based on mindfulness on memory and cognitive flexibility in men with major depression. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all men with depression who were referred to psychological clinics located in the 8th district of Tehran in the second half of 2023, and 30 people were selected purposefully and randomly assigned to an experimental group and a control group. Measuring tools included Beck et al.'s Depression Inventory-2 (BDI-II, 1996), Daneman & Carpenter Working Memory Questionnaire (WMT, 1980) and Dennis Cognitive Flexibility Inventory (PFQ, 2010). The experimental group received mindfulness-based cognitive therapy during eight sessions, one session every week for 90 minutes. The data was analyzed using multivariate analysis of covariance. The results showed that by controlling the effect of the pre-test, there is a significant difference between the average of the post-test of memory and cognitive flexibility in the two experimental and control groups at the level of p<0.05. As a result, cognitive therapy based on mindfulness can be used as an effective treatment method to improve memory and cognitive flexibility in men with major depression.

This research was conducted with the aim of determining the effectiveness of mindfulness training on Mind Wandering and Sluggish cognitive tempo in adults with attention deficit hyperactivity disorder.

quasi-experimental research method with a control group and a pre-test, post-test and follow-up design and the statistical population included adults in Shiraz who had attention deficit/hyperactivity disorder and had referred to the counseling center of Shiraz University in 1400-1401. Based on the available sampling method, 10 people who had the necessary characteristics were included in the experimental group and 10 people were included in the control group. The research tools included Barkley adult attention deficit/hyperactivity disorder rating scale, MWQ Mind Wandering questionnaire and mindfulness training program which was implemented in 8 sessions of 45 minutes, once a week for the experimental group. The data obtained from the questionnaires were measured in two groups in three stages and analyzed by variance analysis with repeated measurements and SPSS version 22 statistical software.

The results show the changes in the participants' scores from the pre-test to the post-test, in such a way that mindfulness training had an effect on improving the Mind Wandering and Sluggish cognitive tempo of adults with attention deficit/hyperactivity disorder (p<0.05) and this effect remained stable in the two-month follow-up phase (p<0.05).

Since mindfulness training has been effective in reducing symptoms related to hyperactivity; It can be used as an effective intervention method to improve Mind Wandering and Sluggish cognitive tempo of adults with attention deficit/hyperactivity disorder and other people with similar disabilities.

This research was conducted with the aim of effectiveness of cognitive therapy based on mindfulness on post-traumatic stress, distress tolerance and dysfunctional attitudes of mothers of children with cancer. The research method was semi-experimental with pre-test-post-test and control group. The statistical population of mothers with a child with cancer was in Dr. Sheikh Hospital in Mashhad in 2019, 30 of them were selected by purposeful sampling and randomly assigned to two experimental and control groups (15 people in each group). Research tools were PTSD questionnaires (Withers et al., 1993), distress tolerance (Simmons and Gaher, 2005) and dysfunctional attitudes (Weizman and Beck, 1978). The experimental group received eight 90-minute sessions of mindfulness-based cognitive therapy intervention (Siegel et al., 2000). Research data were analyzed using multivariate analysis of covariance test. The results indicated the effect of mindfulness on post-traumatic stress disorder symptoms, distress tolerance and dysfunctional attitudes of mothers with children with cancer. According to the results of this research, cognitive therapy based on mindfulness can be used to improve the psychological problems of mothers of children with cancer.

Tthe aim of this study was compiling a model of adolescent family communication skills based on loneliness and virtual space addiction with the mediating role of mindfulness, which was applied in terms of purpose and descriptive - correlational in terms of nature. The statistical population included adolescents in Tehran. The statistical sample was equal to 300 people who were selected from five regions of Tehran. Cluster sampling method was done. In order to data collecting Fine, Moreland & Schwbel communication skills (1983), Walach et al Mindfulness (2006), Yang internet Addiction (1996) and Russell, Curtona & Peplau loneliness (1980) was used. The findings showed that the standard path coefficient of loneliness and virtual space addiction on family communication skills was significantly equal to -0.49 and -0.20 (P<0.01). On the other hand, mindfulness played a mediating role in the relationship between loneliness and cyberspace addiction with family communication skills. Considering the role of mindfulness in increasing the ability of adolescence to face critical situations and maintain positive social relationships, psychologists are advised to improve the preparation of them by focusing on mindfulness. Education should also plan to teach these strategies in the framework of the curriculum.

Heart disease is the first cause of death in the world, and psychological status can play an important role in the exacerbation and relaps of this disease. Therefore, it is essential to identify psychological factors affecting the condition of patients with heart disease. The present study aimed to investigate the psychological distress of heart patients based on insecure attachment style with the mediating role of alexithymia and the moderating role of mindfulness and self-compassion. The current research was structural equation modeling. The statistical population of this research included all coronary and heart failure patients who referred to the medical centers of Aran- Bidgol and Kashan cities in 2022-2023. 200 heart patients were selected by convenience sampling. Using psychological distress scale (DASS-21), Collins and Reed attachment style questionnaire (RAAS), alexithymia questionnaire(TAS-20), Brown and Ryan mindfulness scale questionnaire (MAAS) and self-compassion questionnaire(SCS-SF) data was collected. Data were analyzed by bootstrap method using AMOS 24. The results showed that the proposed model has a good fit. Also, the results showed that alexithymia mediates the relationship between avoidant attachment and psychological distress, and mindfulness and self-compassion have a moderating role in the relationship between alexithymia and psychological distress. According to findings, insecure attachment style plays a role in alexithymia and psychological distress of heart patients and with interventions based on mindfulness and self-compassion can help improve the health of heart patients.

This research was conducted with the aim of investigating the mediating role of psychological well-being in the relationship between mindfulness and acceptance with perfectionism in married people. The method of this research was descriptive-correlational. The statistical population of this research was all non-clinical married people living in Mashhad in 1401. Based on Cochran's formula, 400 people were considered as the sample number from among the target population. The sample individuals were selected by available sampling method. The tools used in this research are the Freiburg Mindfulness Questionnaire, the Acceptance and Action Questionnaire of the second edition of Bund, Hayes-Bayer Carpenter, Gino et al. . The data was analyzed with the statistical method of structural equations. The results showed that psychological well-being has a mediating role in the relationship between mindfulness and acceptance with perfectionism (p<0.5). Also, according to the collected information, the correlation coefficients between the studied variables in the correlation matrix show. Correlation matrix, at the significance level of 0.05, there is a significant and positive correlation between all variables (p<0.05).

The aim of this study was to extract the grounded theory model of Mindup in preschool children. The design of this research was a qualitative synthesis research of the TheoryGenerating Meta-synthesis type and was carried out using the sixstep method of Sandlowski and Barroso. In the first step, after selecting the Meta-synthesis team, the research questions were set up to extract the grounded theory model of the children's Mindup model and the criteria for including the articles were determined. In the second step, a systematic search of resources in Latin databases was performed . In the third step, the quality of the articles was evaluated and finally, according to the exclusion criteria, 37 original articles were selected. In the fourth step, open-source code was extracted using the classification technique and quantitative Meta-summery technique. In the fifth step, at first 119 open codes were extracted. Then all the factors extracted from the research were considered as open code and then according to the reduction rules, considering the concept of each code, it was summarized and decreased to 13 axial codes and 3 categories (Antecedents, processes and Consequences). In the sixth step, the findings were validated using validation and transferability techniques.

The objective of this study was to examine the mediating role of cognitive regulation of emotion and self-compassion in the relationship between psychological well-being and mindfulness. The research method is implemented in accordance with the purpose and the method of accumulating descriptive-correlational information. The research was all undergraduate students of Islamic Azad University Marvdasht branch University in the academic year 2018-2019, of which 386 students (205 women and 181 men) were selected by multi-stage cluster sampling method. The subjects completed psychological well-being scales (RSPWB), mindfulness (FFMQ), Self-Compassion (SCS), and Cognitive Emotion Regulation Strategies Questionnaire (CERQ). The structural equation analysis method was implemented for data analysis, utilizing SPSS (version 25) and AMOS (version 20) software. In the present study, the indirect path of mindfulness on students’ psychological well-being was significant at the level of 0.12 for cognitive regulation of emotion and 0.15 for self-compassion (P=0.001). These findings suggest that the relationship between psychological well-being and mindfulness is mediated by the variables of cognitive regulation of emotion and compassion. According to these findings, mindfulness can affect the psychological well-being of pupils by influencing the extent of cognitive regulation of emotion and compassion.

The aim of this study was to compare the effectiveness of aerobic exercise training, mindfulness and a combination of mindfulness and exercise training on the executive functions of fourth-grade female students. The method was semi-experimental, utilizing a pretest–posttest design with a control group. Subsequently, 18 30-minute training sessions were developed and implemented on intervals of every two days. The data were obtained through the Free Research Executive Function Evaluation (FREE) test. SPSS22 was employed to conduct multivariate analysis of covariance (MANCOVA) on the data. The results indicated that the inhibition of students in all three programs—aerobic exercise training (Eta=0.18), mindfulness (Eta=0.26), and combined mindfulness and exercise training (Eta=0.76)—is significantly different from that of the control group (p<0.05). Additionally, the shifting of students in the combined mindfulness and exercise training program is significantly different (Eta=0.56). However, the students who engaged in the combined mindfulness and exercise instruction outperformed the other groups. The findings suggest that the combination of aerobic exercise and mindfulness can be an effective strategy for enhancing the executive functions of fourth-grade female students.

The purpose of this study was to present a structural model for predicting psychological well-being in entrance exam students, which was based on mindfulness and mediated by the cognitive regulation of emotion and the meaning of life. It was of the structural equation modeling type in terms of the fundamental intent and the method of collecting correlational data. The statistical population consisted of female students attending secondary institutions in Tehran from 2022 to 2023. These students were selected using the available sampling method, and a total of 271 subjects participated in the research. Psychological well-being scale (PWS), cognitive emotion regulation questionnaire (CERQ), meaning in life questionnaire (MLQ), and five-dimensional mindfulness questionnaire (FFMQ) are included in the research instruments. SPSS24 and AMOS24 software were employed to conduct data analysis using the Pearson correlation and structural equation methods. The results indicated a positive and significant relationship between psychological well-being, mindfulness, the meaning of life, and the cognitive regulation of emotion (P<0.01). Furthermore, the research findings indicated that the mediating role of cognitive regulation of emotion and meaning in life in the relationship between mindfulness and psychological well-being was both positive and significant (P<0.01). The results suggest that mindfulness facilitates positive re-evaluation and increases self-awareness, which contribute to the improvement of psychological well-being and the attainment of meaning in life for students who are experiencing the pressures of the entrance exam period.

Psychological theories established a relationship between social anxiety and critical parenting. The aim of the present study was to investigate the prediction of social anxiety based on critical parenting, self-compassion, awareness and self-acceptance.

The participants are 262 students from different educational levels, and the questionnaire related to this research was presented to the participants online, which included critical parenting, social anxiety, self-compassion, awareness, and self-acceptance put an assessment.

The results indicated that this hypothesis is rejected and the fit of the model was not acceptable. Based on this, we removed the relationship between critical parenting and social anxiety, and the rest of the relationships were evaluated, but it had no effect on the improvement of fit. Therefore, we used the hierarchical regression method. We entered the predictor and criterion variables and the amount of changes was significant and 35% of the criterion variable (social anxiety) was explained by the predictor variables (critical parenting, self-compassion, awareness, and self-acceptance) and beta in the variable of self-acceptance and Awareness plays a significant role in this regard.

Considering the importance of social dimensions in students' lives and in order to reduce their social anxiety, it is suggested that educational workshops be held for students to strengthen their compassion, awareness and self-acceptance.

 The research explores the effectiveness of mindfulness training on executive functions in professional bodybuilders with physical injuries, with a focus on its impact on reducing mental rumination. The study investigates how mindfulness may influence cognitive functions and whether this influence is mediated by a decrease in mental rumination among the athletes.  he research is an applied semi-experimental study employing a randomized controlled trial design. It focuses on professional bodybuilders with physical injuries in Tehran, with a final sample of 40 participants. The participants were randomly assigned to experimental and control groups. Both groups completed pretests, and the experimental group received a 12-session mindfulness program while the control group had no intervention. Posttests were administered to both groups. Executive Function Questionnaire (EFQ), Ruminative Response Styles (RRS), and a Mindfulness Program Protocol were utilized as research tools. Analysis of covariance (ANCOVA) was used for data analysis, and path analysis assessed the mediating role of rumination in the intervention's effectiveness on executive functions.   Results Summary: After adjusting for pretest differences, there was a significant reduction in posttest rumination scores in the experimental group compared to the control group (P < 0.01, F = 37.14), with 28% of the changes attributed to the intervention. Mindfulness intervention effectively decreased rumination (P < 0.01). Moreover, 79% of the changes in posttest scores of executive functions were linked to the intervention. Significant differences in posttest scores were observed in overall executive functions (P < 0.01, F = 31.38), memory (P < 0.01, F = 31.52), inhibitory control and selective attention (P < 0.01, F = 31.69), and decision-making (P < 0.01, F = 31.28). No significant differences were found in planning, sustained attention, social cognition, and cognitive flexibility (P > 0.05). The effect size indicated that 28% of changes in executive functions, 63% in memory, 77% in inhibitory control and selective attention, and 48% in decision-making were due to the intervention. Path analysis showed significant coefficients for the influence of the mindfulness program on executive functions, memory, inhibitory control, and decision-making. Rumination played a mediating role in the effectiveness of the mindfulness program on executive functions. Mindfulness-based therapy effectively reduces cognitive distortions in professional bodybuilder athletes with physical injuries. By cultivating awareness through deep breathing and thoughtful attention, the therapy enhances mental well-being. The study highlights the mediating role of cognitive distortions in the effectiveness of mindfulness on executive functions. This suggests that mindfulness intervention positively influences executive functions by mitigating cognitive distortions. The findings advocate for the incorporation of mindfulness programs in sports psychology and therapy centers to enhance athletes' mental health.

There are various factors that create or hinder education and learning, which are of particular importance to investigate. Therefore, the current research was conducted with the aim of testing the model of mindfulness and perception of the classroom environment with boredom and academic incivility with the mediating role of wisdom in students. The participants included 600 second grade students who were selected by multi-stage cluster random sampling method, and to mindfulness questionnaires (Drotman & et al., 2018), What is going on in this class (Fraser & et al., 1996), Intelligence (Ardelt, 2003), academic boredom (Pekran & et al., 2005) and academic avoidance (Spadafora and Volk, 2021) answered. The results indicated a good fit of the model with the data and the significance of the direct effect of the perception of the classroom environment on wisdom, boredom, and academic incivility, as well as mindfulness on wisdom and academic incivility. The indirect effect of mindfulness and perception of the classroom environment on academic boredom with the mediating role of wisdom was also statistically significant. Based on this, it can be concluded that in order to reduce the boredom and academic incivility of students, it is necessary to pay attention to the wisdom resulting from the perception of the classroom environment and their mindfulness.