جستجوی مقالات مرتبط با کلیدواژه "نشانگان اضطرابی" در نشریات گروه "روانشناسی"

Tthis study compare the cognitive emotional regulation strategies, anxiety sensitivity and parenting style in mother of adolescences with anxiety symptoms and normal adolescences.The sample was selected in two stages and in the form of cluster samplanig.it includes seven ,eight and nine grade which was studding in 4 district of shiraz city's high schools in 1397-1398.they completed the beck anxiety questionnaires and dass anxiety questionnaires then due the cutting point of these questionnaires 100 students was selected and divided to the group(50mothers of adolescences with anxiety symptoms and50 mother of normal adolescences)they filled Garnefski and Karaj questionnaire and also Taylor and Kaks questionnaire and Bamrind questionnaire.to analyze the data the on way analysis of variance and tukey's test were used.The results show Thad there are significant differences between the average of two groups.in terms of cognitive emotion regulation the difference was in adapted strategies and non-adapted strategies the average of adaptive strategies was higher in normal mother and the average of nonadaptive strategies was higher in mother of anxiety group.In anxiety sensitivity there are significant differences in all of sub scales in both group of mothers and the average of anxiety group in all sub scale was higher than normal group.in parenting style the significant differences is in authoritarian style and easy parenting style.in this way the anxiety group in both scales has higher average than normal group. The result showed that parenting styles ,cognitive emotion regulation strategies and their reaction to anxiety symptom is a factor in health of adolescents.

Meta-cognitive is a multidimensional concept. The concept includes knowledge, processes, and strategies which monitor, evaluate and control the cognition. The current study has been done to investigate the relationship between metacognitive beliefs and anxiety and OCD symptoms in nonclinical population.
327 students (182 female students and 145 male students) of Lorestan School of Medicine were selected by multistage cluster random sampling. They were asked to reply the demographic information and also complete the Wells and Cartwright Metacognitive Questionnaire, Beck Anxiety and Maudsely OCD Symptoms Questionnaire. Data were analyzed by Pearson Correlation Coefficients and Multivariate Regression Analysis.
There was a significant positive correlation between metacognitive beliefs scores and anxiety and OCD symptoms. In other words, as the metacognitive scale score of the individual increases, OCD and anxiety symptoms will increase, too. There was also a significant relationship between total scores of both scales and scores on uncontrollability and risk, positive beliefs about anxiety, cognitive confidence and need to thought control and self-consciousness (pDiscussion and Dialectical behavior therapy could help the patients with OCD, by training emotional regulation strategies, tolerance and acceptance of negative emotion, to learn how to work effectively on the obsession. Metacognitive beliefs are effective factors in mental health. It is possible to improve student's mental health by changing metacognitive beliefs which enhance maladaptive and negative thinking styles or general negative beliefs.

The purpose of the present research is to study and compare the social competence and anxiety symptoms among monolingual and bilingual students.
The study method was descriptive & casual-comparative; and the study population was all students of primary schools in Kermanshah during academic year 2014-2015 that 160 students (80 monolingual and 80 bilingual were selected as study sample by using multi-stage cluster sampling. The instruments of study were social competence questionnaire (Flenz et al.) and Spans Child Anxiety Scale (SCAS). Data analyzed by using MANCOVA.
Findings indicate that there is no significant difference between the social competence scores and behavioral skills among monolingual and bilingual students (p>0.05, ἡ=0.001). Also cognitive skills monolingual students significantly was more than bilingual students but motivation and expectation were lower in contrast with bilingual students (p According to these results, bilingual students need to more attention and teachers and other responsible person should have enough information about their mother language.