جستجوی مقالات مرتبط با کلیدواژه "نظریه ها" در نشریات گروه "روانشناسی"

By relying on talents and abilities, instead of focusing on diseases, positive psychology has opened its place in psychology literature and has become more important with the increasing progress of societies and the spread of materialism. In Martin Seligman's theory, happiness is one of the most important concepts in positive psychology and refers to a person's feeling of happiness and satisfaction.

The current research was conducted with the aim of providing a model for happiness based on Martin Seligman perspective.

The method of the current research was qualitative, which was carried out using the grounded theory method. The statistical population in the review section of Seligman's theory was the content of the book "Prosperity of Positive Psychology: A New Understanding of the Theory of Happiness and Well-Being", all of its content was carefully examined by researchers, and in the expert section, the statistical population included all positive psychology specialists in Tehran. It was in 1402 that they were identified by snowball sampling and by asking the opinion of 10 of these experts, their opinions on the subject under study were examined.

In the present study, causal, contextual and intervening factors of happiness were identified. On the other hand, strategies for focusing on strengths, practicing gratitude, practicing acceptance of suffering, setting goals and weekly or monthly planning, establishing and maintaining positive relationships and meaningful connections with others, practicing living in the present and valuing the present moments and sports activities and mobility Physical activity was identified as a means of happiness. Finally, it was found that happiness brings various consequences, including improving mood, improving health, improving relationships, increasing creativity, success at work, maintaining mental balance, and increasing motivation.

The findings of the present study showed that Martin Seligman's genuine happiness is consistent with the opinion of experts in the field of positive psychology; Because both emphasize that happiness, satisfaction and inner peace can be achieved through spiritual connection with God and following religious and moral principles and a positive attitude towards life.

 The aim of this study is to identify the personality type of Mohtasham Kashani, the renowned 16th-century poet, through his poetry, based on the Myers-Briggs Type Indicator (MBTI).

 This research employs a descriptive-analytical method. The theory of the sixteen personality types developed by Myers-Briggs, based on Carl Jung’s psychological theory, is used as the theoretical framework for analyzing Mohtasham Kashani’s personality. Data was gathered from his poetry and analyzed according to personality psychology indicators. The study examines various dimensions of personality, including "Introversion-Extraversion," "Sensing-Intuition," "Thinking-Feeling," and "Judging-Perceiving."

 The analysis of Mohtasham Kashani’s poetry reveals that his personality aligns with the ESFP type. This personality type is characterized by sociability, extroversion, emotionality, and a focus on present experiences. Mohtasham Kashani’s poetry demonstrates a strong focus on emotions and sensory experiences, with less inclination toward long-term planning or logical thinking.

 The results indicate that Mohtasham Kashani possesses an ESFP personality type, marked by extroversion, sensitivity to the environment, emotional depth, and flexibility. This personality type can provide insights into his behaviors and social interactions. Additionally, this analysis offers new perspectives in the field of literary personality analysis and highlights the importance of modeling the personalities of influential cultural and literary figures.

Attention deficit hyperactivity disorder is a common disorder in children characterized by inattention and impulsivity. The aim of this study was to compare the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal and temporal- parietal regions on theory of mind in children with ADHD.

This research was semi-experimental and its design was pre-test, post-test with control and follow-up groups. The statistical population included students with ADHD in Tehran, among whom 45 people with primary diagnosis of ADHD were selected using the available sampling method and were randomly divided into three groups of 15 people with transcranial direct electrical stimulation in the dorso-lateral Prefrontal region, transcranial direct current stimulation of the temporal-parietal region and the control group were included. In this research, transcranial direct current stimulation was used in the twomentioned areas in 12 sessions with a current intensity of 1 milliamp and a duration of 20 minutes in two groups for children. To measure the theory of mind, the Strainman questionnaire and the mind reading test through the eyes of Baron Cohen were used.

Variance analysis test was performed to compare three groups in theory of mind and in pre-test, post-test and follow-up stages. Both interventions were significant at 0.01 level and effective on theory of mind. Stimulation of the temporal-parietal region increased theory of mind, but the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal region was greater on theory of mind.

According to the findings of the research, these interventions have an effect

Dark personality traits are linked to various social harms, including virtual bullying. This study aimed to explore the relationship between the five dark personality traits and virtual bullying, focusing on the moderating role of theory of mind in students.

The current research is descriptive-correlational in nature. The statistical population includes all students enrolled in various universities across the country during the academic year 1402-1401. From this population, a sample of 426 individuals was selected using a simple random sampling method. The research utilized several tools, including a questionnaire assessing dark personality traits, a virtual bullying questionnaire, and the Theory of Mind computer test conducted within the Pursline virtual system. Data were analyzed using the adjusted hierarchical regression method.

The research results indicate a significant positive relationship between Machiavellian, antisocial, bullying, and spiteful traits and virtual bullying (P=0.001). Conversely, there is a significant negative relationship between narcissism and virtual bullying (P=0.001). Additionally, the findings reveal that theory of mind plays a moderating role in the relationship between other traits associated with harassment and spitefulness and virtual bullying (P=0.001). In other words, when theory of mind is low, the connection between the dark traits of vindictiveness and bullying and cyberbullying becomes stronger.

According to the results of this study, promoting theory of mind appears to be an effective protective factor against virtual harassment.

The importance of moral education in schools is undeniable. Various models have been proposed for moral education in schools, one of which is the Baro Model of Moral Education based on Baro's theory. Some studies have shown that teachers generally support this model. However, some teachers have also expressed concerns about how to implement this model in the classroom. Despite the potential benefits of this model, there have been few studies on teachers' views of it.

The aim of this research was to analyze teachers' views on the Baro Model of Moral Education and to adapt it to the psychosocial needs of the Iranian education system.

The research method was qualitative and phenomenological. The statistical population included all teachers working in the city of Garmsar in the academic year 1402-1401 (2023-2024). 20 of them were selected purposefully and interviewed based on the entry criteria. Data were collected through semi-structured interviews and analyzed using Maxqda2022 software.

The findings showed that the five primary principles of Baro's theory, namely happiness with 7 sub-themes, truth with 5 sub-themes, freedom with 2 sub-themes, respect with 1 sub-theme, and fairness with 3 sub-themes, were approved and accepted by the participants. However, for each of the five principles, additional secondary principles were proposed by the participants in accordance with the educational context and conditions prevailing in the Iranian education system.

In general, the results of this study can be inferred that all the primary and secondary principles in the Baro Model of Moral Education are approved by the participating teachers. Therefore, it is proposed that the stakeholders of the education system prepare the ground for the implementation of the Baro Model of Moral Education and the proposed modifications suggested by the participants. In this way, specialized seminars can be held to explain the principles of this moral model.

The purpose of this research was to predict emotion regulation in married women based on the theory of mind and cognitive abilities. The research method was descriptive-correlation studies. The research population was all married women aged 20 to 45 living in District 5 of Tehran in 1401. The research sample was 172 married women who were selected by the available sampling method. Baron Cohen et al.'s Mind Reading Test (RMET) (2001) Rescue Cognitive Abilities (CAQ) (2012) and Gross and John's Emotional Regulation (ERQ) (2003) were used to collect data. Multiple linear regression was used to analyze the data. The results showed that the theory of mind and cognitive abilities can predict emotional regulation in the suppression dimension (P<0.05). The adjusted coefficient of determination showed that the predictor variables could explain 12.2% of the suppression variance. These findings indicate that the emotional regulation of married women can be predicted with the variables of theory of mind and cognitive abilities to prevent marital problems.

Children with physical disabilities may face challenges in mobility, exploration of their environment, and social interaction due to movement restrictions. These limitations can also lead to delays in the development of social cognition, specifically in theory of mind (ToM). This study aimed to compare the level of ToM abilities among students with motor problems, intellectually disabled students (ID), and students with typical development (TD), with a focus on the role of motor disabilities. To achieve the goal of this causal-comparative research, we recruited 44 students with cerebral palsy (CP), 29 ID students, and 46 TD students through from schools in Zanjan, Iran. The Gross Motor Function Classification System - Expanded & Revised (GMFCS - E&R), as well as the Wechsler, Leiter, and Goodenough intelligence tests, and a 38-item Theory of Mind questionnaire were employed to collect the necessary data. The results of multivariate analysis of variance revealed that despite having normal intelligence and homogeneity in terms of gender and age, students with physical disabilities performed poorly compared to TD students in the third level of theory of mind (F=6.02, p=0.003). However, students with motor disabilities outperformed ID students in the second level of theory of mind (F=21.18, p<0.001). Overall, the results of the study confirmed the relationship between motor limitations and ToM, revealing that despite normal intelligence, movement restrictions can negatively impact children’s ToM capabilities by limiting their social relationships.

The present study was conducted with the aim of investigating the effect of emotional literacy training on academic engagement and theory of mind of 9-12 year-old girls. The research method was semi-experimental with pre and post- test with a control group. The statistical population included female students aged 9 to 12 in the city of Isfahan in the academic year 2020-21. Of these, 24 were selected based on availability and randomly assigned to either a control group (N=12) or an experimental group (N=12) groups. The experimental group received eight sessions of emotional literacy training for 60 minutes, and the control group did not receive any training. All participants completed the following questionnaires: Zarang's (2012) Academic Engagement Questionnaire and Stirenman's (1999) Theory of Mind Test. Results of Mann-Whitney U test showed that emotional literacy education improved the level of theory of mind and academic engagement of students. Therefore, emotional literacy training in schools and counseling centers can be used to increase students' theory of mind and academic engagement

The purpose of this study was to gain a coherent understanding of the importance of language, identify and categorize its components in the acquisition of children's theory of mind ability, and also to provide a conceptual model in this regard. The type of research was descriptive, the method of conducting it was qualitative and based on library citation research that was done using systematic review and meta-study (meta-synthesis) methods. The target population included all the researches and studies available in foreign and domestic databases that were conducted from 1990 to 2021 in the field of the relationship between language and theory of mind. By applying the theoretical and targeted sampling method and selecting a sample of related studies and researches, the required data were collected. The sampling process continued until theoretical saturation was achieved. 123 articles were screened Finally. The data was analyzed by content analysis method. In the open coding stage, 143 component codes were identified. Based on the concept of the identified codes and their classification in a similar component, in the axial coding stage, 5 main components and 2 secondary components were obtained. The findings indicated that the relationship between language and theory of mind can be theoretically explained based on 5 main linguistic components in the order of priority: pragmatics, semantics, syntax, vocabulary and phonology and 2 sub-linguistic components: meta-linguistic and whole. Presenting this conceptual model is a step towards achieving a comprehensive and new explanation of the importance of language in the development of the theory of mind and will lead to increasing and updating existing knowledge and benefiting from it at practical levels, including in research, educational and clinical aspects.

The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by the available sampling method and completed the children's empathy questionnaires of Auyeung et al (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model is a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that the theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.

Considering emotional issues in theory of mind deficits in children with attention deficit hyperactivity disorder is one of the important fields of research, so purpose present study was to investigate relationship between theory of mind and emotional dyslexia in children with attention deficit hyperactivity Signs by considering mediating role of emotion regulation and emotional intelligence. Research method was correlation with path analysis model. The statistical population of research was all children suffering from attention-deficit-hyperactivity Signs who referred to psychological clinics in Tehran, by available sampling 400 of them were given research questionnaires, including Theory of Mind Questionnaire (Stirman, 1994), the Toronto Alexithymia scale (Rieffe et al., 2006), emotion regulation (Gross et al., 2003) and emotional intelligence (Schutte et al., 1998). Finally, hypothetical model of research was consistent with data, which provides a good fit of model and showed that Emotional dyslexia affects theory of mind both directly (p<0.01, β=0.273) and through mediation of emotional intelligence and emotion regulation (p<0.01, β=0.387). The results of research showed that emotional dyslexia can predict theory of mind in children with attention deficit hyperactivity disorder both directly and through mediation of two variables of emotion regulation and emotional intelligence. Results of present study can be used as a model to explain emotional components in deficiency in theory of mind in this context.

The purpose of this research was to investigate the effectiveness of cognitive empowerment of mental states on the mind reading ability of substance dependent people. The current study was a quasi-experimental type with a pretest-posttest design with a control group. 30 drug addicts with the same conditions in terms of age, education, occupation, etc. were selected and randomly assigned to two experimental and control groups (15 people in each group). The participants responded to the eye reading test (Baron-Cohen test) in the pretest and posttest. The experimental group was subjected to the intervention of the cognitive empowerment program (Terme program) and the control group did not receive any intervention. The results of covariance analysis showed that cognitive empowerment (Terme program) is effective on the ability to read minds (theory of mind) in drug dependent people. In fact, the Terme program has improved the ability to read minds through the eyes in drug dependent people. Based on the results of the present research, it is possible to use the cognitive empowerment program (Terme program) in the ability to read minds through the eyes for drug dependent people.

AbstractThe purpose of this study was to determine the effective of the training program of executive functions on improving levels of theory of mind in children with attention deficit / hyperactivity disorder. The research method was semi-experimental with post-test pre-test with control group. The study population included all 6- to 8-year-old children in Tabriz, of whom 30 were selected by convenience sampling and randomly assigned to experimental (15) and control (15) groups.Then the Theory of Mind Questionnaire (Hutchins, Perlock , Bonazinga , 2012) was completed by parents of both groups. After performing the pre-test, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The post-test was performed again and the data obtained from the pre-test and post-test were analyzed using analysis of covariance.The data showed a significant difference between the control and experimental groups in the post-test of variable theory of mind scores after adjusting for the effect of pre-test of theory of mind(P<01). Based on this study, it can be suggested that improving the executive functions can increase the levels of theory of mind.

The present study was conducted with the aim of comparing the effectiveness of marital life enrichment education based on "choice theory" and "Guttman theory" on marital satisfaction of women with marital discord. The research method was semi-experimental including two experimental groups and a control group with a pre-test-post-test design and a two-month follow-up period. The statistical population of this research included all married women with marital disputes who referred to the Tasnim counseling center in Shush city in 2022, 60 women were randomly selected in three groups of 20 (two experimental groups and one control group) ) were assigned. The data were collected using marital satisfaction index questionnaire. Repeated analysis of variance method was used to analyze the dataThe results of data analysis showed that both enrichment groups based on selection theory and Guttman's theory have a significant effect on women's marital satisfaction (p<0.01). Also, in the follow-up phase, the effect of the two methods over time was also significant, but the selection theory has more therapeutic stability both in the post-test phase and over time compared to the teachings of Guttman's theory (p<0.01). According to the results of the research, interventions based on marital life enrichment education (choice theory and Gutman theory) can be used as a therapeutic protocol by counselors and specialists

Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.

The aim of the current research was to investigate the mediating role of emotional intelligence in the relationship between the dimensions of socially competent theory of mind in adolescents. The population of the current research was all female adolescents aged 12 to 15 in Tabriz city. 150 teenagers were randomly selected. The required information was collected by Stirenman's theory of mind test (1990), Barr's emotional intelligence scale (1980) and Felner's social competence measurement scale. Statistical analysis was performed by multiple mediation model test with more than one independent variable using AMOS and SPSS21 statistical program. Research evidence, in general, of the positive and significant relationship of emotional intelligence with various indicators of social adjustment, such as appropriate social behavior in elementary school children, empathy of people with each other and openness to feelings, lack of negative interaction with friends, warmth and feeling of sympathy with others, Communicating positively with others and being satisfied with this relationship informs. Based on the findings of this research, emotional intelligence plays a mediating role in the relationship between theory of mind variables and social competence in adolescent girls. This indicates the full mediation role of the dimensions of happiness, realism, interpersonal relationships, self-control and flexibility in the relationship between second-level theory of mind and social fulfillment.

One of the most common problems at different levels of education, especially during adolescence, is academic procrastination. Procrastination is one of the most important causes of students' failure to learn and achieve academic progress. Educational interventions based on choice theory and Transactional Analysis are two different types of interventions that emphasize on internal and interpersonal factors, respectively, and there is a comparison of their effectiveness on academic procrastination of girl's students in the research.

The present study was conducted with the aim of comparing the effectiveness of education based on choice theory and transactional analysis on academic procrastination of girl's students.

The method of the current research was a semi-experimental pre-test-post-test type with a control group and a two-month follow-up. The statistical population of the research included all ninth grade girl's students of Kuhdasht city in the academic year of 2018-2019, 45 of whom were selected by multi-stage cluster sampling method, and they were randomly replaced in three groups of 15 people (two experimental groups: Choice Theory and Transactional Analysis and a control group). In order to collect data, the academic procrastination assessment scale - student version (Solomon & Rothblum, 1984) was used. Also, educational programs based on choice theory (Nikbakht et al., 2014; Glasser, 1999) and based on transactional analysis (Stewart & Joines, 2009) were implemented in eight sessions on the first and second experimental groups, respectively. Also, the research data were analyzed using the analysis of variance test with repeated measurements using SPSS-23 software.

The findings showed that both education based on choice theory and transactional analysis (with effect sizes of 0.870 and 0.721, respectively) had a significant and stable effect on the academic procrastination of ninth grade girl's students (P≥0.001). Also, the results of the comparison of interventions in Benferroni's post hoc test also showed that the effectiveness of education based on the choice theory on reducing academic procrastination was greater than the interaction analysis (P≥ 0.001).

According to the obtained results, it seems that the educational interventions based on the choice theory and transactional analysis were effective in reducing the academic procrastination of girl's students, But the education program based on the choice theory is more effective because of increasing academic self-confidence and improving students' metacognitive skills, for this reason, it is suggested that school counselors use this educational method more to reduce students' academic procrastination.

The present research was conducted with the aim of designing and compiling a combined program based on the theory of mind method and the flortime method and its effectiveness on social-communication skills and stereotyped behaviors of children with autism spectrum disorder.

The present research method is mixed (qualitative-quantitative) of sequential exploratory type. In the qualitative part with the approach of inductive content analysis, socio-statistics included all the valid scientific sources and articles indexed and related in the databases, and theoretical sampling and the saturation rule were used. In the quantitative part, the population of this research was all children aged 2 to 5 years with autism spectrum disorder who referred to Autism Center of Rafsanjan, who were willing to cooperate and participate in the meetings on behalf of themselves and their families. The sample included 5 children aged 2 to 5 years with autism spectrum disorder. These people were selected by purposeful sampling and investigated in a single-group study with a single-subject design. The research tool was Gilliam Gazer's (1994) questionnaire.

The results of the qualitative part of the research led to the development of a 12-session combined therapy package based on the theory of mind method and flortime method. The results of the quantitative part showed that the combined training method based on the theory of mind method and the flortime method had an effect on the social-communication skill components with an improvement percentage between 25 and 55%. The theory of mind method and the Flortime method have had an effect on the scores of stereotyped behaviors with a recovery percentage between 14 and 46%.

The conceptual model of the combined program based on the theory of mind method and the flortime method was developed based on the dimension of communication skills, the dimension of motor speech skills, the dimension of interpersonal skills and social interaction, and the dimension of emotion recognition. The results showed that the teaching method of the combined program based on the theory of mind method and the flortime method had an effect on social-communication skills and stereotyped behaviors.

The aim of this study was to investigate the effectiveness of the cognitive-emotional theory of mind on improving hot and cold empathy in children who have been victims of child abuse. In line with this goal, 2 child victims of emotional abuse were purposefully selected in the form of a single-subject experimental design with a single baseline. According to the research design, in the baseline stage, the subjects' cold and hot empathy status were measured using the Dads et al questionnaire. Then, in the intervention phase, the skills of psycho-emotional theory were implemented during twelve sessions based on Hall et al model. In this regard, during the fourth, sixth, eighth, tenth and twelfth sessions, the subjects' cold and hot empathy were measured. For data analysis, the ocular and graph analysis methods were used and the percentage of effect size and improvement was calculated. Data analysis indicated that teaching the skills of the emotional-cognitive theory of mind is clinically effective in improving the hot and cold empathy of child victims of emotional abuse. These findings have practical implications in the clinical field and indicate that the promotion and improvement of the theory of mind protects children from the harms caused by emotional abuse.