جستجوی مقالات مرتبط با کلیدواژه « affective » در نشریات گروه « روانشناسی »

The purpose of this study was to investigate the mediating role of impulsivity and emotional dysregulation in the relationship between affective and emotional temperament and self-harm behaviors in university students

The Method of the present study was descriptive-correlational research using structural Equation Modeling (SEM) method. The statistical population of the research was all students between the ages of 18 and 25 in the city of Mashhad that 630 of them were selected through convenience sampling technique. The instruments for data collection included The Deliberate Self-Harm Inventory, The Affective and Emotional Composite Temperament (AFECT) scale and Difficulties in Emotion Regulation Scale (DERS) and Barratt Impulsiveness Scale-11. The data were analyzed using the Structural Equation Modeling (SEM) technique and R software.

The results indicated that the hypothesized model had a good fit with the observed data.(RMSEA0/08). The results showed that the variables of impulsivity (β=0/29, p<0/001) and emotional dysregulation (β=0/50, p<0/001) have a direct positive and significant effect on self-harm behaviors. also impulsivity and emotional dysregulation mediated the relationship between affective and emotional temperament with self-harm behaviors(β=0/294, p<0/001).

Results showed that the impulsivity and Emotional Dysregulation can partly explain the association between Temperament and Self harm behavior. Therefore, it is necessary to pay special attention to skills such as emotion regulation and impulsivity.Keywords:, Emotional Dysregulation, impulsivity, Self-harm Behaviors, Affective and Emotional Temperament.

The aim of this study was to investigate the predictive role of components of Affective and Emotional Composite Temperament model in relation to anger control and positive attitudes toward delinquency in secondary high school students. This study was descriptive and its statistical population was all secondary high school students of Ardabil city that selected 221 students using multi-stage cluster sampling method. Data was collected with Affective and Emotional Temperament questionnaire (Lara et al, 2012), Questionnaire of Delinquency (Fazli, 2010) and the Dimensions of Anger questionnaire (Sigel, 1986). Stepwise Regression was used to analyze data. The results of data analysis showed that components of emotional temperament about 47% and components of affective temperament were able to explain and predict about 43% of changes related to positive attitudes toward delinquency (P< . /05). Also components of emotional temperament about 19%, and components of affective temperament, were able to explain and predict about 13% of changes related to anger control (P< . /05). The results of the this study provide important implications for the use of the AFECT model to aim of identifying groups at risk for violence and delinquent behavior and can be used to design preventive interventions for Aggression and delinquency.

Specific phobic disorder is defined as an extreme or irrational fear that consistently persists and dependent on the presence of a specific object or situation. The aim of this study was to investigate the role of The Affective and Emotional Composite Temperament (AFECT) model in predicting the symptoms of Specific phobia. 400 students of Azerbaijan Shahid Madani University selected by purposive sampling method. They completed the AFECT inventory & the fear survey schedule scale- I I I. Results indicated that emotional dimensions (coping, volition, sensitivity & fear) and affective temperaments (anxious, apathetic, cyclothymic, volatile & hyperthymic) of AFECT model were significantly associated with symptoms of specific phobia. The emotional dimensions (sensitivity and fear) and affective temperaments (anxious and hyperthymic) could predict symptoms of specific phobia. The results indicated that AFECT model as an explorative model, could predict the psychopathological changes in specific phobic disorder. Affective and Emotional Composite Temperament , Affective Temperament, Emotional Temperament , Specific Phobic Disorder,

Aim: The research aim was to investigate effectiveness of emotion regulation training in reducing school burnout and improving social acceptance and affection of students with learning disabilities. Research method was quasi-experimental with pretest, posttest, and control group and follow-up. Statistical population consisted of 513 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the center for learning disabilities of Bushehr province’s Department of education in 2016-2017 school year. Of these, using convenience sampling and considering requirements of research project, 160 students were short-listed in the first stage, and of these, 34 students were selected and assigned to an experimental group and a control group. Measurement tools were Breso, Salanova & Schoufeli’s school burnout questionnaire (2007), Ford and Rabin’s social acceptance questionnaire 1970, Williams, Chambless & Ahrens’s affective scale (1997), Allen, McHugh and Barlow’s emotion regulation training scheme 2009. The experimental group subjects received eight weekly 90-minute sessions of emotion regulation training. Data gathered from questionnaires filled out by both groups were analyzed in three stages using repeated measures Findings showed that emotion regulation training has a significant effect on school burnout (F= 3.232, P= 0.013), social acceptance (F= 4.467, P= 0.001) and affection (F= 4.327, P= 0.021) and this effect remains unchanged in the two-month follow-up phase. Since emotion regulation training helps improves individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as an effective intervention method to reduce school burnout and to improve social acceptance and emotions of students with various learning and other disabilities.

Aim: The aim of present study was to investigate effectiveness of emotional regulation training on affective, social and educational adjustment in 10 to 14 years boys’ student suffering from conduct disorder. it was a quasi-experimental with control, experimental group and pretest, posttest, and follow-up was 2 months. Target population was 68 pupils aged 10 to 14 years old who referred to counseling center of Rahe Novin Zendegi in Gonbad kavous from October to November 2017, among which, 30 students who had the highest score in Sinha and Sing Student Adjustment Inventories 1993 and Parents' Parenting, Gadowc& Sprafkin (2007) were selected through convenience sampling and randomly assigned into two groups of experimental and control. The experimental group received 8 weekly 90-minute sessions based on combination of McGee, Wood, and Brentley (2011) and Allen, Maggie and Barlow (2009) guidelines for emotional regulation. The control group did not receive any interventions during this period. Data were analyzed using mixed variance repeated measures. Results showed significant difference between function of experimental and control group in Symptoms of conduct disorder (F= 19.27, P= 0.001), total adjustment (F= 59.02, P= 0.001), affective adjustment (F= 19.86, P= 0.01), social adjustment (F= 47.83, P= 0.001) and educational adjustment (F= 32.05, P= 0.001) in post test and after two month of follow up. Since the training of emotional regulation is directly influencing on interaction of individual with peers and community and reduces the symptoms of conduct disorder, hence, this method can be used in families, educational institute and Psychological and Counseling Services Centers in Iran in order to improve symptoms of conduct disorder.

The current research was semi-experimental with pre-test and post-test and control group. 30 breast cancer patient, select voluntary and were assigned randomly to control and experiment groups, and completed King’s Self-report Spiritual Intelligence, and Bell’s Adjustment Questionnaires. Participants on experimental group received ten sessions of spiritual intelligence training and the group of control not received any training. Data was analyzed using co-variance analysis statistical method and SPSS-19 statistical software. Findings showed that spiritual intelligence training lead to increasing on family, affective, and social adjustment, and no physical adjustment. The result of the present study persists to usefulness effect spiritual skills training on improvement view of patients to spirituality and decrease mental trauma and adjusting with situation.