جستجوی مقالات مرتبط با کلیدواژه "causal attributions" در نشریات گروه "روانشناسی"

Several factors have an effect on educational failure, which interactively intensify and strengthen each other, and the result of this causes the loss of social and human capital of a society. The present research was conducted with the aim of the effectiveness of teaching metacognitive techniques on the causal documents of learning problems of English language course of secondary school students of Qeshm city. The research method is a semi-experimental type, based on the initial monitoring, randomly among the student population, 36 students who had a score of less than 12 in the English course were randomly selected (18 in two groups, experimental and 18 controls) were selected. The research tools included the Auestionnaire of English Language Learning Problems in secondary schools (Javadan, 2014) and the Package of Meta-Cognitive Techniques (Qadampour, 2016), which dealt with meta-cognition, problem solving techniques and critical thinking for six sessions. Data analysis was done using the SPSS23 program and the analysis of the covariance method. According to the F values for the causal documents of English language learning (0.133) and the significance level (P≤0.05), no significant difference was observed between the control and experimental groups. Therefore, the main and secondary hypotheses of the research are rejected. In general, it can be concluded that the training of metacognitive skills takes place face-to-face and in the context of time, and applying these trainings in real life conditions and training in virtual conditions is effective for this group of students. not much

Nursing is one of the professions that is always faced with numerous and stressful factors in the work environment. The nature of this job is such that it involves a combination of roles through technical activities, professional skills, human relations and empathy. The present study was conducted with the aim of comparing the effectiveness of mindfulness-based schema therapy and acceptance and commitment therapy on cognitive distortions and causal attributions in nursing and midwifery students with health anxiety.

It is a semi-experimental research design with a pre-test-post-test design and a three-month follow-up with the control group. The statistical population included all nursing and midwifery students suffering from health anxiety in the free universities of Gilan branch in 2021. Among these, 45 people were selected by convenience sampling method and randomly replaced in experimental groups (schema therapy based on mentality and therapy based on acceptance and commitment) and control (15 people in each group). Mindfulness based schema therapy was performed in 10 90-minute sessions based on Yaung et al.'s (2003) educational package in the experimental group. Data were collected using Ellis' (2000) Cognitive Distortion Questionnaire, Peterson et al.'s (1982) documentary style, and Salkovskis' (2002) health anxiety. The data was analyzed using SPSS-22 software and through the analysis of variance test with repeated measurements.

The results showed that mindfulness-based schema therapy and acceptance and commitment therapy are effective on cognitive distortions (P<0.001) and causal documents (P<0.001) of nursing and midwifery students suffering from health anxiety. Also, the results of the follow-up test showed that mindfulness-based schema therapy on acceptance and commitment therapy has a greater effect on cognitive distortions and causal attributions than mindfulness-based schema therapy.

Considering the role of beliefs and thoughts in cognitive distortions, it is suggested that therapists consider these interventions in reducing the symptoms of worry and disease perception.

This study aimed to investigate the mediating role of causal attributions on the relationship between perfectionism and academic well-being among male and female gifted adolescents. The research method was discriptive-correlational and the statistical population included 352 gifted students (152 male and 200 female) was selected by a convenience sampling method and responded to the Multidimensional Perfectionism Cognitions Inventory (Kabori, 2006), the Attributional Style Questionnaire (Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman, 1982), the School Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted student. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being fitted well with the data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model’ predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. According to the findings, the positive and negative perfectionism.

The purpose of this study was to examine the effectiveness of enrichment of interpersonal relationship skills program on university students’ causal attributions, interpersonal conflict solution strategies, cognitive emotion regulation strategies and perception of positive relations with others. In this experimental study with pretest-posttest control-group design and follow up stage, 72 students participated, 40 students in the experimental group and 32 students in the control group. The participants completed the Attribution Style  Questionnaire (ASQ; Peterson & et al., 1982), the Conflict Resolution Styles Inventory (CRSI; Kurdek, 1994), the Cognitive Emotion Regulation Questionnaire (CERQ-SF; Garnefski, Kraaij & Spinhoven, 2001), and the Positive Relationships with Others Scale (PROS; Ryff, 1989). The experimental group received 10 sessions of enrichment of interpersonal relationship skills program (1 hour a session). The results of multivariate and univariate covariance analysis indicated that enrichment of interpersonal relationship skills program was effective in increasing positive causal attributions, positive problem solving strategy, adaptive cognitive emotion regulation strategies and positive relations with others and in decreasing negative causal attributions, non-adaptive interpersonal conflict solution styles and non-adaptive cognitive emotion regulation strategies in short term and long term. The findings suggest that enrichment of interpersonal relationship skills program may result in mental immunization in students through increasing positive thinking strategies, adaptive emotional management skills and interpersonal relationships skills enrichment

This study examined the mediating effect of positive and negative achievement emotions on the relationship between causal attributions and academic self-regulation among university students. On a sample consisting of 270 students (93 male 177 female) were administrated the achievement emotion questionnaire (Pekrun, Goetz & Perry, 2005).), attributin style questionnaire (Peterson, Semel, Beayer, Abramson, Metalsky & Seligman, 1982) and academic self-regulation scale (Ryan & Connell, 1989). Structural equation modeling was used to assess the mediating effects model of achievement emotions on the relationship between causal attributions and academic self-regulation. results showed that there is a positive significant correlation between adaptive attribution style with positive achievement emotions and a positive significant correlation between nonadaptive attribution style with negative achievement emotions and positive significant correlation between positive achievement emotions with self-regulation and negative correlation between negative emotions and academic self-regulation. Results also indicated that the relationship between adaptive and non-adaptive attribution styles and academic self-regulation by positive and negative achievement emotions is mediated. All of the regression weights in the both models were statistically significant and in the the mediating model of positive and negative achievement emotions, model's predictors accounted for 25% and 21% of the variance in academic self-regulation, respectively. In sum, the results emphysising on the mediating role of achievement emotions, provide further support for the attribution theory.

The purpose of this experiment was to study effects of governmental university (GU) students stereotypes about Islamic Azad University (IAU) and GU students on their attribution style about observed behaviors from GU and IAU students. 80 Tabriz GU students (32 males and 48 females) were assigned randomly in to four experiments. In each experiment condition, a target individual was int roduced to t he subjects wit h stereotype using consistent or inconsistent method. Then, they were requested to rate the importance of stable internal, unstable internal and external causes about the target behavior. the data were analyzed with mult iple variable analysis of var iance (MANOVA), two way analysis of variance (ANOVA), dependent t and independent t tests. The results showed that: 1) stereotype consistent behavior strongly attributed to stable internal causes, in comparison with the st ereotyp e inconsistent be havio r, 2) stereotype inconsistent behavior strongly attributed to external or unstable internal causes, in comparison with the stereotype consistent behavior,3) stereotype consistent behavior strongly attributed to the stable internal causes in comp arison with the external or unstable internal causes, and 4) stereotype inconsistent behavior strongly attributed to the external or unstable internal causes, in comparison with the stable internal causes. The results provided approval for the effects ofstereotype on causal attribution’s model, and d id emphasise on a relat ive difference between the Iranian and western societ ies, in the use of causal scheme for explanation of counter stereotype behavior.