جستجوی مقالات مرتبط با کلیدواژه « cognitive errors » در نشریات گروه « روانشناسی »

The present study was aimed at predicting life satisfaction based on cognitive errors with the mediating role of procrastination of students with cyberspace addiction. The statistical population of this research includes all students of the first secondary level in Tehran in the academic year of 1401-1400. The sample size, using the Klein method and taking into account the possibility of sample dropout, was considered to be 180 people who were selected using available sampling method. The main data of this research was obtained using Diener's life satisfaction, Litenberg et al.'s cognitive errors , Tuckman's procrastination and Young's Internet addiction . Descriptive statistics (mean, standard deviation, skewness and kurtosis indices) and inferential statistics of Pearson's correlation coefficient and structural equation modeling with LISREL software were used in data analysis. The results of the research indicated that cognitive errors with the mediating role of procrastination can predict life satisfaction in students with cyberspace addiction.

The present study was conducted with the aim of predicting the psychological security of secondary school students based on childhood trauma and cognitive errors. The research method was a descriptive correlation. The statistical population included students in the second grade of high school in Behshahr in the academic year 2021-2022. The sample size was 421 people who were selected by random sampling method. Research tools include the psychological security questionnaire (PSI) Maslow's (1942), the Childhood trauma questionnaire (CTQ) Bernstein et al. (2003), and the cognitive errors questionnaire (CDQ) Abdullahzadeh and Salar (2009). The results of the simultaneous entry regression test showed that among the research variables emotional abuse (P=0.001), physical abuse (P=0.001), sexual abuse (P=0.001), sexual neglect (P=0.001), and cognitive errors (P=0.001) predictors are significant for psychological security, but emotional neglect was not a significant predictor for students' mental security (P=0.96). Also, the results showed that the predictor variables were able to predict 0.45 of the variance of the psychological security variable of the second-level secondary school students. The result of this research shows that attention to childhood trauma and cognitive errors by psychologists and school counselors can help to explain the psychological security of students.

The aim of this study was the determination of the effect of attributional styles and cognitive errors on suicidal tendency among 15-35 years old educated youth referring to Tekab mental health centers. The research method in this study was descriptive-correlational type. The statistical population of the study was all educated young people (from diploma to master of science degree) in the range of 20 to 35 years referring to the mental health centers of Takab health network that participated in screening plan in 2020. 255 cases were selected using the Cochran's sampling volume determination formula by simple random sampling method. Data were collected by using Cognitive Error Questionnaire (2001), Seligman's documentary styles Questionnaire (1983) and Orbach Suicide scale (1981).The results of the hypotheses test by regression method showed that attributional styles and cognitive errors can explain respectively 0/163 and 0/348 from the variance of suicidal tendencies among youth referring to mental health centers in Tekab city health network (p<0/05).

The aim of this study was to determine the fit of the structural model of predicting academic procrastination based on cognitive styles of emotion regulation and cognitive errors with the mediating role of self-disability in students. The present study was an applied type of descriptive and correlational research (structural equation modeling analysis). In the present study, the statistical population of all male and female high school students (secondary school) in districts 7 and 8 of Tehran in the academic year 2021-2022 was 8522 people. The sample size was 250 students who were selected by non-random and available sampling method. Jones & Rhodewalt's Self-handicapping scale (1982), Gross & John's Cognitive emotion regulation styles questionnaire (2003), Abdollahzadeh and Salar's cognitive distortion questionnaire (2010) and Tuckman's academic procrastination scale (1991) were used to collect data. Data were analyzed by Pearson correlation coefficient test and path analysis. The results showed that cognitive emotion regulation styles have a direct effect on academic procrastination in students. Cognitive errors have a direct effect on academic procrastination in students. Self-disability has a direct effect on academic procrastination in students. Cognitive errors have an indirect effect on procrastination with the mediating role of self-disability in students. Cognitive emotion regulation styles have an indirect effect on procrastination with the mediating role of self-disability in students.

This study aimed to investigate the effectiveness of unified trans-diagnostic treatment on cognitive errors, rumination, and cognitive avoidance in social anxiety disorder patients.

The research was a single-case experimental design with multiple baselines (ABAB) as well as a one-month follow-up. The research population have been patients suffering from social anxiety referred to Arvin Clinic in 2022 and three participants were selected on a voluntary basis. Instruments included the Ruminative Response Scale, Cognitive Avoidance, Cognitive Distortion, and Social Panic Questionnaires. Therapy was performed according to the integrated unified trans-diagnostic protocol for one hour, two months, and twice a week. Percentage recovery, Cohen's effect size, and visual analysis were used to analyze the data.

Results showed that integrated unified trans-diagnostic protocol significantly reduced cognitive errors, rumination, and cognitive avoidance in participants. The overall improvement percentage of social anxiety in the participants was 57%, 59%, and 48% and these rates remained stable in the one-month follow-up.

These findings suggested that integrated trans-diagnostic therapy is an essential therapy to remedy cognitive errors, ruminations, and cognitive avoidance and is highly recommended for treatment of the social anxiety-disordered patients.

The aim of this study was to evaluate the effectiveness of forgiveness therapy on Irritability and Cognitive errors of female students' with disruptive mood dysregulation disorder (DMDD).

The research method was semi-experimental with pre-test post-test and a control group. The statistical population of this study was all students with symptoms of disruptive mood dysregulation disorder in the age range of 14-17 years in schools of Baharestan city in year of 1400. 35 subjects were selected by available sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments included Strringars Emotional Response Scale. Quinn, Dozis, Eugenwick Cognitive errors Questionnaire. The subjects of the experimental group received 15 sessions 60 minutes of forgiveness therapy while the control group did not receive any intervention. Data were analyzed by(MANCOVA) multivariate covariance analysis.

The results of data analysis showed that the experimental group compared with the control group in adolescent irritability and their irritability in terms of parents and cognitive errors and its components including mind reading, all or nothing thinking, emotional conclusion, labeling. , Mental purification, over-generalization, personalization and expressions should have a significant decrease (P <0.05).

According to the findings of the study, forgiveness therapy was effective in reducing students with disruptive mood dysregulation disorder by reducing irritability and cognitive errors.

The present study aims to predict procrastination through cognitive errors and perfectionism. The present research method is a descriptive correlation. The statistical population included all high school students in the east of Tehran in the academic year 1393-94, among whom 280 were selected by Simple Random Sampling. To collect data, the negative cognitive errors questionnaire (Leitenberg et al., 1985), Multidimensional Perfectionism Scale (Hewitt & Flett, 1991), and behavioral procrastination questionnaire (Lay, 1986) was used. The results were analyzed using Pearson correlation analysis, multiple regression, and independent t-test. The results showed that there was a positive and significant relationship between all cognitive errors and procrastination (p<0.01). Also, procrastination has a positive significant relationship with self-oriented perfectionism and a negative significant relationship with social-oriented perfectionism (p<0.01). The regression analysis results showed that cognitive errors and self-oriented perfectionism can predict 15.5% of procrastination variance. Independent T-test showed that there was no significant difference between girlschr('39') and boyschr('39') scores in any of the variables (p>0.05).  These results clarify the importance of cognitive errors and perfectionism in procrastination, and therapists and designers of workshops and cognitive-based training programs can use these findings to enrich their interventions.