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

Lack of life skills causes ineffective and maladaptive behaviors in the face of stress. The aim of this study was to investigate the effectiveness of life skills training on coping strategies with stress and mothers' emotional self-regulation.

The research was quasi-experimental with pre-test and post-test with control node and follow-up stage. The statistical population of the present study consisted of all mothers with adolescent children in District 3 of Karaj who referred to Armaghan Bahar Psychology Clinic in the fall of 1398. The sample size included 40 mothers with adolescent children in District 3 of Karaj in 1398 to the clinic. The psychology of Armaghan Bahar was referred and were studied by available sampling method and randomly in two experimental groups (20 people) and (20 people) control. The experimental group participated in 11 life skills training sessions, while the control group did not receive any intervention. And after two months, the follow-up was done. The Lazarus Coping Strategies Questionnaire, the Garnfsky Emotional Cognitive Self-Regulation Questionnaire, and Kraj were used to collect data. Descriptive statistics were used to analyze the results and then multivariate analysis of covariance (MANCOVA) was used.

The results showed that life skills training increased the problem-oriented coping strategies of the experimental group versus the control group and decreased the emotion-oriented coping strategies of the experimental group versus the control group (P <0.01). The results also showed that life skills training increased the positive emotions of the experimental group versus the control group (P <0.01).

Interventions based on this approach can be useful in increasing the rate of coping responses to problem-solving, positive emotions of mothers with adolescent children and help to improve their living conditions.

The purpose of this study was Effect of cognitive behavioral group therapy based on Hofmann model on the reduction of clinical symptoms and improved cognitive emotional regulation firefighters in Alborz Province. This study was a quasi-experimental study That used the pretest - posttest with control group design. The sample included 24 employees, 12 Subjects in the experimental group and 12 Subjects in the control group were assigned randomly. Both groups were given a pre-test and The experimental group received cognitive behavioral group therapy (CBGT) in 10 sessions, While this intervention did not provide to the control group. For data collection was used cognitive emotion regulation questionnaire (CERQ) and the revised list of psychiatric symptoms (SCL-90-R). Data analysis using multivariate analysis of covariance showed that the difference between the experimental and control groups in symptoms of depression ,anxiety, interpersonal sensitivity and psychosis were significant (P<0/05), But the difference was not significant between experimental and control groups in hypochondriasis, obsessive-compulsive, , aggressiveness and phobia (P<0/05). The difference between the experimental and control groups was significant in the positive refocusing components, positive reappraisal, focusing on reprogramming, acceptance, Perspective Taking, your blame, Catastrophizing . But the difference was not significant between experimental and control groups in rumination and blame other people (P <0/05).

This study aimed to determine the mediating role of self-regulation in the relationship between thinking styles and students’ test anxiety in Birjand University. The present study is a non-experimental one and of Structural Equations Modeling (SEM) type. The sample size consists of 300 students (150 males and 150 females) who were studying in Birjand University that were selected through multi-stage cluster random sampling method. They completed three questionnaires including Test Anxiety questionnaire developed by Abolqasemi et al. (1996), Self-regulation questionnaire by Pinterich and DeGrowth (1990) and Thinking Styles by Sternberg and Wagner (1992). Then, descriptive statistics such as mean and standard deviation and parameters of inferential statistics and path analysis were applied using AMOS software. The results showed that thinking styles explain 31% of the self-regulatory learning variance and thinking styles with mediation of self-regulatory learning explain 36% of the test anxiety variance. Thinking styles have an indirect relationship with test anxiety through self-regulation. Therefore, identifying different learning styles and skills through self-regulation of the amount of test anxiety they explained. And thus to reduce test anxiety set of programs. As a result, planners and therapists These findings suggest that self-regulation is necessary to reduce test anxiety, and also references to different learning styles as a key variable pay special attention.

The purpose of the present research was toinvestigation ofthe relationship between metacognitive beliefs with academic self-regulation and parents-students conflict.Method study was correlation andand the statistical community was all girls students from Tehran city, who were enrolled in the 1394-95 academic year.The sample group was included 206 students that were selected by random clusterSampling. Assessment instruments was Wells& Cartwright-Hatton(2004)metacognitive beliefs questionnaire, Ryan & Conell (1989) academic self-regulationquestionnaire and Straus(1990) conflict tactics scales questionnaire.data was analyzed by using Pearson correlation coefficient, simple regression and stepwise multiple regression. The results showed that there is negative significant correlation between metacognitive beliefs ,positive beliefs and cognitive self consciousness with academic self-regulation. there is negative significant correlation between need to control thoughts and uncontrollability/danger with with academic self-regulation , Introjected regulation and external regulation. there is negative significant correlation betweenmetacognitive beliefs,positive beliefs, uncontrollability/danger and need to control thoughts with parents-students conflict and verbal aggression.there is negative significant correlation between cognitive confidence parents-students conflict,verbal aggression and violence. Stepwise regression analysis showed that cognitive self consciousness and positive beliefs, could explain 0/15of variance inacademic self-regulation. Also cognitive confidence could explain 0/021 of variance in parents-students conflict. Counselors andteachersusingthese findingsandtaking into account theeducationaland psychological interventionscan beroundprogramwithincreasingstudentsviewsabout,theirmetacognitive beliefs.

The purpose of this study was to investigate the mediating role of basic psychological needs, motivational self-regulation and academic in relationship between supporting student›s academic autonomy support and academic performance in male and female student s of Karaj high school. Five hundred and twenty students from high schools located in north, west, East and center of (Karaj) were selected through multi stage sampling to assess the variables. The following scales and questionnaires were used: Basic Psychological Needs Scale, Academic Emotion Questionnaire Instructor Supports Student Autonomy Scale, Parents’ Supports Student Autonomy, Connectedness with Class Students Scale, Academic Motivation Scale and Academic Emotion Questionnaire. Finding of the study demonstrated that direct effect of the environmental factors supporting student’s academic autonomy on basic psychological needs was significant. Indirect effect instructor autonomy support on academic performance was not significant, but parent’s autonomy support and connectedness with class student was indirect significant effect on academic performance. Autonomy, relatedness, a motivation and class enjoyment has significant direct effect academic performance. In addition, indirect effect of autonomy, competence, relatedness, intrinsic motivation and extrinsic motivation on academic performance was significant. Therefore; basic psychological needs, motivational self-regulation and academic emotions has shown role mediating between the relationship environmental factors students’ academic autonomy support and academic performance.

Considering to significance of psychological factors in occurrence of physical pain, the current research has been conducted for the purpose of comparing mindfulness and self-regulation in women with non-cardiac chest pain and normal in Tehran city.
The methodology of this research was causal-comparative design. Hence, the research sample including 60 non-cardiac chest pain diagnosed women among referrals of two hospitals and cardiac clinics were selected by accessibility sampling Method and the sample of the healthy group also including: 60 women of accompanying the patients and the personnel of mentioned hospitals without any chest-pain who have certain criteria to participate in research. The subjects responded to two questionnaires including mindful attention awareness scale (Brown & Ryan, 2003) and Self-regulation scale (Ibanez & etal). Research data were analyzed by multi variables Covariance analysis test.
The results of analysis demonstrated significant difference in average values of mindfulness, self-regulation and its components contain positive action, controllability, expression of feeling ,assertiveness & well-being seeking between women with non-cardiac chest pain and normal (P
These findings showed that mindfulness and Self-regulation has relationship to non-cardiac chest pain. These results have important implications about these structures and importance of therapeutic interventions for these patents.

The goal of the present research was to compare the affective self-regulation and rumination in depressed, anxious, and normal individuals. The statistical population of this research were all individuals suffering from depression and anxiety, and also healthy people in Tehran City in the fall of 2013. Sample was gathered via availability sampling method. In the present research, each group consisted of 50 participants. For data collec-tion, Beck Dep-ression Inventory, Cattell Anxiety Inventory, March Affective Self-Regulation Questionnaire, and Ruminative Response Scale were used. Descriptive statistics, MANOVA test, and Post hoc LSD test were used for data analysis. Results indicated that depressed people had higher scores than anxious and healthy people in rumination scale (P

The aim of this intervention study was to investigate the effect of emotional self-regulation based on communication patterns of couples in Isfahan. The research method was quasi-experimental with pretest-posttest in two groups with a control group. The population included all couples having communication difficulties within 25-50 age range in 2013. The sample consisted of 18 couples and was selected by sampling method. Then, couples were randomly assigned to two groups: control (9 couples) and experimental (9 couples). Members of both groups took part in the pre-test, post-test and follow-up and completed Communication Patterns Questionnaire (Christiansen, 1984). Data were analyzed using multivariate variance analysis. The results showed that emotional self-regulation based intervention had a significant effect (P

The aim of the present research was to study the relationship between self-control capacity, and self-regulation with happiness. The statistical population consisted of all students of Guilan University in the 2011-2012 academic year, which among them a sample of 187 students were selected by random cluster sampling method and they completed emotional self-regulation strategies questionnaire (Salehi Morkani,1385), Tangney’s self-control scale (2004), and Oxford happiness scale (Argyle, 1989). The results showed there were significant positive correlations between happiness total score and subscale of positive experience and positive sensation with self-control capacity and self-regulation strategies (consist of cognitive, behavioral and, focusing on change affect and increasing positive affect). Results of regression analysis revealed that self-control capacity and increasing positive affects can explain 17 percent of the variance of students’ happiness. There were significant differences between happiness and it’s subscales in married and unmarried students. According to these results using self-control and self-regulation can leads to happiness.

Aim: The present study was conducted to compare the effectiveness of two therapeutic approaches, namely, Cognitive matrix outpatient model (IOP) and stages of change Model (SOC) on emotional self-regulation and abstinence self-efficacy in amphetamine addicts.
45 self-referred amphetamine addicts men’s were randomly selected to take part in this study. Initial assessment was made using the following questionnaires: The University of Rhodes Island Change Assessment (URICA), emotional problem self-regulation Questionnaire (DERS) and abstinence self-efficacy(ASES). The subjects were placed in two experimental (IOP, SOC) groups and one control group (three groups in all). The two experimental groups received twice a week interventions for 16 weeks and then were post tested and once again reassessed in a three-month follow up.
the Results clearly highlighted the effectiveness of the two models of intervention on improve up abstinence self-efficacy and awareness dimensions of emotional self-regulation problems reduction. Also in comparing of two model effectiveness has been observed that the effectiveness of IOP proved greater than SOC on drug abstinence self-efficacy in posttest as well as follow up maintenance emotional self-regulation. Whereas IOP was more effective than SOC on some dimensions of emotional self-regulation in follow up, IOP was more effective than SOC on self-efficacy in posttest as well as the follow up assessment.
Results are discussed in terms of how therapy can be used as an important aspect of the general change process. Moreover, the significance of a positive approach in terms of stressing emotional self-regulation role of individuals on the changing process was discussed.

This study examined the effectiveness of self-regulation training on executive functions (working memory and planning) of elementary students with learning disabilities in Saghez. The study design was quasi-experimental with pretest and posttest control group. Sixty 8 and 9 year old students with learning disabilities were selected using random sampling. The participants were randomly assigned into either experimental or control group. To measure the study variables the Andre Rey Tests (1942) and the numeral memory subscale of the Wechsler Intelligence Test (1974) were used. The results of analysis of covariance indicated that the experimental group had a significant increase in scores of organizing and working memory compared with the control group. The findings suggested the effectiveness of self-regulation training on executive functions of elementary students with learning disabilities.

this study aimed to investigate the predicting role of Individual factors Included perfectionism , academic self - regulation , and self - efficacy in general procrastination and academic procrastination . for this purpose , statistical population among the public universities markazi province using multistage cluster sampling 412 students were selected and surveyed by questionnaire . the questionnaire included : tuckmn procrastination assessment scale , a questionnaire study of procrastination , frost multidimensional perfectionism scale , academic self - regulation questionnaire and academic self - efficacy questionnaire . data using descriptive and inferential statistical methods including regression were studied. to analyze the data obtained from the questionnaires were analyzed by spss statistical software . the results showed that perfectionism , academic self - regulated and self - efficacy are generally suitable predictors for general procrastination . the findings also suggest that perfectionism , academic self - efficacy and self - regulated are generally suitable predictors for academic procrastination .

recent studies imply that excessive use of internet can interfere with other areas of daily life like academic performance, family relationships, healthy habits and etc. The aim of this study is to assess factor analysis and validation of psychometric properties of the Persian version of generalized problematic internet use scale-2 (GPIUS-2). After confirming the content validity of the Persian version by some experts, a cross-sectional study was conducted on 526 students of Islamic Azad University in Karaj According to convenience sampling method. This scale comprises 15 items and 5 components, namely Preference for online social interaction, mood regulation, negative outcomes, and deficient self-regulation including, in turn, subscales of Cognitive preoccupation and Compulsive Internet use. Exploratory and confirmatory factor analyses were obtained using the R environment. Findings of exploratory and confirmatory factor analyses established the proposed factor structure by Caplan (2010).The content of scale denoted a reciprocal interaction between basic cognitive deficits and negative outcomes of problematic internet use. The coefficient theta (.902) showed a significant internal consistency. Results confirmed reliability and validity of the Persian version of generalized problematic internet use scale-2 and all 5 factors were confirmed.

The purpose of this article is investigated the cause of procrastination according to Cognitive, emotional and behavioral approach. So the model in based on cognitive, emotional and behavioral and procrastination is tested. And the impact of rational beliefs, irrational beliefs, frustration discomfort beliefs, hope beliefs, academic self-efficacy, and self-regulation Procrastination is studied. A sample of 900 students (447 females and 453 males) selected with stratified random sampling and answered to procrastination scale, Rvsblvm and Solom (1984), frustration discomfort scale, Harrington (2005) to measure frustration discomfort beliefs, self-regulated learning questionnaire, Greene and Miller (2004), self-efficacy questionnaire, Mydltn and Midgley (1997), irrational Beliefs Inventory Kvpmnz et al (1994). Path analysis run in two models: one with exogenous variables irrational beliefs and the frustration discomfort beliefs, and other exogenous variables rational beliefs, hope beliefs. The results indicate a good fit of the model. The amount of variance explained by frustration discomfort beliefs, irrational beliefs, self-efficacy and self-regulation was 0.32 and the variance explained by frustration discomfort beliefs, irrational beliefs, and self efficacy was 0.27. The amount of variance explained by rational beliefs, hope beliefs, self-efficacy and self-regulation was 0.24 and the variance explained by rational beliefs, hope beliefs, and self efficacy was 0.18. According to the results of research Education practitioners can reduce student procrastination by increasing self-efficacy and self-regulation, rational beliefs and hopes and decrease irrational beliefs and the frustration discomfort beliefs.

The purpose of this study is to model the relationship between selfregulation, emotional intelligence and mathematics achievement as mediated by self-regulation. The population of the study included all high school students of grade three from the first and second districts of ministry of education in the city of Ardabil in the academic year of 2012-2013. The sample size was 400 (264 female and 136 male) students who were chosen by a relative stratified random method. The instruments of the study included assessment scale of emotional intelligence, self-assessment scale of self-, self -assessment scale of self-efficacy, and researcher-made mathematics achievement test. The data were analyzed using descriptive statistics and inferential statistics including stepwise and path analysis. The results of the study showed that: 1) there is a direct and positive relationship between the academic achievement and self-regulation. 2) there is a positive and direct relationship between the students’ emotional intelligence and their achievement. 3) there is a positive and direct relationship between students’ emotional intelligence and their self-regulation. 4) there is positive, direct and indirect relationship between emotional intelligence and self-efficacy. Overall, the independent variable of self-regulation predicted and justified 27% of variance of the dependent variable of achievement. Also, the independent variable of emotional intelligence predicted and justified 18.2% of variance of the dependent variable of achievement.

In the process of the treatment and returning of addiction، positive and negative emotional states، as well as temptation belong to the most important risk factor for returning. The aim of this study was to determine Effectiveness of Group psychotherapy based on Dialectical Behavior Therapy (DBT) on the degree of craving and difficulty in Emotional Self-regulation of Methamphetamine users. The present study was a Quasi-experimental research and was conducted through the pre-test، post-test design with control group. The statistical population of the study consisted of all Stimulant Methamphetamine Abusers referring to rehabilitation center under the supervision of the Welfare organization in Nourabad from the winter of 1392 to the spring of 1393. The research sample included 30 Methamphetamine Abusers referring to rehabilitation centers that were selected through available sampling. Based on their tendency to participation in the study، structural diagnostic interview and inclusion criteria، 30 participation were selected and were assigned to the experimental (n=15) and control (n=15) groups. The experimental group received 12 sessions of Dialectical Behavior Therapy. All participants completed the voluntary Craving scale and Gratz Difficulties in emotion regulation Questionnaire as the pre-test، post-test and the follow up stage after a 2 months interval. Data was analyzed through ANOVA with repeated measures. The results of ANOVA with repeated measure showed that the degree of craving and difficulty declined in the Emotional Self-regulation of the experimental group. The visual inspection of effectiveness charts and size effects، too، indicated a significant and considerable decrease in the degree of craving scores in the post-test of the experimental group participants. These results were maintained in the follow-up stage. Training in the Group Dialectical Behavior Therapy Strategies through reducing the maladaptive Strategies and increasing the adaptive Cognitive–Emotional Regulation Strategies can pave the way for improvement and relapse prevention of Methamphetamine Abusers.

The aim of this research has studied the relations between psycho-social climate, student’s self-regulation and maladjustment and testing mediator role of self-regulation in this relation. Research method was descriptive by correlation coefficients and path analysis. Research population was students in the third grade of secondary school in Sabzevar city.Samples include 414 (202 boys and 212 girls) those there samples were selected in multistage cluster sampling method. Psycho-social climate scale from Frazer et al, educational self-regulation questionnaire from Connell,Ryan and Sinha& Sing student’s compatibility questionnaire administrated for gathering data. Data analyzed by correlation coefficients and path analysis method. Results showed that per posed model is fitted to data (AGFI=0.95, RMSEA= 0.052,df/2=2.11). Results showed that there is significant negative relationship between self-regulation and maladjustment (r= -0.30, p=0.001). The result of MAN OVA showed that gender effect on social psychological atmosphere, self-regulatory and incompatibility is significant (p<0.05). Girl’s scores in self-regulatory and boys in compatibility were significantly higher.In respect to self-regulation and maladjustment, providing suitable learning environment and classroom structures lead to students self-regulation, have important role in decreasing Student maladjustment.

The purpose of this study was to investigate the effect of cognitive-behavioral training on increasing self-regulation. This studywas a pretest-posttest study in which 34 students who had the lowest total scores from the Bofard questioner (1995) were selected and randomly assigned to two experimental and control groups. Afterwardseight cognitive-behavioral training sessionswere administrated for the experimental group. The content of the sessions weredesigned based on combining the twotraining packages of Binder (2000) and Shahni Yelagh and colleges (1385). At the end of the training sessions, the post-test (self-regulation) was administrated to both the experimental and control groups. The results of the analysis of the covariance showed that self-regulation in the training group significantly increasedas compared to the control group. In sum, it is proposed that it is best to use acombination of cognitive-behavior training and other methods or strategies in order to increase self-regulations in students.

Learning self-regulation is a basic concept to learning, educational and cognitive psychology which has also valuable outcomes to cognitive processes and even success in life. The aim of this study was to explore the mediating role of personality styles in self-regulation and attributional styles of students of Mashhad University of Medical Sciences. Present research is a descriptive-correlational study based on structural equation modeling. The statistical universe included all students of Nursing and Midwifery School from Mashhad University of Medical Sciences in the academic year of 1390-1391. Sample population consisted of 200 students who were selected through single stage cluster sampling. Then, they filled attributional style questionnaire designed by Seligman and Singh, general self-regulation questionnaire by Miller and Brown, and finally NEO five-factor personality inventory. Findings of structural equation modeling showed that recommended model nearly fitted with the data of study. Furthermore, attributional style could only predcit self-regulation in the event that personality styles mediated. The findings of present research emphasizes indirect effectiveness of attributional styles on self-regulation of the students. Plus that personality styles can mediate between aforementioned variables.

in the present study the role of self-regulation in the social adjustment of high school students was investigated. Two hundred and twenty four male students completed the Self-Regulation Questionnaire (Miller & Brown, 1991), the California Social Adjustment subscale (Thorpe, Clark, & Tiegs, 1953) and the Cowell Social Adjustment Index (Cowell, 1958). Regression analysis and correlation were used for analyzing data. Among selfregulation subscales only three subscales of evaluating the information, implementing the plan and receiving relevant information were significant predictors of social adjustment. These findings suggest that male adolescents required information and goal setting more than other self-regulation dimensions to regulate adjusted relationships with social environment. Thus, the agency, effectiveness and independence of male adolescents should be taken into consideration, and traditional view of the family control and its limiting role should be moderated.