جستجوی مقالات مرتبط با کلیدواژه "structural equations" در نشریات گروه "روانشناسی"

The aim of the study was to provide a structural model of spouse internet addiction based on dark personality traits and the role of a mediator of loneliness. This research from the point of view of purpose, application; from the perspective of data type, a little and then the method of implementation was also a description of the type of structural equations. The American Society of Study was formed by all the qualified men and women of the city of Scene in 1402, who were selected on the basis of the entries of 312 of whom were available for sampling. The data gathering tools included Young Internet Addiction (IAT, Young, 1988) questionnaires, Jonason and Webster’s dark character traits (SD3, Jonason & Webster, 2010) and Russell’s feelings of loneliness (UCLA-LS, Russell et al., 1980). The data was also interpreted by Pearson coherence tests and structural equations using SPSS-27 and AMOS-26. The findings of the research showed that the proposed model has a desirable lifestyle and dark personality traits are both directly and indirectly and mediated by the feeling of loneliness on the spouse’s internet addiction. Therefore, according to the findings of the research, personality traits, especially dark traits and loneliness, may be important influencers in the internet addiction of named couples, which, by examining more of them, could prevent the development of the consequences of family injuries.

The present study was conducted with the aim of examining the causal-structural relationships of self-efficacy and self-regulation with Internet addiction, with the mediation of quality of life among teenagers in Tehran.

The research design is descriptive-retrospective correlation. A total of 314 teenagers were selected from the teenagers of Tehran city using available sampling method. The data were collected using Young's Internet Addiction Questionnaire, Warosherbon's 36-item Quality of Life Questionnaire, Beaufard's Self-Regulation Questionnaire, and the Self-Efficacy Questionnaire of Mauritian Children and Adolescents. The data were analyzed using the structural equation modeling method in AMOS-Graphic software version 24.

All research variables except self-regulation had a significant negative relationship with Internet addiction. The path coefficients indicated the appropriate fit of the model in which both quality of life (directly) and self-efficacy (indirectly through quality of life) predicted Internet addiction. The direct paths of quality of life with Internet addiction, self-regulation with self-efficacy are significant at the level of significance (α<0.01) and self-efficacy with quality of life are significant at the level of significance (α<0.05). The results for the direct paths of self-efficacy with Internet addiction, self-regulation with Internet addiction and self-regulation with quality of life were not significant (α>05). Also, the indirect effect of self-efficacy on Internet addiction through the mediation of quality of life was confirmed (α<0.05) and the indirect effect of self-regulation on Internet addiction through the mediation of quality of life was rejected (α>0.05). Conclusion Quality of life and self-efficacy play a key role.

As a result of the changes and developments in technology, the phenomenon of education has also gone out of its traditional form and has appeared in the form of distance education or electronic education. This research aims to validate the effectiveness of learning in the virtual education system of Bojnord universities.

This research was exploratory in the mixed-method research approach. The statistical population in the qualitative section is 18 faculty members and university lecturers from the universities of Khorasan provinces (Northern, Southern, and Razavi) who were selected in a purposeful and accessible manner. Statistical population of the quantitative part of the study included all academic staff members, faculty teachers, virtual education experts, and doctoral students of North Khorasan, South Khorasan, and Razavi universities were. The sample size was calculated based on Cochran's formula of 347 samples.

Based on the analysis of qualitative data obtained from exploratory interviews and coding and content analysis of the text of the interviews and, at the same time, their compliance with the theoretical foundations, and according to the opinion of the participants: The main categories and factors (dimensions) and sub-factors (components) influencing in increasing the effectiveness of virtual training can be classified into 5 categories or main dimensions and 40 sub-factors. The main effective dimensions are: From the administrative, administrative, and organizational factors of the university, the curriculum and educational design factors, the factors related to a professor's and comprehensive qualifications, the technological equipment and information technology infrastructure factor, and the cultural factors of virtual space. Finally, each identified component was examined through a questionnaire, and the results showed that the model has a good fit.

Therefore, it is strongly suggested that Azad University managers take the necessary measures and arrangements for students to access virtual platforms, high-speed internet, quality equipment, and update the equipment.

appropriate educational facilities, along with the active and motivated minds of learners, will lead to the progress of the country; Therefore, one of the important research priorities in this field is to identify and investigate the effective factors in the mental health of students, which are considered the main components of the educational system. Therefore, the present study was conducted with the aim of investigating the causal relationship between coherent self-awareness and basic psychological needs with psychological well-being with regard to the mediating role of mindfulness in middle school students of Tehran.

This descriptive correlational study was conducted on a sample of 352 people, who were selected by multi-stage cluster sampling method from among all secondary school students of the 2nd district of Tehran in the academic year of 2019-1400. Ghorbani et al.'s (2008), basic psychological needs of LaGuardia et al.'s (2000), Rief's psychological well-being (1989) and Freiburg's mindfulness (2006) questionnaires were implemented and the data were collected using descriptive statistics, Pearson correlation and structural equation modeling methods in P>0.01 significance level was analyzed by AMOS software and SPSS version 24.

The structural model of predicting psychological well-being based on basic psychological needs and self-knowledge, with the mediation of mindfulness in students, had an acceptable and favorable fit (P<0.01); Therefore, it can be concluded that the satisfaction of basic psychological needs and self-knowledge of coherence with the mediation of mindfulness explains psychological well-being in middle school students.

Considering the positive and meaningful relationship of psychological well-being with basic psychological needs and coherent self-knowledge and confirming the mediating role of mindfulness in this process and the importance of psychological well-being in nurturing and improving the academic performance of students, paying attention to the level of mindfulness and satisfying the basic psychological needs of students in schools It is very important and it is recommended that schools organize programs in their work program to improve the level of self-awareness of students and to familiarize and apply more concepts such as mindfulness, and to plan educational environments in a way that can meet the basic needs of students.

The purpose of this study was to develop a structural model of driving behaviors based on mindfulness mediated by emotion regulation.Using cluster sampling, 917 drivers were selected from three provinces of Tehran, West Azerbaijan and Kurdistan. Manchester Questionnaire (1990), Freiburg mindfulness Questionnaire (2001) and Gross and John emotion regulation questionnaire (1998) were used to measure driving behaviors. In order to provide a simple picture of the relationships between the multiple variables of the research, the correlation matrix of the main variables of the research was calculated and then to test the hypothesis model, the structural relationships between the research variables were obtained through statistical method of structural equation modeling. The results showed that the models of measuring the studied variables and the structural model of driving behaviors based on mindfulness mediated by emotion regulation had a good fit. Mindfulness also had a direct effect on driving behavior of drivers. The emotion regulation variable could not play a mediating role between sensation seeking and driving behavior.

The aim of this study was to model adolescent positive development based on self-regulation, social competence and parental bonding. The research method is correlation based on structural equations. The statistical population included all female students of the second year of high school in Tehran, who are studying in 1998-99. Using cluster random sampling method, 400 students were selected. Instruments included: Goldoff Adolescent Positive Transformation Questionnaire (2014), Self-Regulation Questionnaire (2007), Flanner's Social Competence Questionnaire (1990), Parker Parental Transplant Questionnaire (1979). Data were analyzed using structural equation method. Perceptions of social competence can motivate students to engage in transformational tasks and life challenges and desirable conditions, and adolescents with high competence perceptions have appropriate adaptive functions. Therefore, motivational factors such as students' confidence in their abilities can be considered as predictors of positive adolescent development. One of the components of the external dimension and important in the process of positive development of adolescence, which is based on research results, is the parental bond, the family is the first context and context that the student experiences. Overall, the results of this study show that to model the positive development of adolescence, self-regulation, social competence and parental bonding can be emphasized and the obtained model can be used in teaching positive adolescent development. Also, the results of the study showed that the research has a good fit and the positive development of adolescence can be predicted based on the variables of self-regulation, social competence and parental bond and the research hypotheses were confirmed.

In a knowledge-based economy, organizations use employee knowledge as a resource for creating and increasing organizational value, and their success depends on their ability to manage this scarce resource. Effective knowledge sharing as one of the aspects of knowledge management can be one of the most important factors in the success of sports organizations in a changing and complex environment of today. The general purpose of the present research was to design a model for assessing the effect of social capital and personality traits on knowledge sharing among the staff of the General Department of Sports and Youth in Tehran province. The research method is descriptive-correlational and is a type of structural equation. The statistical population of this study consists of all 230 staff members of the General Department of Sports and Youth of Tehran Province. Using Morgan's table, a sample size of 140 people was determined. A questionnaire was used to collect data. Finally, 141 questionnaires were collected using simple random sampling method. Reliability and validity of the research tool were evaluated and confirmed by calculating Cronbach alpha, composite reliability and mean of variance explained. Content validity of the questionnaires was made by the professors and experts familiar with the subject. The data were analyzed by statistical software PLS and AMOS. The results showed that social capital and personality traits have a significant effect on knowledge sharing.

The aim of this study was to evaluate relationship between the cognitive emotion regulation strategies with depression, anxiety, and stress in university students. Structural equations method was used for investigation of the relationships between the variables. The data were collected from Islamic Azad University, Central Branch in Tehran in the form of stage cluster sampling. A sample including 360 individuals responded to the cognitive emotion regulation questionnaire, out of which 82 persons also responded to the depression anxiety stress scale (Dass .21), in addition to the cognitive emotion regulation questionnaire. In confirmatory factorial analysis of the cognitive emotion regulation questionnaire using Amos 21, 10 questions were eliminated, culmina- ting in a 26-item questionnaire with seven factors, which confirmed the theoretical background. The measurement model enjoyed a favorable fitting. The structural model among the variables (cognitive emotion regulation with Dass) had a suitable fitting. There was a negative significant relationship between the positive strategies of cognitive emotion regulation and the factors of Dass scale. Similarly, there was a positive significant relationship between the negative strategies of the cognitive emotion regulation and the factors of Dass Scale.

The aim of this study was to evaluate the psychometric properties of the cognitive emotion regulation questionn aire in university students.The data were collected from Islamic Azad University, Central Branch in Tehran in the form of cluster sampling. A sample including 360 individuals responded to the Persian version of cognitive emotion regulation questionnaire. Confirmatory factor analysis was used to check the validity. In confirmatory factorial analysis of the cognitive emotion regulation questionnaire using Amos 21, 10 questions were eliminated, culminating in a 26-item questionnaire with seven factors, confirming the theoretical background. The measurement model enjoyed a favorable fitting. Cronbach's alpha was used to check the reliability, which was obtained as 0.812for the 26-item questionnaire. Since the cognitive emotion regulation scale (26 items) enjoyed a good reliability and validity, thus it can be used in diagnostic and research areas