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

The purpose of this research was to predict social exchange based on personality dimensions with the mediating role of narcissism in Tehran students. This research is a type of quantitative research, and in terms of its purpose, it is considered to be an applied research. The research method is descriptive-correlation type. The statistical population of this research, the statistical population in this research includes all the students of Tehran city in the academic year of 1400-1401, there were 300,000 people in Tehran city, which was sampled based on the table of Georgesi and Morgan 384 and with the available method. Among the research tools were the 5-factor questionnaires of Neo's personality traits, the social exchange style questionnaire by Liebman et al. (2011) and the narcissistic personality questionnaire by Raskin and Terry (1988). The data obtained was analyzed by SPSS version 26 and AMOS software. The results showed that narcissism has a partial mediating role in the relationship between the personality traits of "excitability, extroversion, openness and agreeableness" with all exchange styles, but the personality trait of "obligation" with the mediation of narcissism does not play a role in explaining any of the exchange styles. As a result, it can be said that narcissism and personality factors play an irreplaceable role in the social exchange of students. Also, the findings of this research show a low relationship between "excitability" and "agreeableness" with narcissism, and the relationship between narcissism and extroversion showed a high number, so it can be said that narcissism of the type of grandiose effect has a stronger relationship with personality traits, and therefore, in this case, it can be more To act as a mediator between personality traits and social exchange. On the other hand, the analysis of the coefficients of the path of narcissism with social exchange styles shows that the exchange style of "utilitarianism" with the path coefficient of -0.416 and the social exchange style of "individualism" with the path coefficient of -0.343 have a stronger correlation coefficient than the rest of the exchange styles. They have social (investment, follow-up, fairness). In summarizing the results, it can be said that narcissistic people are gradually excluded from society, and on the other hand, positive personality and behavioral characteristics strengthen students' social exchange relationships. It is suggested to hold workshops in this regard in order to reduce people's narcissism and strengthen personality traits.

The purpose of the present study was to investigate the mediating role of shame in the relationship between parenting styles and narcissistic personality symptoms in Students at university. The method of this study was descriptive-correlational using the structural equation modeling method. The statistical population consisted of students of Tabriz University in the academic year 2022-2023. 300 people were selected as a sample using the cluster sampling method. The research tools included the Narcissistic Personality Questionnaire-16 (NPI-16) by Ames et al. (2006), the Parental Authority Questionnaire (PAQ) by Bury (1991), and the Internalized Shame Scale (ISS) by Cook (1993). Structural equation analysis was used to analyze the data. The results showed the optimal fit of the research model. The results showed that permissive parenting (P=0.01), autocratic parenting (P=0.004), and shame (P=0.004) have a significant direct effect on narcissistic personality and permissive (p=0.01) and authoritative (p=0.003) parenting also have a significant direct effect on shame and only the direct effect of authoritarian parenting on Shame was not significant (P<0.05). Permissive (P=0.005) and authoritative (P=0.002) parenting had a significant indirect effect on narcissistic personality, but authoritative parenting did not show a significant indirect effect (P>0.05). These results show that shame has a significant mediating role in the relationship between permissive and authoritative parenting with symptoms of narcissistic personality disorder in university students.

This study aimed to investigate the mediating role of cognitive flexibility in the relationship between metacognitive strategies and academic buoyancy in students. The research method was descriptive-correlational and based on structural equation modeling. The statistical population included all undergraduate students of Khomein Azad University in the academic year 2022-2023, from whom 325 were selected as a sample by multi-stage cluster sampling method. For data collection, the academic buoyancy questionnaire (ABQ, Martin and Marsh, 2008), cognitive flexibility Inventory (CFI, Dennis & Vanderwall, 2010), and metacognitive strategies questionnaire (MSQ, Macinerney &  Dowson,2004) were used. The results showed that the proposed model is a good fit and the direct effect of metacognitive strategies on academic buoyancy and cognitive flexibility was significant (p<0/001), and the direct effect of cognitive flexibility on academic buoyancy was significant (p<0/01). Other results showed that cognitive flexibility plays a mediating role between metacognitive strategies and academic buoyancy (p<0/01).  In general, it can be concluded that metacognitive strategies directly and indirectly with the mediation of cognitive flexibility affect the level of academic buoyancy in students.

This research was carried out to predict academic self-handicapping based on primary incompatible schemas and metacognitive beliefs in students. The type of research was descriptive-correlation. The statistical population included all psychology students of the Islamic Azad University, North Tehran branch in the academic year 2023-2024, from which 235 people were selected by stratified random sampling. To collect the required data from self-handicapping questionnaires (SHQ) by Migdeli et al. (2001), early maladaptive schemas (PISQ) by Yang (1998), and metacognitive beliefs (MBQ) by Wells and Cutter-Heighten. (2004) was used. Data were analyzed using Pearson correlation and multiple regression. The results showed that there is a significant correlation between initially incompatible schemas and metacognitive beliefs with students' academic self-handicapping (P<0.05). The results of the regression analysis showed that 26% of academic self-handicapping is explained through incompatible primary schemas and metacognitive beliefs. According to the findings of the research, it can be concluded that the initially incompatible schemas and metacognitive beliefs are suitable predictors for students' academic self-disability.

The aim of this study was to investigate the mediating role of affects in the relationship between developmental goals and working memory performance. The research method was descriptive, based on the correlation model, from the path analysis type. The statistical population included all students of Yasouj University in the academic year of 2021-2022, that from this population, 360 students were selected by using the multi-stage cluster sampling method and applied to the working memory questionnaires of Daneman and Carpenter (1980), the progress goals of Midgley et al. (1998), and the affect scale of Watson et al. (1988). The evaluation of the proposed model was investigated through path analysis and mediating relationships in the proposed model using the bootstrap method. Findings related to the direct effects of achievement goals on memory performance showed that mastery goals have a direct and significant effect on memory performance and direct effects of performance goals and objectives. Avoidance on memory performance was not significant. The results also showed that negative affect had a direct and significant effect on memory performance but the direct effect of positive affect on working memory performance was not significant. Findings related to indirect relationships also showed that mastery goals and avoidance goals through positive and negative affects have a significant indirect effect on working memory performance, but the indirect effect of functional goals through positive and negative affects on working memory performance was not meaningful. Finally, the results showed that the proposed model fits the data. Therefore, affect-mediated mastery and avoidance goals have an indirect effect on working memory performance, it is suggested to pay more attention to the type of goal that people choose and the emotions affected by it in order to improve working memory performance.

In today's world, where progress and achievement are considered among individual values, it is necessary to have self-evaluation criteria and indicators, but sometimes these self-evaluations go beyond normal and become harmful. In other words, the desire to be perfect, having high standards and critical evaluations of one's own performance, and high sensitivity to mistakes become prominent features of the person. This maladaptive perfectionism is also common in athletes and acts as an obstacle for their effective performance. The present study was carried out in order to investigate the effectiveness of cognitive bias modification on the perfectionism and resilience of perfectionist student athletes. The research method in this study was semi-experimental with a pre-test and post-test design with a control group. The statistical population included perfectionist athlete students of the Persian Gulf University in the academic year of 1401-1402, who were identified based on the criteria of the multidimensional perfectionism questionnaire. The research sample included 40 perfectionist student athletes who were selected by random sampling and were placed in two experimental and control groups using the random assignment method. The cognitive bias modification intervention program was conducted using the dot probe task (exploring the dot), individually, and during 8 sessions of 30 to 40 minutes. In order to investigate the research hypotheses, univariate covariance analysis was used. The findings showed that the intervention program aimed at modification of cognitive bias, while reducing the amount of perfectionistic cognitive bias (P<0.05) and the dimensions of students' perfectionism (P<0.05), led to an increase in some components of resilience, including hardiness, purposefulness, control and spirituality (P<0.05). perfectionistic cognitive bias modification provides the opportunity for athletes to have a more realistic assessment of their abilities and performance, and to be more resilient in the face of problems and challenges.

In this research, the relationship between attachment styles and difficulty in emotion regulation was investigated in a student sample. The design of this non-experimental research is correlational. The statistical population of the present study was made up of all the students of Azad Universities who were referred to the counseling centers of Tehran Azad Universities with major complaints in the field of interpersonal relationships in the academic year of 2014-2014, of which 400 were selected by voluntary sampling. The subjects were asked. Complete Hazan and Shavr (1987) attachment questionnaires and Gertz and Roemer  (2004) difficulty in emotion regulation questionnaires. The results of the research showed that there is a significant negative relationship between secure attachment styles and difficulty in emotion regulation and its components, and a significant positive relationship between avoidant and ambivalent attachment styles and difficulty in emotion regulation and its components. Based on the findings of the present study, it can be concluded that attachment styles are correlated with difficulty in emotion regulation and its components.

The aim of this study was to examine the impact of life meaning workshops on resilience, negative affect, and perceived social support among students.

Methods and Materials:

 This study was conducted as a randomized controlled trial. Thirty students were randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group participated in eight sessions of life meaning workshops, while the control group only completed the assessments. The tools used included the Connor-Davidson Resilience Scale (CD-RISC), the Positive and Negative Affect Schedule (PANAS), and the Multidimensional Scale of Perceived Social Support (MSPSS). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests.

The results showed that the experimental group had a significant increase in resilience (pre-test: M = 32.45, SD = 5.23; post-test: M = 40.67, SD = 4.89; p < 0.001), a significant decrease in negative affect (pre-test: M = 25.78, SD = 4.56; post-test: M = 18.34, SD = 3.87; p < 0.001), and a significant increase in perceived social support (pre-test: M = 52.12, SD = 7.56; post-test: M = 62.45, SD = 6.78; p < 0.001).

The results indicate that life meaning workshops can significantly increase resilience, decrease negative affect, and enhance perceived social support among students. These findings suggest that life meaning workshops can be an effective intervention for improving mental health and quality of life in students.

The purpose of this research is to predict the religious adherence of female students based on the source of control and attachment styles. In this descriptive-correlation research, 318 students (including287 single people and 31 married people) with the age range of 18 to 45 years were selected using the available method. To collect data, the scales of Religious adherence based on the propositions of the Quran and Nahj al-Balaghah (Jan Bozorgi, 2009), Adult attachment (Besharat, 2011, 2013) and Rotter's Internal-External Control (1966) were used. Pearson's correlation coefficient was used to investigate the simple relationship between variables, and multiple regression analysis was used to investigate the multiple relationship between variables. The research results show that the relationship between secure attachment style and religious adherence is positive and meaningful, and the relationship between avoidant and ambivalent attachment style and religious adherence is negative and significant. Also, the relationship between the source of control and religious adherence is positive and significant (p≥0.01). Therefore, it can be concluded that in order to increase students' religious adherence, their attachment style should become a secure attachment and their source of control should become a source of internal control.

The aim of this study was to investigate the Regulation of Motivation Scale’s (RMS) psychometric qualities among Iranian student. The research methodology was applied with an objective in mind and a descriptive way of data collection. All Imam Javad University students enrolled for the 2021–2022 academic year were included in the statistics population. A total of 330 individuals—the 350 participants in the sample—completed the questionnaires after being chosen from among the students using the available sampling technique. Measures of goal orientation, motivational regulation, and difficulty regulating emotions served as the research instruments. For data analysis, SPSS version 23 was utilized, while AMOS software was employed for confirmatory factor analysis. Confirmatory factor analysis results indicated that the model with a two-component structure has a good fit, and the results of exploratory and confirmatory factor analysis showed that RMS has two main components: “Willpower” and “motivational regulation” with a specific value of more than one. Using Cronbach’s alpha, the RMS scale's internal consistency was evaluated and verified. The study’s results supported RMS’s convergent and divergent validity. RMS offers strong validity and dependability overall for usage with Iranian pupils.

The concept of belonging is a fundamental aspect of human relatedness theory, which posits that feeling connected to others is a core psychological need. The Sense of Belonging Instrument (SOBI) has been developed to measure this construct among college students, a population for whom belonging can significantly impact academic and social success. This study aims to validate the SOBI within the framework of human relatedness theory.
In a descriptive-correlational and validation study, 200 participants from higher education institutions in Mashhad were randomly selected through a multistage sampling method. They completed the Sense of Belonging Instrument (Hagerty & Patusky, 1995), Need to Belong Scale (Kelly, 1999), Social and Emotional Loneliness Scale for Adults (Ditommaso, Brannen, & Best, 2004), Young Schema Questionnaire - Short Form (Waller, Meyer, & Ohanian, 2001), Depression, Anxiety, Stress Scale (Lovibond, & Lovibond, 1995), the Psychological Distress Scale (Kessler et al., 2002), and the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985). The data were analyzed using exploratory factor analysis, correlation coefficient, multiple regression, and multivariate analysis of variance.
Findings revealed that the sense of belonging instrument has a two-factor structure accounting for 71.72% of the variance. The negative and significant correlation of the sense of belonging instrument with the need to belong, the feeling of social loneliness, and the schema of social isolation, supported divergent validity (P<0.01). Furthermore, predictive validity analyses demonstrated that the SOBI's dimensions are inversely associated with depression and psychological distress, while positively associated with life satisfaction (P<0.01). No marked differences were noted concerning age and gender.
The SOBI demonstrated robust validity and reliability within this study, endorsing its utility as a productive instrument to measure the sense of belonging in students

Trying to establish emotional and intimate relationships with others is one of the important needs of youth. In recent years, with the advances in technology and the emergence of communication technologies, including social media, the crush phenomenon has become common among young people. In the same vein, the aim of the current research was to study crush from the student’s point of view. The research design was phenomenological and qualitative. The statistical population included all of the universitarian students at the University of Tabriz in 2022, who were selected by convenience sampling. Semi-structured interviews were conducted with 20 members of this group of students until they reached the theoretical saturation stage. Data analysis was performed using Colaizzi’s analysis method and identifying the main and sub-themes indicated that the reasons for choosing Crush as a method of communication include psychological reasons such as low self-esteem, shyness, and ingratiate and some social reasons such as rejection by friends, making friends, lack of communication skills, friend's compulsion to have a crush on someone, fear of inferiority and being mocked. According to these findings, it is necessary to provide programs of psychological and educational interventions to improve interpersonal interaction skills.

This research was conducted with the aim of investigating the effect of career interventions on career development of Iranian students

The studied population includes articles and researches published in reputable scientific journals in the field of research between 2001 and 2023, which were searched by searching keywords in databases using non-random sampling method and considering the screening criteria of 17 researches. The tool for collecting data and information needed in systematic studies based on meta-analysis includes the use of a checklist. The tool for collecting data and information needed in systematic studies based on meta-analysis includes the use of a checklist. The reliability of the effect sizes of the variables extracted from the selected studies was obtained by examining the significance level and the T statistic in the meta-analysis method. Statistical indicators of meta-analysis method and STATA software were used for data analysis.

The results of the research showed that the effect sizes of career path interventions in the growth of the career path of all researches are significant at different levels, and the highest effect size related to the research of Malekiha and Oliyanasab (2019) equals 9.23 and the lowest effect size related to the research of Heydarnia et al. (2019) equals -1.30.،The research, the total effect size is equal to 1.80, which is significant at the level of (P<0.05).

, it can be concluded that career interventions have had a positive and significant impact on career development student in Iranian universities,

The present study aimed to investigate the relationship between emotional exhaustion and the attitude towards cheating of married students with the mediating role of marital commitment. The current research was descriptive-correlation based on the path analysis method. The research community consisted of all married students of Payam Noor Nowshahr University in the academic year 2022-2023, from whom 300 people were selected as a sample. The tools of this research included Whiteley's Infidelity Attitude Questionnaire (1995, ATIS), Jung's Emotional Exhaustion Questionnaire (2006, JEEQ), and Adams and Jones' Marital Commitment Questionnaire (1997, CPQ). Data were analyzed using path analysis. Data analysis showed that there is a positive and significant relationship between emotional exhaustion and attitude towards marital infidelity and a significant negative relationship between emotional exhaustion and marital commitment at the level of 0.01. In addition, a significant inverse relationship was found between marital commitment and attitude toward marital infidelity (P<0.01). Also, emotional exhaustion through marital commitment has an indirect effect on students' attitudes toward marital infidelity and this effect is (0.071). Based on the above results, the emotional commitment model had a favorable fit in the relationship between emotional exhaustion and attitude towards marital infidelity. As a result, it can be said that emotional exhaustion in married students can cause attitudes toward marital infidelity and reduce their marital commitment.

The present study aimed to develop a native scale for measuring successful transition from university to work based on the researchers' database and to examine its psychometric properties.  The research employed a descriptive test-making approach. A sample of 436 final-semester undergraduate students from Isfahan University was selected using convenience sampling. Item analysis, content, face, simultaneous criterion validity, exploratory and confirmatory factor analysis were utilized to assess the factor structure of the scale, while Cronbach's alpha coefficient and retest reliability were examined for its reliability.  Exploratory factor analysis revealed a two-factor, 9-item structure with good fit indices. Confirmatory factor analysis confirmed the validity of the scale. Convergent validity was supported by significant positive correlations between the scale dimensions and the career employability scale and the career decision-making self-efficacy questionnaire. Divergent validity was confirmed through correlations between the scale dimensions and the career indecision questionnaire. Internal consistency, as measured by Cronbach's alpha coefficient, was high at 0.89, indicating good reliability. The retest coefficient, conducted with a two-week interval, was 0.86. These results supported the adequacy of the measurement scale for assessing successful transition from university to work.  The native successful transition scale presents a new and reliable tool for measuring students' successful transition from university to work.

Crisis management researchers use the World Assumption Scale (WAS) to demonstrate changes in individuals' assumptions to predict mental health risks based on the Janoff-Bulman model. During the COVID-19 quarantine crisis, adopting preventive behaviors in society required understanding individuals' assumptions about the world, which initially necessitated an examination of the factorial structure of the Assumption World Scale. Therefore, the current research aimed to investigate the psychometric properties of the Assumption World Scale among Iranian students and to examine the relationship between beliefs in a just world, meaningfulness of the world, self-worth, and the adoption or non-adoption of preventive behaviors among students during the COVID-19 quarantine period. Among the Mashhad Ferdowsi University and University of Isfahan, 452 students aged 18 and older (245 women) selected using convenience sampling and responded to the assumption world scale and the preventive behavior adoption questionnaire. The data analyzed using Cronbach's alpha coefficient, exploratory factor analysis, and stepwise regression analysis. The obtained reliability coefficients were satisfactory. The results of the exploratory factor analysis were relatively satisfactory and corresponded to the main model of the assumption world. Bartlett's test of sphericity with 496 degrees of freedom at the 0.001 significance level and the KMO test with a value of 0.84 indicated the adequacy of the data for factor analysis. Exploratory factor analysis using principal component analysis with the assumption of eight factors (based on previous research) showed that all 32 questionnaire items obtained coefficients in the range of 0.53 to 0.85 in different factors, and eight factors had eigenvalues greater than one. Moreover, during the quarantine period, students' assumptions about the world significantly correlated with the adoption of preventive behaviors. Stepwise regression showed that non-randomness and the perception of controllability assumptions predicted adopting preventive behaviors. In the first step, when the randomness scale entered the regression equation, its correlation coefficient was 0.44, indicating that 33% of the variance in the adoption of preventive behaviors based on the belief in the non-randomness of world events was explained. In the second step, when randomness and perceived controllability entered the equation together, this percentage increased to 46%. Quarantine and its expansion increase negative effects on mental health. These findings of the COVID-19 quarantine are consistent with previous assumptions about the lack of change in measurement within a sample and suggest an operational solution, aiding in understanding students' assumption worlds in facing trauma and associated cognitive changes in research and practical domains.

The current research was conducted with the aim of investigating the Canonical correlation between the teacher-student relationship and the development of intellectual and practical skills in students. The research method is descriptive-correlational. The statistical population consisted of all undergraduate students of Bu-Ali Sina University in Hamedan. Using random cluster sampling, 386 students were randomly selected for study to collect research data from two standard questionnaires of teacher-student relationship and the development of intellectual and practical skills was used. The collected data were analyzed using SPSS 25 statistical software. The results showed that the relationship between teacher-student components with practical and intellectual skills students is positive and significant. As a result, one of the factors affecting students' intellectual and practical skills can be the characteristics of the relationship between the professor and the student, so that the redundancy index is equal to 59, which indicates the amount of variance explained based on the components of the teacher-student relationship.