جستجوی مقالات مرتبط با کلیدواژه « mind theory » در نشریات گروه « روانشناسی »

The aim of the current research was to compare the psychological needs, mind theory, and emotion regulation abilities of female students with parental divorce experience and normal female students. The research method was causal-comparative. The statistical population of this research included female students of different faculties of the University of Tabriz in 1401, among whom 120 people were selected as a convenient sample. The sample was selected in such a way that 60 female students who experienced parental divorce were selected. Then, 60 female students who did not have the experience of parental divorce were selected according to their age, education, and marital status in an accessible manner. To collect the data, basic psychological needs questionnaire (BNSG-S) Deci & Ryan  (2000), emotional regulation questionnaire (CERQ) Garnefski & Kraaij (2006)  and mind reading questionnaire (RMET) Baron & Cohen (2001)   were used. Multivariate analysis of variance and independent t-test showed that the dimension of independence, competence, and connection of psychological needs, mind theory, and adaptive emotion regulation strategies among female students with parental divorce experience is significantly lower than normal students. but The amount of non-compromised emotion regulation strategies among female students with parental divorce experience is significantly higher than among normal students (p≤0/05). According to the findings, it is concluded that there is a difference between female students with and without parental divorce experience in terms of these three variables.

Hyperactivity disorder is one of the common disorders in childhood that is associated with defects in self-regulation functions. Among the therapeutic approaches that can affect self-regulation in these students is teaching theory of mind. this study aimed to evaluate the effectiveness of mind theory training on the self-regulatory executive function of hyperactive elementary school students in Piranshahr. The current research method was Quasi-experimental and the statistical population was sixth grade students with attention deficit hyperactivity disorder. The statistical sample of this study included 50 hyperactive students, who were selected by purposeful sampling and were placed in two experimental and control groups. The research tools were Connors rating scale questionnaire for parents, Pintrich and de Groot self-regulated learning strategies questionnaire. The validity of two instruments is standard And the reliability using Cronbach's alpha was 0.842 and 0.938 respectively.The results of MANCOVA showed that Theory of mind training can improve self-regulation (F=397/47), cognitive strategies (F=155/63), metacognitive strategies (F=149/66) and motivational beliefs (F=248/65) in hyperactive students. As a result, teaching theory of mind by improving cognitive processing can improve cognitive processes and increase self-regulation in hyperactive students

The aim of present study was to investigate the effectiveness of mind theory training on social skills and emotion regulation of male students with learning disabilities.

The method of the present study was an experimental design with pretest-posttest design along with control group. The statistical population of the study included all male students with learning disabilities in primary school in Ardabil city in the academic year 1399-1400 (N=250). Among them, 30 people were selected by purposeful sampling method and randomly assigned to experimental (N= 15) and control (N= 15) groups. The experimental group received 8 sessions of Mind Theory Training (Hale & Tager-Flusberg, 2003). Granefski cognitive emotion regulation questionnaire (2002) and Matson social skills questionnaire (1983) were used to collect data. Data were analyzed by multivariate analysis of covariance.

The results of analysis of covariance showed a significant difference between two groups in social skills and emotional regulation (P< 0/05). The students who were trained in mind theory in the experimental group had higher levels of social skills and emotion regulation, compared to the students in the control group.

  According to the results, it can be said that Mind Theory Training has been effective in increasing the use of positive emotional strategies and improving social skills. These results have important suggestions for using these skills training as an intervention method in schools and educational centers.

A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model.

The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility.

The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data.

The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P<0.01). The indirect effect of mind theory on academic anxiety through compatibility mediation was also confirmed. In general, the research model was approved and the research variables were able to predict 67% of the academic anxiety variable.

Based on the results of this study, mind theory variable has an indirect effect on the academic anxiety of female adolescents due to compatibility, and therefore the knowledge of teachers, principals, parents, students and other experts in the field of education could be helpful in reducing the academic anxiety of female adolescents.

The present study was a cross-sectional and applied research comparing the effectiveness of cognitive rehabilitation and social emotional skills on the development of theory of mind in autistic children. The quasi-experimental method was pre-test and post-test with control group. From 45 students introduced to a school and MITA in (2019-2020) by completing a questionnaire of ASSQ in a community of 30 people in the sample group of 30 people was replaced by stratified random sampling in two training groups and one control group. The first group was trained with intelligent facial cognitive rehabilitation program and the second group was trained with emotional and social skills. The third group did not receive training. Statistical results of MANCOVA and Scheffe post hoc test showed that the level of mind theory in children with autism increased after applying only cognitive rehabilitation and both groups had higher mean levels of total mind theory than the control group. Experimental groups 1 had higher mean than level 1 and 2 and total mind theory than the control group and the difference between the means was significant at the level of 0.05. The second experimental group had a higher mean at level 3 than the control group and the difference in means was significant at the level of 0.05. It can be concluded that cognitive rehabilitation is a suitable intervention method for educators and therapists of autistic children to promote the theory of mind.

The purpose of this study was to investigate the effect of thought-bubble training on the theory of mind in female autism disorder children with high performance. The present semi experimental study included pre-test, post-test with the control group design. The statistical population of the study consisted of 78 girls aged 8 to 12 years with high-functioning autism spectrum disorder referred to 2 medical centers in Tehran (for autism votes and friends) in the first six months of 2019. Among them, 26 people were selected by available sampling method and according to the inclusion and exclusion criteria, as a research sample and randomly in two experimental groups (13 people) and control group (13 people). Were appointed. The subjects in the experimental group received the thought-bubble training in 8 sessions of 45 minutes (one session per week) individually; The control put on a waiting list. In order to gather data, Steammann theory of mind test (1999), were used. Data were analyzed using univariate analysis of covariance. Findings of the study showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of post-test in the experimental and control groups in the theory of mind. According to the results of the study, children with autism disorder have difficulty in obtaining theory of mind, and the thought-bubble training can be effective in improving and accelerating the development of theory of mind in in autism disorder children with high performance