فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 59 (بهار 1398)

The present study aimed to investigate the  role of  identity dimensions in the prediction of self-esteem and psychological well-being. Five hundred and fifty four (270 females, 284 males) students were selected from Islamic Azad University of Tehran using multistage random sampling. The participants completed the Dimensions of Identity Development Scale (Luyckx & et al., 2008), the Multidimensional Self-Esteem Inventory (O''Brien & Epstein, 1988), and the Ryff Psychological Well-Being Scale (Ryff, 1989).The result indicated that a) commitment making and identification with commitment positively correlated with global self-esteem, competence, lovability and psychological well-being, b) ruminative exploration negatively correlated with global self-esteem, competence and lovability, c) exploration in breadth positively correlated with global self-esteem, competence and psychological well-being, and d) exploration in depth positively correlated with competence and psychological well-being. The results of simultaneous multiple regression indicated that identity dimensions accounted for 34% variances of global self-esteem, 21%  variances of competence, 13% variances of lovability, and 18% variances of psychological well-being. The findings emphasize the necessity of investigating identity process in emerging adulthood.

The aim of this study was to examine the contribution of meaning, peace and faith as spiritual health components in explaining the quality of life (QoL) of patients with breast cancer. One hundred and twenty five patients from 3 hospitals in Tehran participated in this study. After deletion of incomplete data, the data of 117 participants entered in the final analysis. The participants completed the Functional Assessment of Cancer Therapy-Breast (FACT-B; Brady et al., 1997) and the Functional Assessment of Chronic Illness Therapy-Spiritual Well-Being (FACIT-sp; Peterman et al., 2002). The data were analyzed using Pearson correlation test and multiple linear regression. The results indicated that all aspects of spirituality had positive and significant relationship with quality of life, except for faith which did not have relationship with social, arm and breast cancer-specific domains. Among three aspects of spiritually, peace had the highest association with the outcomes, although meaning had the highest relationship with patients’ social quality of life. Finally, peace had the most prominent contribution in predicting the overall quality of life. The findings suggest that spirituality may affect patients’ quality of life. Therefore, spirituality is very important in the care of patients with breast cancer, particularly the affective aspect of spirituality (peace) can be the focus of spiritually oriented psychological interventions.

he aim of this study is to combine the results of studies that had been conducted about the effectiveness of self-regulated learning strategies on students'''' academic procrastination. All published studies in Iran from 1990 to 2017 were collected. Based on the quantitative findings of 21 selected studies, 48 effect size were obtained according to the inclusion and exclusion criteria. The findings indicated that the mean of the total effect of the studies were -0.78 for the fixed effects model and -0.85for the random effects, both significant at 0.001. As the effect sizes were heterogeneous, gender and research method and education were examined as the mediating variables. The results of two independent t test indicated that the effect size of gender difference was not significant, but the effect size for experimental research was significantly higher than the effect size for correlational research. Also, the effect size for meta-cognitive strategies was more than the effect size for cognitive strategies and resource management. The findings suggest that self-regulated learning strategies significantly reduce students’ procrastination

The aim of this study was to examine the mediating role of the moral emotions in the relationship between empathy and pro-social behavior. The research method was a descriptive correlational study using structural equation modeling. The sample consisted of 508 senior high school students (257 girls, 251 boys) who were selected from high school in city of Shiraz during the academic year of  2016-2017 by cluster sampling method. The participants completed the Basic Empathy Questionnaire (Jolliffe & Farrington, 2006), the Guilt and Shame Proneness Scale (Cohen,  Wolf, Panter & Insko, 2011) and the Pro-social Tendencies Measures (Carlo & Randall, 2002). The results of structural equation modeling indicated that a) empathy had a direct and positive effect on the pro-social behavior and emotions of guilt and shame, b) emotions of guilt and shame had direct and positive effect on pro-social behaviors, and c) emotions of guilt and shame mediated the relationship between empathy and pro-social behavior. The findings suggested the importance of moral emotions in pro-social behavior

This study examined the mediating effect of achievement emotions on the relationship between casual attributions and academic burnout among university students. The method of the current study was descriptive-correlation.  Four hundred and forty six university students (201 females, 245 males) were selected using a multistage random sampling method. The participants completed the Class-Related Achievement Emotions-Short Form (CRE-SF; Geravand et al, 2016), the Attribution Style Questionnaire (ASQ; Peterson et al. 1982) and the School Burnout Inventory (SBI; Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). The results of structural equation modeling indicated that the partially mediated model of achievement emotions on the relationship between casual attrition patterns and academic burnout had acceptable fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and predictors of the model accounted for 57% and 60% variances of positive and negative achievement emotions, respectively, and 63% variances of academic burnout. The results of the current study supported the role of casual attributions in predicting learners' academic burnout. The findings suggested that the part of common variance between casual attributions and academic burnout were resulted from variability in numerical values attributed to mediating factors in the proposed model.

The purpose of this study was to examine the effectiveness of enrichment of interpersonal relationship skills program on university students’ causal attributions, interpersonal conflict solution strategies, cognitive emotion regulation strategies and perception of positive relations with others. In this experimental study with pretest-posttest control-group design and follow up stage, 72 students participated, 40 students in the experimental group and 32 students in the control group. The participants completed the Attribution Style  Questionnaire (ASQ; Peterson & et al., 1982), the Conflict Resolution Styles Inventory (CRSI; Kurdek, 1994), the Cognitive Emotion Regulation Questionnaire (CERQ-SF; Garnefski, Kraaij & Spinhoven, 2001), and the Positive Relationships with Others Scale (PROS; Ryff, 1989). The experimental group received 10 sessions of enrichment of interpersonal relationship skills program (1 hour a session). The results of multivariate and univariate covariance analysis indicated that enrichment of interpersonal relationship skills program was effective in increasing positive causal attributions, positive problem solving strategy, adaptive cognitive emotion regulation strategies and positive relations with others and in decreasing negative causal attributions, non-adaptive interpersonal conflict solution styles and non-adaptive cognitive emotion regulation strategies in short term and long term. The findings suggest that enrichment of interpersonal relationship skills program may result in mental immunization in students through increasing positive thinking strategies, adaptive emotional management skills and interpersonal relationships skills enrichment

The purpose of this research was to examine the mediating role of academic motivation in the relationship between classroom structure and academic burnout. Seven hundred and twenty students were selected from high schools of Tehran during the academic year of 2016-2017by random cluster multi-stages sampling method. The participants completed the School Burnout Inventory (Bresó, Salanova & Schaufeli, 2007), the Academic Motivation Scale (Vallerand & et‎ al, 1992) and the Classroom Structure Questionnaire (Elliot & Church, 2001). The data were analyzed using confirmatory factor analysis and structural equation modeling. The results indicated that a) the model had good fit to data, b) the harsh evaluation had a positive and direct effect on educational burnout, and c) attractiveness of task and focus on evaluation had indirect effects on academic burnout through academic motivation. The findings suggested that improvement in classroom structure as well as applying new mechanisms in motivational system may reduce academic burnout.

The present study aimed to investigate the mediating role of academic self-regulation in the relationship between academic hope and academic avoidance. A sample of 265 senior high school students (170 girls, 95 boys) were selected by the random cluster sampling method. The participants completed the Self- Regulation Questionnaire (Bouffard, Boisvert, Vezeau & Larouche, 1995), the Academic Hope Scale (Khormaei & Kamari, 2017) and the Academic Avoidance Questionnaire (Khormaei & Saleh Ardestani, 2017). The results of structural equation modeling indicated that academic hope had a negative direct effect on academic avoidance. The academic hope had a negative indirect effect on academic avoidance through academic self-regulation. The findings suggested the importance of academic hope and academic self-regulation in reducing academic avoidance