نشریه رویش روان شناسی
سال هشتم شماره 10 (پیاپی 43، دی 1398)

The purpose of this study was to develop a model of moral development based on metacognitive components with the mediation of social cognition. The statistical population included all the first high school students in Khorramabad city, among whom 311 (146 males and 165 females) were selected based on multistage cluster sampling method and completed Rest and colleagues` moral reasoning, Swanson and Hill`s moral meta-cognition, Swanson and Hill`s moral behavior and Baron-Cohen`s social cognition questionnaires. Then, the data were analyzed using regression analysis in the path analysis framework. The results showed that moral reasoning is related to ethical behavior through metacognition and social cognition. Also, the two components of metacognition, namely, strategy and assignment, are not related to moral reasoning, but these two are related to ethical behavior. Therefore, in studying the moral development in adolescents, it is necessary to look for other factors and pay attention to the role of metacognition and social cognition in ethics education and their ethical evolution. Therefore, in Field of study of the moral development in adolescents, it is necessary to look for other factors and pay attention to the role of moral metacognition and social cognition in ethics education and ethical evolution.

Experiencing an episode of negative emotions in adolescence, is considered as a risk factor for incidence of anxiety symptoms and also reducing emotional and cognitive regulation. This study aimed to study the effectiveness of mindfulness-based stress reduction therapy (MBSR) on the reduction of anxiety symptoms and improvement of cognitive-emotion regulation in adolescents with anxiety problems. The study population included adolescents aged 10 to 14 years old with a diagnosis of anxiety disorder in Mashhad city which were selected through available sampling 64 people were selected and 32 were replaced in each group. The research tools used in this study was a Multidimensional anxiety scale for children (1997), Garnefski’s Cognitive Emotion Regulation Questionnaire (2002) and structured clinical interview (SCID-5-CV). During eight sessions, each one 90 minutes, Mindfulness-based Stress Reduction Therapy was done for the experimental group, and the control group received no intervention. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.  The results showed that mindfulness-based stress reduction therapy (MBSR) on the reduction of anxiety symptoms in adolescents with anxiety problems is statistically significant (p= 0<0/005). Also, mindfulness-based stress reduction therapy (MBSR) made a significant difference in improvement of cognitive-emotion regulation of experimental group compared to the control group (p= 0<0/005). Mindfulness-based Stress Reduction Therapy (MBSR) is useful in the Reduction of Anxiety Symptoms and Improvement of Cognitive-Emotion Regulation in Adolescents with Anxiety Problems.

The purpose of this study was to compare the quality of life, life satisfaction, and death anxiety among internally oriented and out-of-home elderly in the home and home of the elderly in Kermanshah in 1396. The statistical population of the study included all elderly people in Kermanshah. A total of 168 people were selected through cluster sampling and elderly residents of the elderly in an accessible sampling method. To measure the data from A: Wir and Sherborne Quality of Life Questionnaire (1992), B: Life Satisfaction Questionnaire (1985) and C: Templer's Death Anxiety Inventory (1970). Inferential statistics (t test) were used to analyze the data. The results showed a significant difference between the quality of life of the introverted and outsourced elderly people, there is a significant difference between the satisfaction of the life of the elderly and the outsourcing. The results also showed that there is a significant difference between the anxiety of the deaths of the introverted and extraterritorial elderly people, so that the outsourced elderly had a lower death anxiety than the introverted elderly.

Repetitive transcranial magnetic stimulation (rTMS) is an electro physiologic brain stimulation and integration technique that can change the cortical excitability of the target area in the brain and modulate the nervous and muscular ductility. Addiction is associated with dysfunction of the dorsolateral prefrontal cortex (DLPFC) and altered cerebral oscillations. According to reports, Repetitive transcranial magnetic stimulation of DLPFC is a potential therapeutic intervention for the treatment of addiction which can reduce drug use urge and improve cognitive function in addicted individuals. The present study is an attempt to give an overview of the role of Repetitive transcranial magnetic stimulation on drug use craving and addictive behaviors.

The present study was conducted based on relative literature in English databases such as PubMed, Google scholars, Elsevier, MEDLINE, science direct (2015 – 2018). The inclusion criteria included addiction or drug use craving, the intervention was performed by applying rTMS, dTMS, and TMS, and the studies were of clinical trial type.

Addiction has a high prevalence in the world and many therapies have been tried so far. Many of the relevant articles actually supported the effects of rTMS and TMS, especially in the short run.

according to the reviewed literature and considering high prevalence of addiction and various treatment methods proposed for this mental illness, attempts were made to evaluate rTMS as a non-invasive treatment technique and its effectiveness was supported

The purpose of this study was to investigate the effectiveness of positive parenting skills training on social competence and emotion regulation of students. The research method was a pre-test, post-test, and control group. The study population in this study was all mothers of 15-15 years old students in Tehran's first high schools in 1396, of which 30 were selected through purposeful sampling. Participants were randomly replaced in two groups with the same proportion. The experimental group received a positive parenting program in 8 sessions (2 hours) in a group format, while the control group was put in the waiting list. Grenfsky et al. (2001) cognitive emotion regulation strategies and Parandin social competence (2006) were completed by students in two stages: pre-test and post-test. Data were analyzed using covariance analysis. The results of univariate covariance analysis indicated that positive parenting skills training has a significant effect on positive emotional regulation and decreasing negative emotional regulation of students. The results also showed that positive parenting skills training has a significant effect on the social competence of students. Therefore, it can be said that improving the social excitement and social adequacy of students is the result of changing the patterns and methods of parenting in their mothers who participated in positive parenting sessions.

The purpose of this study was to investigate the relationship between brain systems behavior and impulsivity, with high-risk sexual behavior. The review was detailed co-relational research. The population consists of all undergraduates of universities in Mashhad were enrolled in the academic year 1396. A total of 100 students male volunteered and were chosen using the sampling method. Data was collected Gary Willson personality questionnaire (1989), risky sexualbehavior questionnaire(2007) and Barratt Impulsiveness Scale (1995) . Data analysis were used Pearson correlation coefficient and multiple regression analysis. The results showed that men with high-risk sexual behavior and impulsivity behavioral activation system there is a significant relationship. Also, the results of the regression analysis suggest that the activation system and behavioral impulsivity is predictive of risky sexual behavior. Behavioral activation system and Impulsivity to have a significant role a tendency risky sexual behavior and Therefore, the inhibition can be used as an intervention for the prevention of high-risk sexual behaviors apply to these people.

Over the past decade, the use of steroid medications has increased among athletes, especially bodybuilders who work professionally. Therefore, the present study was conducted to compare the dark trait personality and behavioral activation-inhibition system in bodybuilders with and without the use of anabolic-androgenic steroids. The present study was descriptive and casual-comparative. The statistical population of the study consisted of all male bodybuilders of Rasht in 2019. A sample of 150 (75 natural bodybuilders and 75 steroid bodybuilders) was selected purposefully, and then data were collected using Jonson & Webster (2010) personality dark trait questionnaire and Carver & White (1994) behavioral activation-inhibition system.  Data were analyzed using multivariate analysis of variance. The results showed that there is a significant difference in the dark trait of personality and behavioral activation-inhibition system bodybuilders' with and without the use of anabolic-androgenic steroids. Based on this, it was found that steroid bodybuilders have a lower system of inhibition and a more active behavioral system than natural bodybuilders. Also, in the components of dark character traits, steroid bodybuilders showed more Narcissism, Machiavellianism and Psychopathy. According to the results, it is possible to control the activation/inhibition system and reduce the dark trait of personality in steroid bodybuilders by implementing programs and interventions.

The primary purpose of learning and the process of education is conceptual understanding and the flexible use of knowledge. In other words, keeping knowledge alone is not enough in the method of excellent teaching, Rather, understanding the relationships between facts or discovering and producing facts is the main result of the learning process. The primary goal in schools is to create real pleasure and enthusiasm for students to learn and to succeed, and to engage students in projects and activities based on their own volition and satisfaction. This is the interest and preference that will lead to greater flexibility of the people in the problem-solving process, more useful knowledge acquisition and the deeper feelings of worthiness and social responsibility. Applying the theory of self-determination in education, creating a passion for learning in students, understanding the importance of teaching, and building trust in their capacities and attitudes. These results will be obtained when students are motivated by internal motivation and internalize values and rules. Studies have shown that this process will lead to high-quality learning and conceptual understanding, and ultimately to individual development and adaptation. The primary purpose of this study was to investigate the relationship between satisfaction of basic psychological needs and internal motivation with students' engagement in school activities, conceptual and profound understanding of lesson content, and improvement of students' academic performance.  This study is descriptive (review type). To investigate this issue, we have studied some articles related to the theory of self-determination in the field of learning and education. In this regard, in addition to external sources of information, resources and databases inside Iran are also investigated. In the first phase, a total of 38 English articles and 8 Persian articles were recorded. After the final review, 37 articles were selected from these articles that contained 5 Persian articles and 32 English articles. The various studies suggest that autonomy-supportive learning contexts, in which teachers take the students’ perspective, provide choice, and minimize the use of controlling language and controlling events, lead to enhanced conceptual learning, more interest, greater internalization of extant values and greater well-being.

The aim of this study was to promote happiness and resilience in Adolescents Girls without Caregivers by using positive thinking skills. It is a quasi-experimental design with pre-test-post-test design with control group. The population of the study consisted of all adolescent girls without caregivers who were live in organization of Alborz Province. A sample of 40 individuals from this society was selected through targeted sampling and randomly divided into two groups of 20 subjects (experimental and control). The members of both groups completed the Oxford Happiness Questionnaire (1989) and Conner-Davidson's (2003) resilience before performing the test. Then, eight sessions of 45 minutes of positive thinking educational intervention were performed for the experimental group and after that, both groups were re-evaluated. Data were analyzed using covariance analysis.  The findings of this study showed that training of positive thinking skills significantly increased the happiness and resilience of adolescent girls. It seems that positive thinking skills training can be successfully used to empower unprotected adolescents.

The purpose of the present study was to investigate the factor structure and Item-Response parameters of State Level of Subjective Vitality Scale. The research design was correlational, and the statistical population consisted of students of the Shahid Beheshti University of Tehran. Sample group including 240 students were selected through multi-stage sampling and completed Subjective Vitality scale. Internal consistency, exploratory and confirmatory factor analysis, discrimination and threshold parameters and Item and test information curves were analyzed. Results showed that both 7 and 6 Items form of the state level of subjective vitality scale show the structure of an agent with an explained variance of 67.19 and 75.04%. Confirmatory validity was confirmed. Cronbach's alpha coefficients for the scales varied from 0.91 to 0.93 and split half coefficients varied from 0.91 to 0.92, respectively. The Item-Response parameters were also at the optimum level. It seems that the state level subjective vitality scale, and in particular the structure of its 6 item versions, has good reliability and validity in students.

The purpose of the present study is to investigate the role of personality traits and social skills in the prediction of the domestic violence among couples. The study used the descriptive-correlational method and the statistical population consisted of all couples with a history of domestic violence referring to counseling centers under the supervision of the Welfare Organization of Isfahan in 2016. In order to select the sample, 50 couples (50 men and 50 women) referred were selected from several counseling centers in Isfahan. However, a set of questionnaires including Minnesota short-form (1967), Matson's social skills questionnaire (1983), and domestic violence questionnaire (Tabriz, et al, 2012) was applied to measure the study variables. In order to test the hypotheses, Regression analysis was conducted using SPSS-22 software. The results showed that social skills negatively predict three personality traits including hypochondriasis, depression, and hysteria and positively predict changes in the domestic violence among the couples. Based on the findings, personality traits and social skills recognized as the most important factors in the occurrence of domestic violence among couples. Therefore, it is suggested that psychologists and family counselors considered these factors as effective and use them in their psychological interventions in domestic violence in order to obtain better outcomes as well as applied these in workshops on the personality characteristics and social skills for couples

Changes in the current world of work require the use of new personalization capabilities such as employability. A dynamic approach is required to encourage people to creatively think and redesign needs, interests and life experiences. The aim of the present study was the effectiveness of group career counseling based on life design on employability. The research method was semi-experimental, and its design was a pretest-posttest with the control group. The population consisted of all undergraduate female students enrolled at the Bozorgmehr University of Qaenat, Iran, in the 2016-17 academic years. The sample consisted of 20 purposeful who were randomly assigned to two experimental and control groups (each group of 10). Information gathering instrument was Employability Questionnaire of Mousavi et al (2006) that completed by every two groups in before and after the intervention. Experiment group participated in 10 sessions of the practical group career counseling based on life design, and the control group no received the intervention. MANCOVA used for examination of the research hypothesis. Findings show the group career counseling based on life design has a significant effect on increasing the employability and its dimensions (career identity, personal adaptability, social capital and emotional intelligence). The results of this study showed the importance of programs of career counseling based on life design in enhancing the employability. Therefore, it is recommended that in the organizational and job counseling as well as educational-career adaptability projects in the university counseling centers relies on this program.

The purpose of this study was to investigate the role of the meaning of education and academic engagement in predicting high-risk behaviors in adolescents. The research method was descriptive-correlational-predictive. The statistical population of this study consisted of all female secondary school students in Ardabil during the academic year of 2017-2018. 200 of them were selected by multi-stage cluster sampling. The data gathering tool was the questionnaire of academic engagement, educational meaning and high-risk behaviors. Pearson correlation coefficient and multiple regression analysis were used to analyze the data. SPSS software was used for this purpose. The results showed that there is a significant negative relationship between educational meaning and academic engagement with high-risk behaviors in adolescents. The results of multiple regression analysis showed that educational meaning and academic engagement and its components (empowerment, commitment and absorption) have the ability to predict high-risk behaviors in adolescents. According to the results, it is suggested that school counselors and psychologists provide programs to promote these variables.

Earlier studies have demonstrated that a considerable amount of people in various societies struggle with emotional problems such as immune system disorders, depression, anxiety, personality disorders and interpersonal issues. This article aims to clarify the importance of emotions in daily life and the field of psychotherapy. Given the importance of experience authenticity and expression in relationships and individuals’ lives, the triangles of person and conflict form the basis of intensive short-term dynamic psychotherapy (ISTDP). The triangle of conflict refers to the internal factors of problem such as emotion and defense while the triangle of person deals with the context and interpersonal factors. Restructuring of the triangle of conflict (the sequential course of emotion, anxiety and defense) within the triangle of person, particularly the patient-psychotherapist relationship during the therapeutic sessions, is the base of this therapy. This time, the patient’s repressed feelings to parents would consciously be experienced, processed and named in a therapeutic context and the process of experiencing emotions leads the defenses to be undone and the patients to be relieved from the self-made distress. The self-made distress is the result of a pathological conscience which is being fueled by the unconscious feeling of guilty of the patient and the tendency to victimhood and resistance. In this article, the effect mechanism of ISTDP in reducing the distressful symptoms of psychological and medical disorders are mentioned and it is attempted to broaden the horizons of psychologists and those interested in this new area of psychotherapy.

People experience problems and frustration in their lives and should find proper mechanisms to cope with these difficulties. This study aimed to determine the relationship between social support and coping styles and frustration tolerance in students of Shiraz University. And this study examined the frustration tolerance according to coping styles and social support.  The method of this study was descriptive – correlation. 540 individual (281 women, 259 men) selected from among students on available sampling. The following measures were used to collect data: coping styles Questionnaire (Endler &Parker, 1990), social support Questionnaire (Vaux & et al., 1986) and frustration tolerance Questionnaire (Harington, 2005). Data were analyzed using multiple regression analysis and Pearson correlation coefficient.  Results showed that social support and coping styles have a positive and significant correlation with frustration tolerance in students (p>0/001). Also, problem-based coping style and social support were able to predict frustration tolerance.  According to the finding of this study, it can be concluded that as far as student individuals in Shiraz University are concerned, an increase in social support provided by the family and social council and other relevant institutions as well as teaching essential and practical coping skills may play a significant role in increasing frustration tolerance in student individuals.

The purpose of this study was to investigate the effectiveness of behavioral activation therapy on meta-cognitive beliefs and worries about the physical image of depressed girl students. The research method was quasi-experimental with a pretest-posttest design with the control group. A total of 30 undergraduate students of the Ferdowsi University of Mashhad were selected and randomly assigned to the same experimental and control groups after an initial clinical evaluation based on the criteria of the research. The experimental group received eight sessions of 90 minutes (weekly twice) of the behavioral activation group therapy group; the control group was placed on the waiting list. To collect information in two stages, pre-test and post-test, Wales et al. (2004) meta-cognitive questionnaire and the Littleton and Associates (200) Physical Image Worry Questionnaire were used. Data were analyzed using multivariate analysis of covariance. The findings of this study showed that there is a significant difference between the mean scores of post-test of the experimental groups and the control group in the positive meta-cognitive beliefs about fear and concern of the body image. Since gaining a higher score in these two variables indicates the severity of these symptoms in people with depression, the mean of these scores in the intervention group in the post-test stage was significantly lower than the control group. Therefore, it can be said that the use of therapy techniques for treatment of behavioral activation is effective in reducing the positive meta-cognitive beliefs about worries and concerns about the physical image of depressed girl students

The purpose of this study was to predict the life satisfaction based on spiritual well-being and communication skills in the parents of exceptional children. The method of this research was correlation. The statistical population of this study included all parents with exceptional children in Hashtgerd and Nazarabad in 1396. Sampling of this study was available and sample size was 100. The instruments of this study were Diener et al Life satisfaction questionnaire (1985), Poltezion and Ellison Life Health Questionnaire (2005) and Barton J's Communication Skills Questionnaire (1990). For data analysis, Pearson correlation coefficient and simultaneous regression were used at the significant level (P <0.05). The results of statistical analysis showed that spiritual well-being and communication skills can predict life satisfaction and in general, spiritual well-being and communication skills predict 16% of life satisfaction. Therefore, according to the results of this study, with the increase of spiritual well-being and communication skills, life satisfaction in parents with an exceptional child increases.

This study aims to evaluate the moderation effects of self-esteem on the association between mindfulness and psychological well-being in the students of Azad University of Kashan. The type of this research is in the field of applied research and the nature and method of data collection is in descriptive-correlation study. The statistical population of this research is the all of students of Islamic Azad University of Kashan who are studying in the second semester of the academic year 96-97. By using multi-stage random cluster sampling, 277 students are selected and these students completed a packet of three questionnaires that assessed mindfulness, self-esteem, and psychological well-being (consist of the Freiburg Mindfulness Inventory-Short Form, Rosenberg Self-Esteem Inventory, and the Ryff's Scale Psychological Well-being inventory-Short Form). To analyze the data descriptive statistics (average, frequency and standard deviation) and inferential statistics (coefficient correlation Pearson, and moderating regression) to generalize the results of the sample to the community and SPSS software was used for data analysis. The results showed that each of these variables of psychological well- being, self-esteem and mindfulness have a significant relationship with each other. Also, the findings from moderating regression indicate that the self-esteem significantly (p<0.01) could explain 38% of the psychological well-being variable. These findings show the moderating role of self-esteem in the relationship between mindfulness and psychological well-being variables.

The purpose of the present study was to investigate the validity and reliability of the Personal Responsibility Scale for Adolescents (Mergler & Shield, 2016). The statistical population consisted of all first and second year high school students in Firoozabad city who were studying in the year 1396-97. Participants were 300 high school students (111 girls and 189 boys) who were selected by cluster random sampling. This scale was preliminary study after the Persian translation and confirmation of the validity of the translation. The results of exploratory factor analysis indicated that there were two distinct factors of cognitive control / responsiveness and behavioral / emotional control which together explained 59.28% of the total variance. Model fit indices using confirmatory factor analysis for chi-square to freedom ratio of 1.67, comparative fit of 0.98, normalized fit of 0.95 and root mean square error of estimation error of 0.04 indicate fit. The model with the data was desirable. Cronbach's alpha coefficient for cognitive / responsive control was 0.93 and for behavioral / emotional control was 0.70. In conclusion, this tool seems to have two factors to measure the personal responsibility of first- and second-grade students in adolescence.

Academic engagement is an important process in predicting students’ educational outcomes. In addition, it is one of the most significant indicators of education quality and academic achievement. It is highly important to explore key, environmental factors which highly influence students’ academic engagement. The present study aimed to predict students’ academic engagement based on their perceptions of the classroom environment. The research design was descriptive and correlational. The statistical population included all female secondary school students (n = 4151) in Kashan during the 1396-97 academic year. Based on the Krejcie and Morgan table, 399 students were selected by multi-stage sampling method and filled in Fredericks, Blumenfeld and Paris Student Engagement in School Scale (2004) as well as Gentry, Gable, and Rizza My Class Activity Scale (2002). Pearson product moment correlation and regression analysis (enter model) were used to analyze the data. The results showed that there is a positive and significant relationship between perceptions of classroom environment and academic engagement. Moreover, challenge (β=.43), interest (β=.33), and enjoyment (β=.20) components had the highest ability to predict academic engagement among students, respectively. In conclusion, students' academic engagement could be enhanced through improving classroom environment by designing and implementing challenging and enjoyable class activities and increasing students’ interest.

The purpose of this study was to investigate the effect of behavioral activation therapy on coping  strategies  in students with general anxiety disorder. The research method was semi-experimental with pretest-posttest with the control group. A total of 30 undergraduate and undergraduate female students from Khorramabad University were selected based on criteria of the research and randomly assigned to the experimental and control groups. The experimental group received eight sessions of 90 minutes (weekly twice) of the program of behavioral activation group therapy; the control group was placed on the waiting list. Data were collected in pre-test and post-test by Lazarus & Folkman coping  strategies questionnaire. Data were analyzed using one-way covariance analysis. The findings of the research showed that there is a significant difference between the mean scores of post-test of the test groups and the control group in controlling the effect of the pretest, in the components of coping  strategies. According to the findings of the research, it can be stated that behavioral activation therapy has a significant effect on increasing the problem-oriented coping  strategies  and reducing the emotional coping  strategies. In general, it is suggested that behavioral activation group therapy be considered as an excellent way to improve the methods of coping of students with a generalized anxiety disorder, by counselors and psychotherapists.

Values are one of the most critical aspects of personality and social life that determine individual and social behaviors and at the same time, are influenced by these factors. One of these factors can be gender. This study aimed to investigate the relationship between ethical values and gender in students. The statistical population consisted of all of the students at Isfahan University. Sampling was done in a multi-stage randomized manner, and finally, 113 students completed questionnaires. Allport, Vernon, and Lindsey values scale (1951) were used to collect data. Then the data were analyzed using SPSS software by multivariate analysis of variance and ranking of values in men and women. There was a significant difference between two genders in economic and religious values (p < 0.05); so that men in economic values and women in the religious values were significantly higher. Also, the ranking of values in the two groups had similarities and differences. The first and the second student`s priorities were social and theoretical values and political values was forth. In women, economic values and in men, religious values were in the last grade.