فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 66 (زمستان 1399)

This study has been conducted to determine the mediating role of emotion regulation in the relationship between early maladaptive schemas and anxiety symptoms. To do this through a descriptive research, 300 participants (158 women, 142 men) were selected by convenience sampling procedures from Tehran University students. The participants were requested to fill out Young’s Schema Questionnaire-Short Form (Young, 1998), Depression Anxiety Stress Scale (Lovibond & Lovibond, 1995), and Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004). There was a significant positive correlation between early maladaptive schemas, emotion regulation difficulty, and anxiety symptoms. The results of path analysis confirmed the mediating role of emotion regulation difficulty in the relationship between early maladaptive schemas and anxiety symptoms. According to the findings, it can be concluded that the relationship between early maladaptive schemas and anxiety symptoms is not a simple linear one. Early maladaptive schemas influence anxiety symptoms through emotion regulation difficulty. Thus, to prevent the development of anxiety symptoms, in addition to reducing the negative features of early maladaptive schemas, it is necessary to provide a context for the reconstruction of emotion regulation processes to enhance the level of mental health.

This study aimed to investigate the effectiveness of recall on moral emotional attribution change. In the base of available sampling method, the participants were 139 boys from six to ten years old from academic, sport, and religious classes and clubs in Isfahan. Data were collected through two moral scenarios of Pushing (Nunner-Winkler & Sodian, 1988) and Stealing (Arsenio & Kramer, 1992) and interview with children and then analyzed by Chi Squire and Z- Test of paired ratios difference. Results indicated that recall changed moral emotional attributions from happiness to sadness. Thus, happy victimizer children respond based on emotional reaction, but recall helped them use the excellent self. This content has a special place in Islamic perspectives and children used it to be oriented from happiness to sadness.

This study aimed to investigate the mediating role of mentalization in the relationship between attachment styles and difficulty in emotion regulation with social anxiety. The research method was descriptive and correlational. The sample consisted of 706 students of Mashhad University who were selected by convenience sampling method and completed the Adult Attachment Scale (Besharat,2011), Reflective Functioning Scale (Fonaghi, Leighton, Molton & Lee, 2016), Social Phobia Inventory (Connor, Davidson, Churchill, Sherwood, & Whistler, 2000), and Difficulty in Emotion Regulation Scale (Gertz & Romer, 2004). Structural equation modeling analysis showed that mentalization can mediate the relationship between attachment styles and difficulty in regulating emotion with social anxiety symptoms. The direct effects of mentalization, attachment, and emotion regulation difficulty on symptoms of social anxiety were significant. The direct effects of attachment and difficulty in emotion regulation on mentalization were also negative and significant. The indirect effect of attachment styles and difficulty in emotion regulation through mentalization was also significant. Findings suggest that mentalization have a mediating role between attachment styles and difficulty in regulating emotion with symptoms of social anxiety.

This study aimed to investigate the mediating role of life satisfaction in the relationship of social support and core self-evaluation with academic burnout. The research method was a correlation. 407 Human science students of Tehran Azad University were selected by multistage cluster sampling method and responded to Maslach Burnout Inventory-Student Survey  (Schaufeli, Martínez, Marques Pinto, Salanova, & Bakker, 2002), Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), Core Self Evaluation Scale (Judge, Erez, Bono, & Thoresen, 2003), and Multidimensional Perceived Social Support Scale (Zimet, Dahlem, Zimet & Farley, 1988). The results of the path analysis indicated a direct effect of core self-evaluation and social support on academic burnout as well as an indirect effect on decreasing academic burnout through life satisfaction. The results also showed that core self-evaluation and social support predicted 32% of the variance of life satisfaction and core self-evaluation; and core self-evaluation, social support, and life satisfaction explained 27% of the variance of academic burnout. Overall, the findings revealed the role of social support and core self-evaluation in increasing life satisfaction and reducing burnout, which is one of the causes of academic failure.

This study aimed to develop and test the effectiveness of school-based social cognition instructional package on reducing proactive aggression among children Aged 8-12 by applying social information processing theory (SIP). In this semi-experimental study with pretest-posttest design and control group in company with follow up stage, 34 students in experimental (17 students) and control (17 students) groups responded to the Children’s Inventory of Anger (Nelson & Finch, 2000), and the Adjustment Inventory for School Students (Sinha & Singh, 1993). The experimental group received 10 school-based social cognition instructional package sessions (2 hours a session). The results of the statistical procedures of multivariate and univariate covariance analysis indicated that school-based social cognition instructional package was effective in increasing social/emotional/academic adjustment and in decreasing different dimensions of children's anger consisted of frustration, physical aggression, peer relations authority relations in short term and long term. These findings suggest that school-based social cognition instructional package by reducing or eliminating interpersonal stressors, tolerating or adjusting to negative events or realities in interpersonal situations, maintaining a positive self-image, maintaining emotional equilibrium and, continuing satisfying relationships with others could result in mental immunization in students.

This study aimed to compare the effectiveness of parent-child story-telling with and without role-play on the creativity of preschool children. The study population included 4 to 6-year-old children and their mothers. The sample consisted of 42 preschool children (24 girls and 18 boys), who were randomly assigned to three experimental, compare, and control groups. In order to gather data, the Torrance Test of Creative Thinking (1998) was used in the three stages of evaluation of creativity. The results of the covariance analysis indicated that story-telling with role-play had efficacy on the creativity of children and according to the following tests had more efficacy than the story-telling without role-play. According to repeated measures analysis of variance, the efficacy of parent-child story-telling with role-play on general creativity and all its components was stable through time and the efficacy of parent-child story-telling without role-play on creativity was stable only in general creativity and the components of originality and elaboration. According to the results, the methods of parent-child story-telling with role-play can be used to increase the creativity of children, whether at home or educational places.

This study aimed to investigate the mediating role of self-esteem in the relationship between family functioning and eating disorder. The research design was descriptive-correlational. From the female adolescents’ population of Nourabad in the academic year of 1398-1399, a total of 260 high school students were selected via multistage cluster sampling method and were tested by Family Assessment Device (Epstein, Baldwin & Bishop, 1983), Eating Attitudes Test (Garner, Olmsted, Bohr & Garfinkel, 1982) and Rosenberg Self-esteem Scale (1961). To analyze the data structural equation modeling was conducted. The results showed that the direct effect of family functioning on self-esteem, the direct effect of self-esteem on eating disorder were significantly negative and the direct effect of family functioning on eating disorder was significantly positive. Also, results showed that the mediating role of self-esteem in the relationship between family functioning and eating disorder was significant. Based on the findings, it can be concluded that family functioning and self-esteem are two important factors affecting adolescents’ eating disorder.

This study aimed to investigate the structural model of emotional eating and self-compassion in people with obesity with the mediating role of emotional processing. The study method was cross-sectional and Correlational. A total of 378 (136 males, 242 females) obese individuals were selected by stage sampling method. All the participants responded to Emotional Eating Questionnaire (Dach, 1986), Self-Compassion Questionnaire (Reese & Neff, 2011), and Emotional Processing Questionnaire (Baker, Thomas, Gore, Santonastazo, & Whiteley, 2010). Structural equation modeling was used to answer the research hypotheses. The results showed that there was a significant direct and negative relationship between self-compassion and emotional eating, a significant indirect and negative relationship between self-compassion and emotional processing, and a significant indirect and negative relationship between emotional processing with emotional eating. It can be concluded from the results that self-compassion affects emotional eating through emotional processing. Therefore, the present study demonstrates the importance of self-compassion and emotional processing in emotional eating in people with obesity.