فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 76 (تابستان 1402)

This study aimed to investigate the structural relationship between school ethical climate and academic citizenship behaviors with the mediating role of positive youth development. The research adopted a correlational design by using the structural equation modeling to explore the relationship between variables. The statistical population consisted of first and second-grade high school students of the city of Shiraz, from which 671 high school students (293 boys and 378 girls) were selected using a multistage random cluster sampling method. They completed the School Ethical Climate Scale )Schulte et al., 2002), the Positive Youth Development Scale (Geldhof et al., 2014), and the Academic Citizenship Behaviors Scale (Goolparvar, 2011). Data were analyzed by using the structural equation modeling. According to the findings, school ethical climate and positive youth development had a direct and positive effect on academic citizenship behaviors. In addition, the school’s ethical climate had a direct and positive effect on positive youth development. The results of the bootstrap test showed that positive youth development plays a mediating role in the relationship between school ethical climate and academic citizenship behaviors. This means that school’s ethical climate predicts academic citizenship behaviors positively, through the mediating role of positive youth development. Accordingly, it can be claimed that the school’s ethical climate increases academic citizenship behaviors among students by promoting their positive youth development.

This study aimed to examine the effectiveness of the Psychological Resilience Training Program on health behaviors and psychological well-being among university students. In this true-experimental study with a pretest-posttest control-group design in a company with a follow-up stage, 60 university students were in experimental (30 students) and control (30 students) groups. Before and after training, they responded to the Health-Promoting Lifestyle Profile-II (Walker, Sechrist & Pender, 1995) and the Scales of Psychological Well-Being-Short Form (Ryff, 1989). The experimental group received 10 Psychological Resilience Training Program sessions (2 hours a session). The results statis- tical procedure of simple mixed ANOVA, indicated that the Psychological Resilience Training Program was effective in increasing or promoting health-oriented behaviors such as health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations with others, and stress management. Also, this program was effective in the scales of psychological well-being such as independence, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. These findings suggest that the Psychological Resilience Training Program by reducing or eliminating maladaptive thinking patterns such as selective abstraction, overgeneralization, black-white thinking, person- alization, and the enrichment of interpersonal relationship skills could result in mental immunization among university students.

This study aimed to investigate the mediating role of child abuse potential in the relationship between dimensions of mother’s attachment and mother’s reflective functioning with preschool aggression. This study examined the relationships of the variables as correlation research by path analysis method. The statistical population of the research included mothers with preschool children (4 to 6 years) in Mashhad. For this purpose, 337 mothers were selected through convenient sampling and were asked to fill the Parental Reflective Functioning Questionnaire (Luyten, Mayes, Nijssens & Fonagy, 2017), the Revised Adult Attachment Scale (Collins,1996), the Brief Child Abuse Potential Inventory (Ondersma, Chaffin, Mullins & LeBreton, 2005) and the parent form of Preschool Aggression Scale (Vahedi, Fathiazar, Hosseini nasab & Moghadam, 2008) which were available online. The results of the path analysis, which confirmed the model fit, showed that attachment anx- iety has indirect effects on aggression through the path of pre-mentalization-child abuse potential. The indirect effects of attachment anxiety on preschool aggression through the certainty about mental states and curiosity in the mental states were also significant. Also, the only indirect effect of attachment avoidance on aggression was through child abuse potential. The research findings indicate the role of attachment and reflective functioning in identifying potentials related to mothers’ abuse potential and preschool aggression.

This study aimed to identify the elderly’s psychological and social problems, their needs, and priorities in order to provide implications for future research and intervention. The research method is qualitative and the statistical population is all the elderly of Tehran city, who are members of the Center of Senior Citizens’Association of Tehran city. 48 people were selected by purposive sampling method (four groups of 12 people). To collect information, a focused group discussion method was used to collect issues and problems of the elderly. The nominal group method was used to prioritize issues and problems. Results of the research showed that in the sample of the elderly, the category of worries about children was given the highest priority. The category of disturbing thoughts and memories was the second priority of the elderly. The category of anxiety about diseases and the category of financial, social, and geographical issues were the third and fourth priorities. Loneliness was also the least priority among the elderly. The results of the present study can be used by therapists to develop intervention programs to address the psychological and social problems of the elderly.

This study aimed to compile the causal model of self-handicapping syndrome based on negative self-assessment, intolerance of am- biguity, and cognitive avoidance with the mediating role of academic procrastination. The research method was a correlation and structural equation model. The statistical population of this study consisted of all students at the Islamic Azad University of Maragheh in the number of 700 students in the academic year 2019-2020. From the mentioned population, 248 people were selected as a sample by multi- stage cluster sampling method. These number of people answered the Self-Handicapping Questionnaire (Midgley & Urdan, 2001), the Negative Self-Evaluation Questionnaire (Leary, 1983), the Ambiguity Tolerance Scale (McLean, 1993), the Cognitive Avoidance Questionnaire (Sexton & Dugas, 2008), and the Academic Procrastination Questionnaire (Solomon & Rothbhum, (1984). Path analysis and Pearson correlation coefficient were used to answer the research hypotheses. In addition, the mediating role of academic procrastination between self-disability, negative self-as- sessment, ambiguity intolerance, and cognitive avoidance was confirmed (P<0.05). Therefore, intolerance of ambiguity, negative self-assessment, and cognitive avoidance through academic procrastination affect students’ self-handicapping.

This study aimed to investigate the relationship between Teacher’s self-efficacy and student’s motivational beliefs; with the mediating role of teaching quality. The statistical population of this study was active schools in 19 educational districts of Tehran. 250 students and 50 teachers were selected by using a multi-stage random sampling method. Research instruments included the Teacher Self-efficacy Scale (Schwarzer, Schmitz & Daytner 1999), the Class Management and Cognitive Activation Scale (Borisa & Kimb, 2020), the Supportive Climate Questionnaire (Williams & Deci, 1996), the Student Self-Efficacy and Intrinsic Motivation Scale (Pintrich, Smith, Garcia & Mckeachie, 1993). Data were analyzed by the Pearson correlation coefficient and structural equation modeling. Findings showed that there is a positive relationship between teacher’s self-efficacy and the student’s motivational beliefs. Also, the path coefficient in the effect of the teacher’s self-efficiency on the student’s self-efficacy and intrinsic motivation was positive. Teacher’s self-efficiency also was effective in student’s motivational beliefs through components of teaching quality (class management and supportive climate). Cognitive activation has a mediating role between the teacher’s and student’s self-efficiency. These findings showed the importance of the role of teacher’s self-efficacy, which impresses the quality of teaching and student’s motivational beliefs, directly and indirectly (through the quality of teaching’s components). Findings can be explained based on Bandu- ra’s social-cognitive theory which argues that persons with higher self-efficacy have better performance. In other words, a teacher’s expectations and his/her trust in his/her own abilities are reflected in achieving teaching goals, which in turn leads to improving student’s self-efficiency and intrinsic motivation. The findings implicated the importance of teacher’s personal development and the critical role of teacher training centers in training and choosing teachers.

This study aimed to determine the mediator role of academic self-regulation between academic hope and students’ adjustment to the uni- versity. The research was a correlational study. The statistical population included all undergraduate students from Marvdasht Islamic Azad University, who were studying in 2019-2020. To conduct the research 336 students (161 men and 175 women) were selected by random multi-stage cluster sampling. They completed the Academic Self-Regulation Questionnaire (Bouffard, Boisvert, Vezeau & Larouche, 1995), the Academic Hope Scale (Pekran, Goetz, Titz & Perry, 2002), and the Student Adjustment to College Questionnaire (Baker & Siryk, 1984). Structural equation modeling was run as the statistical technique for analyzing the data. The results show that the proposed model’s fitness to observations was desirable. Also, academic hope has a direct effect on academic self-regulation and students’ adjustment to the university. The indirect effect of academic hope on university adjustment through the mediational role of academic self-regulation was significant too. Thus, academic hope affects students’ adjustment to the university directly and indirectly; through academic self-regulation. The results of this study have some implications; in order to increase the adjustment of students to the university academic hope and academic self-regulation should be taught and promoted.

This study aimed to investigate the psychometric properties of the Persian version of the Compassion to Others Scale which was devel- oped under the title Compassion Scale (CS) by Pommier, Neff & Tóth-Király (2020). Participants included 278 adults (209 females and 69 males; mean age = 28.65, SD= 9.40) from Shiraz. They completed the questionnaires electronically. To check the validity, after a pilot study and doing backward translation, the Persian version of this scale was provided to the participants. The factor structure of the scale was examined by AMOS-22 software. The results confirmed that there are four factors in the Persian version. Also, factor loads and Fit Indices were desirable. Convergent validity was assessed by the correlation between the scores of this scale and the Short Form of the Self-Compassion Scale (Raes, Pommier, Neff & Van Gucht, 2011). The results showed a moderate correlation between the two constructs. The results of the internal con- sistency study by calculating the correlation of subscales with each other and the total score also indicated the construct validity. Cronbach’s alpha coefficient showed the scale (alpha= 0.82) and subscales (minimum alpha= 0.58) have acceptable reliability. A comparison of gender differences showed that women have higher scores in the kindness subscale. In general, according to the findings, it can be concluded that the Persian version of the Compassion Scale has psychometric adequacy and can be used in Iranian society.