نشریه رویش روان شناسی
سال دوازدهم شماره 12 (پیاپی 93، اسفند 1402)

This study aimed to predict marital satisfaction and dissatisfaction based on ego strength, depression, and anxiety symptoms. The study employed a descriptive-correlational design, with 384 participants (306 female, 78 male) selected using available sampling in Tehran in 2022. Couples completed the Golombok-Rust Inventory of Marital State Questionnaire (GRIMS; Rust et al., 1986), ego strength scale (ESS; Besharat, 2007), and depression anxiety stress scale (DASS; Lovibond & Lovibond, 1995). Pearson correlation coefficient and simultaneous regression analysis were utilized to analyze the research data. The results indicated that increasing individual scores in ego strength (p<0.01, r=0.356) led to an increase in marital satisfaction. Conversely, increasing scores in depression symptoms (p<0.01, r=0.498) and anxiety symptoms (p<0.01, r=0.297) were associated with an increase in marital dissatisfaction. Furthermore, marital satisfaction could be predicted by ego strength (p<0.01) and depression symptoms (p<0.01), with these variables explaining 27 percent of the variance in marital satisfaction. In conclusion, the research suggests that ego strength and depression symptoms are significant predictors of marital satisfaction. A thorough examination of these variables in individuals can contribute significantly to enhancing marital satisfaction.

This study aimed to determine the effectiveness of computerized cognitive rehabilitation in improving executive functions and the specification of autobiographical memory in preterm preschool children. The research employed a semi-experimental design with a pre-test-post-test and a control group. The statistical population for this research comprised preterm children in Isfahan city in 1400, from which 20 preterm boys and girls (born at less than 37 weeks of pregnancy) were randomly selected into two experimental and control groups. The research questionnaires included the Autobiographical Memory Task-Preschool Version (AMT-PV, Nuttall et al., 2014), School of Shapes (SST, Espey, 1997), and Brian's mental game. Computerized cognitive rehabilitation involved 25 training sessions lasting 30-45 minutes each (four sessions per week). Data were analyzed using multivariate analysis of covariance. The results, after controlling for the pre-test effect, indicated a significant difference in the post-test averages of working memory, response inhibition, cognitive flexibility, and the specification of autobiographical memory in the two experimental and control groups (p<0.05). In conclusion, computerized cognitive rehabilitation was found to effectively improve the executive functions and specification of autobiographical memory in preterm preschool children.

The transition to parenthood introduces new tasks for spouses, which can be especially challenging when occurring at an advanced age. This study aimed to explore the lived experiences of women aged 35 and older, specifically focusing on the challenges of transitioning to parenthood. Employing a qualitative approach with a phenomenological perspective, the research included women in Arak city in 1401 who were 35 years or older, experiencing motherhood for the first time, and with children under two years old. A targeted sample of 10 individuals was selected, and the sampling process continued until data saturation was achieved. Data were collected through semi-structured interviews and analyzed using Claysey's method. Following data analysis, 23 sub-themes and 6 main themes emerged, encompassing challenges related to pregnancy and childbirth safety concerns, stress stemming from infertility treatment, psychological pressures, financial strains, social concerns, inflexibility, and difficulties adapting to changes. A central theme encapsulated the overall essence of the participants' experiences. The research findings not only provide insight and awareness into the challenges faced by mothers over the age of 35 but also offer valuable input for planning interventions to address the specific problems and challenges encountered by this group of mothers.

The purpose of this study was to investigate the feasibility of educational packages based on academic achievement identity on academic persistence and academic well-being. The research utilized a semi-experimental design with a pre-test-post-test and a control group, incorporating a follow-up period of two months. The research community comprised all male students of the first secondary school in Qom city in 1400-1401, from whom 60 individuals were purposefully selected as a sample (30 in the experimental group and 30 in the control group) and randomly assigned to two experimental and control groups. The research tools included the Talib et al. Academic Persistence Questionnaire (APQ, 2018) and the Tuominen-Soini et al. Academic Wellbeing Questionnaire (AWBQ, 2012). The analysis method for this research was an analysis of variance with repeated measurements. The findings, after controlling for the pre-test effect, revealed a significant difference in the variables of academic persistence and academic well-being between the two experimental and control groups (P<0.0001). It can be concluded that education based on academic identity, coupled with scientific ability, encourages students to aspire to the most desirable identity, enhances persistence in education, and improves their academic well-being.

Freud aimed to comprehend why individuals tend to repeat painful or traumatic experiences, a behavior conflicting with the "pleasure principle." In addressing this contradiction, he introduced the concept of the death drive in the article "Beyond the Principle of Pleasure." No other Freudian concept has sparked as much controversy as this idea, which has become a crucial reference point in many analysts' understanding of destructive phenomena encountered in the treatment room and beyond. This research, recognizing the link between the death drive and various psychological pathologies, seeks to provide a theoretical review of this concept within psychoanalytical approaches and explore its therapeutic implications. To achieve this, the study begins by presenting the definition and function of the death drive from the perspectives of Freud and Klein, and a theoretical comparison of these viewpoints is offered. Subsequently, the concept of the death drive is examined from the standpoint of ego psychology, French psychoanalysis, and other contemporary psychoanalytical approaches. The findings highlight that disorders such as borderline and narcissistic personality disorders prominently feature aggression and self-destruction. However, these tendencies are often concealed from therapists' view, leading to challenges in quick recognition. Importantly, therapist resistance may contribute to misinterpretation and overlooking the satisfaction of self-destruction. In response, the research proposes crucial therapeutic insights for prompt diagnosis and treatment of these self-destructive tendencies, emphasizing the importance of therapist awareness and understanding in dealing with such challenging clinical scenarios.

The present study aimed to compare the effectiveness of the confrontational cat therapy program and self-encouragement training on students' social anxiety and exam anxiety. This semi-experimental research employed a pre-test-post-test design with a control group and included a follow-up period. The statistical population consisted of 6th-grade female students in the academic year 2019-2020 in Zanjan city. A total of 45 qualified volunteers were selected through purposive sampling and randomly assigned to three groups of 15 individuals. All three groups completed social anxiety questionnaires (SAQ) by Connor & et al (2000) and exam anxiety (EAQ) by Abolghasemi & et al (1996). One of the experimental groups underwent the confrontational cat treatment program for 16 sessions (60 minutes each session), while the other experimental group underwent the self-encouragement treatment program for 10 sessions (90 minutes each session). Data analysis was conducted using the method of analysis of variance with repeated measurements and Benferoni's post hoc test. Results indicated that both the confrontational cat and self-encouragement interventions, compared to the control group, significantly reduced students' social anxiety and exam anxiety (P<0.001), and this reduction persisted until the follow-up stage. Additionally, the results revealed that the self-encouragement intervention had a greater effect in reducing students' social anxiety and exam anxiety compared to the cat intervention (P<0.05). In conclusion, the self-encouragement program was found to be more effective in reducing the social anxiety and test anxiety of students than the confrontational cat program.

The purpose of this study was to compare the effectiveness of premarital education based on the "Building a Lasting Connection" model and the "SYMBIS" model on the marital adjustment of newly married couples and couple candidates. The research method employed was semi-experimental with a pre-test-post-test design and a control group, including a three-month follow-up. The statistical population included couples on the verge of marriage or married in 2023 who sought services at the center in Mashhad. A purposeful selection led to 24 couples, who were then randomly divided into three groups (8 couples in each group). The research tool used was the Marital Adjustment Scale (DAS) by Spinner (1976). In one weekly session, one experimental group received the "Building a Lasting Connection" model in 6 sessions lasting 2 hours, while the other experimental group received the SYMBIS model intervention in the form of 8 sessions lasting 90 minutes each. Data analysis was conducted using mixed variance analysis. Results indicated that, except for the satisfaction component (P<0.05), the SYMBIS group had a significant and stable effect on the components of solidarity, affection, and agreement (P<0.01). The "Building a Lasting Connection" group also had a significant and stable effect on all four components of marital adjustment (P<0.01). In comparison to SYMBIS, the "Building a Lasting Connection" model demonstrated more effectiveness in affection and agreement (P<0.01). In conclusion, the results suggest that the "Building a Lasting Connection" model may be a more efficient treatment compared to the SYMBIS model in improving the marital compatibility of newly married couples and couple candidates.

This study aimed to determine the effectiveness of meaning therapy on self-efficacy and academic engagement in depressed high school students. The research method employed was semi-experimental with a pre-test-post-test design and a control group, including a three-month follow-up period. The statistical population comprised all depressed students in girls' high schools in Khomein City during the academic year 2021-2022. A sample of 30 individuals was randomly selected, with 15 in each group (experimental and control group) using the purposeful sampling method. For the intervention, the general self-efficacy scale (GSE, Scherer et al., 1982), the academic engagement scale (AES, Zerang, 2012), and a 12-session protocol (one 90-minute session per week) of Hotzel (2002) meaning therapy were utilized. Data analysis was conducted using analysis of variance with repeated measurements. The results indicated a significant difference between the pre-test and post-test stages of self-efficacy (p<0.001) and the follow-up pre-test (p<0.001). Similarly, a significant difference was observed between the pre-test and post-test stages of academic engagement (p<0.001) and the follow-up pre-test (p<0.001), highlighting the effectiveness of the intervention. Therefore, the use of meaning therapy can contribute to an increase in self-efficacy and academic engagement in depressed students.

The present study aimed to investigate the mediating role of anger rumination and feelings of loneliness in the relationship between differentiation and persistent complex grief caused by Corona. The research utilized a descriptive-correlation method with path analysis. The statistical population comprised all bereaved individuals due to Corona in Tehran, who lost a family member to Covid-19 in 1400-1401. The sample selection involved randomizing the first three hospitals in Tehran, followed by a purposeful selection of 300 individuals who met the entry criteria. Measurement tools included the complex grief questionnaire (ICG, Pregerson & Masichevsky, 1995), differentiation of self (DSI, Skorn & Smith, 2003), anger rumination (ARS, Sakodolski, 2001), and loneliness (UCLA, Russell, 1993). Data analysis was conducted using path analysis. Regression results for the proposed model indicated a good fit, with 53% of the changes in persistent complex grief explained by differentiation, anger rumination, and loneliness. The direct coefficients of the model revealed that differentiation, anger rumination, and loneliness significantly influenced persistent complex grief (P<0.05). Moreover, differentiation exerted an indirect effect on persistent complex grief through both anger rumination and loneliness (P<0.05). In conclusion, the model for predicting persistent complex grief among bereaved individuals due to Corona, based on differentiation and considering the mediating roles of anger rumination and feelings of loneliness, demonstrated a favorable fit.

This research aimed to determine the effectiveness of an educational package of math lessons based on Gardner's multiple intelligences on the components of academic well-being and tolerance of ambiguity in female students. The research utilized a semi-experimental pre-test-post-test design with a control group. Participants included female students in the second year of elementary school in Tehran during the academic year 2021-2022. They were selected through convenience sampling and randomly assigned to two experimental groups (20 people each) and a control group (20 people). The experimental group received training through a math package based on Gardner's multiple intelligences for 8 sessions of 30 minutes, while the control group received traditional training. Data collection tools included academic well-being questionnaires (AWQ, Badri-Gargari et al., 2018) and ambiguity tolerance questionnaires (MSTAT-II, McLean, 1993). The data were analyzed using multivariate analysis of covariance. Findings, after controlling for the pre-test effect, revealed a significant difference at the 0.05 level between the mean post-test scores for behavioral, mental, and social well-being, as well as tolerance of ambiguity in the two experimental and control groups. Based on the results, it can be concluded that utilizing Gardner's multiple intelligences in the form of educational packages is effective in enhancing psychological variables such as tolerance of ambiguity and academic well-being in students.

The present study aimed to determine the effectiveness of transtheoretical therapy on pain self-efficacy and adaptation to the disease in chronic pain sufferers. The research method was semi-experimental with a pre-test-post-test design including a control group. The statistical population for this research included all patients with chronic pain referred to medical clinics in Tehran in 1400. Twenty individuals were randomly selected using available sampling methods and were assigned to two groups – experimental and control (each consisting of 10 people). To collect information, Drogatis's (1990) Disease Adaptation Questionnaire (PAIS) and Nicholas's (1977) Pain Self-Efficacy Questionnaire (PSEQ) were utilized. The data obtained from this research were analyzed using multivariate covariance analysis. The findings indicated that, after controlling for the pre-test effect, a significant difference existed between the post-test results of the experimental group and the control group in terms of pain self-efficacy and adaptation to the disease (P<0.001). Therefore, it can be concluded that the intervention based on the transtheoretical model was effective in enhancing pain self-efficacy and adaptation to the disease in patients with chronic pain.

The present study aimed to assess the effectiveness of cognitive emotion regulation training on students' aggression and academic self-disability. The research followed a semi-experimental design with a pre-test-post-test and a control group. The statistical population included all 2195 female 10th-grade students in secondary schools in Birjand city during the academic year 2021-2022. Random cluster sampling selected 50 individuals, who were then randomly assigned to experimental and control groups. The experimental group underwent cognitive emotion regulation training once a week for a total of 8 sessions, each lasting 90 minutes. Data collection utilized Zahedifar et al.'s (2000) Aggression Questionnaire (AAI) and Jones and Rudwalt's (1982) Academic Self-Handicapping Scale (SHS). Multivariate covariance analysis was employed for data analysis. The findings, after controlling for the pre-test effect, revealed a significant difference in post-test average aggression and academic self-handicapping between the experimental and control groups. In conclusion, the research indicates that cognitive emotion regulation training is effective in reducing aggression and alleviating academic self-disability among adolescent students.

The present study aimed to determine the mediating role of academic motivation in the relationship between optimism and academic enthusiasm in students. The research utilized a descriptive-correlational research method employing structural equation modeling. The statistical population for the research comprised all second-year high school students in Kuhrang city in 1402. A sample of 400 male and female students was selected using a multi-stage cluster random sampling method. Data were collected using the Academic Motivation Scale (AMS; Vallerland et al., 1992), Academic Optimism Scale (AOS; Tschannen‐Moran et al., 2013), and Academic Enthusiasm Scale (AES; Fredricks et al., 2005). The results indicated that the proposed model was a good fit. Specifically, the direct effect of academic optimism on academic enthusiasm, demotivation, intrinsic motivation, and extrinsic motivation was found to be significant. Additionally, academic demotivation, intrinsic motivation, and extrinsic motivation exhibited a significant direct effect on academic enthusiasm (P<0.05). Further analysis revealed that intrinsic motivation, extrinsic motivation, and lack of motivation mediated the relationship between optimism and academic enthusiasm (P<0.05). In conclusion, it can be inferred that academic optimism directly influences students' academic enthusiasm through the mediation of academic motivation.

The present study aimed to compare the effectiveness of drug therapy and combined Cognitive-Behavioral Therapy (CBT) with drug therapy on premature ejaculation and intravaginal ejaculation latency in patients with primary premature ejaculation disorder. The research utilized a semi-experimental design with a pre-test-post-test and a control group, incorporating a follow-up period of six and twelve months. The statistical population comprised all married individuals referred to psychological and counseling clinics in Kermanshah in 2021 for primary premature ejaculation treatment. The research sample consisted of 60 men selected purposively and randomly assigned to three experimental groups, along with one group waiting for treatment (15 people in each group). Data were collected using the Premature Ejaculation Diagnostic Instrument Questionnaire (PEDT, Simmonds et al., 2007) and a chronometer. Mixed variance analysis with repeated measures was employed for data analysis. The findings revealed that, respectively, the average scores of premature ejaculation (PE) and intravaginal ejaculation latency (IELT) in the drug therapy group at the post-test and six-month follow-up stage exhibited more significant decreases and increases compared to the CBT group with drug therapy. However, in the 12-month follow-up phase, the decrease in the mean scores of PE and the increase in the mean scores of IELT were higher in the CBT group with pharmacotherapy compared to pharmacotherapy alone. Additionally, the therapeutic effect remained in the drug therapy group until the six-month follow-up period (P<0.01). In contrast, the therapeutic effect in the CBT group with drug therapy remained stable until the twelve-month follow-up (P<0.01). The findings of this research can be applied in clinical and therapeutic interventions to improve and treat premature ejaculation and intravaginal ejaculation latency.

The purpose of this study was to determine the effectiveness of cognitive behavioral therapy based on the online Heimberg model on anger rumination and Alexithymia in 12-year-old male students with depressive symptoms. The research method was semi-experimental with a pre-test-post-test design with a control group and a follow-up period. The statistical population of the present study included all male students with symptoms of depression in the sixth grade of Rabat Karim city, 700 people in the academic year 2021-2022. Among them, 15 people in the control group and 15 in the experimental group were selected through the purposeful sampling method and randomly placed in two groups. To collect data, Sukhdolsky et al.'s Anger Rumination (ARS, 2001) and Toronto Alexithymia (TAS, 2007), and Himberg and Becker's (2002 and 2010) online cognitive behavioral protocol were used during 12 90-minute sessions online. Analysis of variance with repeated measurements was used to analyze the data. The findings of the research showed that there was a significant difference between the post-test mean of anger rumination and emotion dyslexia in the experimental and control groups. (P<0.01). In addition, the results showed that this intervention was able to maintain its effect significantly over time (P<0.01). As a result, cognitive behavioral therapy using techniques such as evidence of thoughts, feelings, and emotions can be used as an effective approach to reduce anger rumination, and Alexithymia.

The purpose of this research was to predict the overall recovery of children with autism spectrum disorder based on the communication skills and empathy of mothers. The research method was descriptive-correlation with regression design. The statistical population was all the mothers of children who were referred to the rehabilitation clinics of Tehran and their children in the fall of 1401, from which 90 subjects were selected using a targeted sampling method. To collect information, Jarbak's communication skills questionnaire (CKIJT; Queen Dam Institute, 2004), Albiru empathy questionnaire (BES; Albiru et al., 2009), and clinical general statements (CGI; of the National Institute of Mental Health, 1976) were used. Data were analyzed using Pearson's correlation, and multiple concurrent regression. The results showed that the communication skills and empathy of mothers have a direct and significant relationship with the recovery of children with autism spectrum disorder (p<0.01). Mothers' communication skills and empathy predict 46% of the child's recovery changes. Based on the findings of the research, it was determined that communication skills are a stronger predictor than empathy for the recovery of children. Considering the results of the research, mothers' communication and empathy skills can be used to predict the recovery of children with autism spectrum disorder. Also, it is possible to include the interventions in planning a comprehensive treatment program in rehabilitation institutions and speed up the progress in the recovery of children.

This study aimed to determine the effectiveness of Wells's metacognitive group training on irrational beliefs and cognitive creativity among students with learned helplessness. This research was conducted as a semi-experimental method with a pre-test-post-test design with a control group. The statistical population included all 11th-grade female students in Rasht City in the academic year of 2021-2022, numbering 581, of which 40 qualified volunteers were selected by purposeful sampling and entered into the study in 2 groups (experimental and control). Both groups completed the Irrational Beliefs Questionnaire (IBQ) by Jones (1968) and the Cognitive Creativity Questionnaire (CCQ) by Abedi (1993). The experimental group underwent metacognitive group training (MTP) of Wells (2002) for 8 sessions (60 minutes each session). The data was analyzed using multivariate covariance analysis. The results showed that by controlling the effect of the pre-test, there was a significant difference (P<0.05) between the post-test of the experimental group and the control group in irrational beliefs and cognitive creativity of students with learned helplessness. According to the findings of the research, it can be concluded that group metacognition training in Wales has been effective in reducing irrational beliefs and increasing the cognitive creativity of students.

This study was done to investigate the role of the mediator variable of job motivation in the relation between organizational respect and job satisfaction among the employees of Shiva Company. This descriptive-correlational research was based on structural equation modeling. The participants include all employees of Shiva company in 2023. In this study, 400 available people attended an online survey. Motivation potential score (MPS; Hackman & Oldham, 1976), organizational respect questionnaire (ORQ; Ramarajan et al., 2008), and Minnesota satisfaction questionnaire (MSQ; Weiss et al., 1967) were used to gather data. The results demonstrate that the suggested model has describable fitness.  The results show a direct effect of organizational respect on job satisfaction and of organizational respect on job motivation and job motivation on job satisfaction is significant (P‹0.05). The results also illustrate that job motivation is a mediator variable in the relationship between organizational respect and job satisfaction (P‹0.05). In general, it can be concluded that organizational respect is directly related to satisfaction increase owing to job motivation. In this regard, to promote job satisfaction among employees, using organizational plans to increase organizational respect and job motivation is strongly recommended.

The present study aimed to investigate the relationship between emotional exhaustion and the attitude towards cheating of married students with the mediating role of marital commitment. The current research was descriptive-correlation based on the path analysis method. The research community consisted of all married students of Payam Noor Nowshahr University in the academic year 2022-2023, from whom 300 people were selected as a sample. The tools of this research included Whiteley's Infidelity Attitude Questionnaire (1995, ATIS), Jung's Emotional Exhaustion Questionnaire (2006, JEEQ), and Adams and Jones' Marital Commitment Questionnaire (1997, CPQ). Data were analyzed using path analysis. Data analysis showed that there is a positive and significant relationship between emotional exhaustion and attitude towards marital infidelity and a significant negative relationship between emotional exhaustion and marital commitment at the level of 0.01. In addition, a significant inverse relationship was found between marital commitment and attitude toward marital infidelity (P<0.01). Also, emotional exhaustion through marital commitment has an indirect effect on students' attitudes toward marital infidelity and this effect is (0.071). Based on the above results, the emotional commitment model had a favorable fit in the relationship between emotional exhaustion and attitude towards marital infidelity. As a result, it can be said that emotional exhaustion in married students can cause attitudes toward marital infidelity and reduce their marital commitment.

The purpose of this research was to determine the effectiveness of narrative therapy Online on emotional regulation and social adaptation of children with reading disorders during the COVID-19 Pandemic. The study method was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population included all children with reading disorders in the medical centers of the 2nd district of Tehran in 2022. From among the target population, 20 boys aged 8-12 years Were referred to Rah Ahya Psychiatry Center were selected as the sample size using the available sampling method, and randomly assigned to the experimental group (n=10) and the control group (n=10). At first, both groups were evaluated by an emotion regulation checklist Shields et al(ERC)(1997) and the California social adjustment scale Thorpe et al(SAS) (1989). Online narrative therapy sessions were conducted in 10 sessions of 90 minutes during 5 weeks in the experimental group. In the end, both groups were re-evaluated. Data were analyzed using Multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there is a significant difference (P<0.01) between the post-test mean of emotion regulation and social adjustment in the two experimental and control groups. The findings of this research showed that  Online narrative therapy has improved emotion regulation and social adjustment of children with reading disorders during the COVID-19 Pandemic.