فصلنامه روانشناسی
سال بیستم شماره 2 (پیاپی 78، تابستان 1395)

Current study was conducted to standardize Vienna Matrix Test for Iran (WMTI). For Iranian students between ages 13-18. Intended population in this study was all students (males and females) who were studying in middle and high schools during the academic year 2010-2011 and 2011-2012. Multistage random sampling procedure was used to select 2849 students (1267 male and 1582 female) from five province in Iran: Tehran, Khorasan-e-Razavi, Kermanshah, GiIan, and Bushehr. At the beginning Formans original from that was based on Rasch's statistic model was administered on student population. From 42 statements 28 statements were selected based on the model and was used for Vienna Matrix Test for Iranian (WMTI). Norm tables for the age group 13 to 18 were developed. Finally mean differences between girls and boys was calculated by means of one-way analysis of variance. Result showed the age and gender effect. Intelligent quotient increased as chronological age increases. Girls also were higher than boys in intellectual functioning in overall.

The aim of the present study was to examine the effectiveness of combined effects of brief behavioral activation therapy (BATD) and mindfulness -based cognitive therapy (MBCT) in reduction of rumination. This research was administrated by a single subject design framework. Four patients (1 male, 3 female, ages 26-38) who met criteria for major depressive disorder participated in the study. The participants were randomly assigned to four treatments. One of the patients received MBCT and another on BATD and other two patients received combinations of BATD and MBCT to reverse sequence. To collect data Ruminative Responses Subscale (RRS), were administered on pretreatment, during treatment at Sessions 2, 4 and 6, at end of treatment [Session 8], and at 1-month follow-up. The visual inspection of charts and effect size indicated significant decrease in rumination of participants. These preliminary findings provided support for the role of Combined of BATD and MBCT in reducing rumination patients with major depressive disorder.

The aim of this research was examining relationships between God attachment and emotional creativity with the mediating role of satisfying basic psychological needs. 230 students were selected by means of cluster sampling method from high schools in Shiraz city. Instruments were used included the God Attachment Inventory (Beck and McDonald, 2004), the Emotional Creativity Inventory (Averill, 1999), and the Basic Psychological Needs Satisfaction Scale (Gagné, 2003), general version. Results of path analysis indicated that satisfying basic psychological needs had partial mediating role in relationship between anxiety about abandonment attachment and emotional creativity. Also, satisfying basic psychological needs showed complete mediating role in relationship between avoidance of intimacy attachment and emotional creativity. These results provided strong support for the importance of meeting basic psychological needs in people's well-being.

This study aimed to assess the effect of cognitive fatigue on the student's vigilance with the study of modulating role of WMC. The study performed with experimental design on high school girl students of zanjan in 2013-2014. First, 6 classrooms were selected from high schools of region 2 in Zanjan based on cluster randomized sampling and tested with N-back. Task. Then 40 participants with high and low WMC selected from them as final sample. They executed vigilance test before and after cognitive fatigue condition. Data analyzed with T-test, ANCOVA, partial correlation and hiararhieal multiple regression analysis. Results indicated cognitive fatigue had an effects on student's vigilance and reduced it. However WM moderates this effect. So it can be called that WM has an important role in preservation at student's conscious and vigilance. There fore reinforcement and promoting of WMC leads to increasing vigilance and continuity this increasing.

The current investigation aims to determine educational needs of college students for preventive means of addiction and substance use. One hundred 1Ç Ã ä anonymous and voluntarily participated in 6 focused group discussions (FGDs), 65 were female (43.33%) and 85 male (56.67%). Also, a sample of staff from health, counseling centers and security (18) took part in 3 different FGDs. Students and staff report that students’ knowledge about addiction, biological and psychological dimensions are little and they seriously, need to basic education about the issues. There are prevalent myth about addiction and substances, especially, myth about “invulnerability”. It ä ÃÇ Ã adulthood should be considered in preventive interventions for college students. Education about “soft” drugs like hookah and tobacco and “hard”drugs like opium and heroin are essential. The most vulnerable students for using substances introduced as freshmen, students living in dormitories, students who have a à ¡ 3ä Ã Ç 1 à -ä 1Ã Ã Ç ing the available services in the universities. Essential needs of college students in prevention of addiction are: Drug education and addiction according to physi äà 1 myth, life skills education with emphasis in coping skills, self-awareness, enrichment of spiritual/ religious believes, study skills training. The evaluative research on preventive interventions that are provided and study of the barriers for utility of available preventive services are also essential. More practical suggestions are provided in the article.

This research was conducted to examine the effect of delinquency and sex on parenting styles, attachment styles and personality traits of adolescents. In a causal-comparative study 64 delinquent adolescences from correction and reform facility in Mashhad (32 boys and 32 girls) were selected by available sampling and 64 normal adolescences (32 boys and 32 girls) by two-stage cluster sampling. Each responded to questionnaires of Baumrind Parenting, Attachment Collins and Read (RAAS) and short form of the NEO Personality Inventory(NEO-FFI). Data analysed by using results a multivariate analysis of covariance after adjusting for differences in age and years of education showed that normal adolescents were more perceived authoritative parenting style. Sex effect was not significant, but interaction of group×sex, delinquent boys had higher scores on authoritarian style. Also normal adolescences had more secure attachment compared with the delinquent adolescences and in terms of sex, the boys more than girls, were seen with ambivalent attachment. Again in the group×sex interaction, boys without delinquency showed more scores in secure attachment. In the Big Five Factors Personality with the exception of neuroticism, delinquent adolescences relative to normal adolescences obtained lower scores in extraversion, openness, agreeableness and Conscientiousness factors. In this case, the effect of sex was not significant, but the interaction of group×sex, boys with delinquency showed higher scores in neuroticism.

The aim of this study was to the effectiveness of integrating study critical thinking and creative thinking in second-grade female student's epistemological beliefs pretest-posttest control group design was used in the city of Qom. A pilot study of pretest-posttest control group. A sample was selected using stratified random sampling procedure Then sample was matched according to age groups, foundations, academic major, academic predisposition score, Then run the test by using a questionnaire, the Epistemological Beliefs Schommer Questionnaire (1993), were randomly divided into control and experimental groups (25 each), respectively. Blended learning strategies, critical and creative thinking in the experimental group were exposed and then the post-test questionnaire was administered again in two groups. Data were analyzed by analysis of covariance and multivariate analysis of covariance. Based on these findings, the intervention on student's epistemological beliefs and their dimensions, including basic knowledge, certainty and knowledge, quick learning ability and awareness of things was significant, but the impact on the natural ability was not significant. The results showed that a combination of critical and creative thinking, can improve learner's beliefs about the structure, stability, speed resources, knowledge and understanding.