فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 43 (بهار 1394)

This study aimed to investigate the subjective well-being of Iranian early adolescent girls from their own points of view using the maximum variance sampling. Participants were from various socio-economical classes, different levels of educational achievement, and different scores on perceived happiness and life satisfaction. Four methods were used in this study:semi-structured interview (n=10), focus group discussion (3 groups), incomplete sentences (n=140), and narrative writing (n=100).Categorization of the results was done after the processes of open coding, axial coding, and selective coding, with considering trustworthiness criteria. The results indicated that Iranian early adolescent girls described well-being within six categories including relationships, self-concept, individuation, affects, welfare and health, as well as spiritual values and virtues. The findings were discussed based on cultural basis and the positive psychology approach.

the purpose of this study was to determine the mediating role of academic self-concept in the relationship between motivational styles and academic achievement. Based on correlational design, 140 Tehran senior secondary school female only students majoring in biology were selected by multistage random sampling and completed Academic Motivation Scale (AMS; Varelland et al.,1992) and Academic Self-Concept Scale (Delavare, 1994). Academic achievement was measured based on the mean of the final scores obtained in biology, physics and chemistry. The findings showed that academic self-concept was associated positively with intrinsic motivation and academic achievement. Furthermore, the results of path analysis showed the significance of the direct effect of academic self-concept on academic achievement while the indirect effect of extrinsic motivation, intrinsic motivation and amotivation on academic achievement was meaningful by the mediation of academic self-concept. Therfore, the mediating role of academic self-concept in the relationship between academic motivation and academic achievement was confirmed.

the aim of the present study was to examine the effects of Cognitive-Behavioral Stress Management (CBSM) training on the levels of anxiety during the pregnancy period and on newborns’ physiological parameters. This study was a semi experimental pretest-posttest with a control group. Thirty primiparous pregnant women who referred to the health clinics of Kermanwere selected using convenient sampling. The participants were randomly assigned into either experimental or control group. The data were collected using the Pregnancy Related Anxiety Questionnaire (PRAQ; Vandenberg, 1990) and the newborns’ physiological parameters (weight, height, head circumference and Apgar score). The experimental group received 12 sessions of CBSM training. The results of multivariate analysis of covariance indicated that the anxiety scores of CBSM group significantly decreased in the posttest stage in comparison with the pretest stage and the scores of control group. There was no significant difference in physiological parameters between the two groups. These findings suggested the effectiveness of CBSM training during pregnancy in reducing the levels of anxiety. Therefore, pregnant women can benefit from psychological interventions such as stress management based on cognitive-behavior therapy in the medical and health centers.

this study investigated the effectiveness of attachment based storytelling on reducing children’s bedtime problems and enhancing child-mother relationship, and comparing this method with positive routines. The sample consisted of 30 children ages between four and six years who complained about bedtime problem from Shiraz nursing homes using convenience sampling. The participants were randomly assigned into attachment based storytelling, positive routines, and control groups. The experimental groups received the training sessions. At the end of training sessions post-test was conducted. The participants’ mothers completed the Child Sleep Habit Questionnaire (Owens, Spirito, & McGuinn, 2000) and the Child-Parent Relationship Scale (Pinata,1992). The results of analysis of variance (repeated measures) indicated that while bedtime problems reduced in both the attachment based storytelling group and positive routines, it was in the attachment based storytelling group which the childmother relationship was enhanced significantly. The findings suggested that the clinical application of attachment based on storytelling not only reduced sleep problems but also improve mental and emotional health of the child and the family.

the aim of this study was to investigate the effectiveness of filial therapy on decreasing the symptoms of externalizing disorders in primary school children. Fifteen children (7 girls, 8 boys) ages between seven and eight years old who obtained the highest scores in the Child Behavior Checklist (CBCL; Achenbach & Rescorla, 2001) were selected from 300 primary school children using multistage random sampling. The children’s mothers completed the Parental Stress Index (PSI; Abidin, 1983) and the Parental Self-Agency Measure (PSA; Dumka, 1996). The mothers received 8 filial therapy sessions in eight weeks. The mothers completed the CBCL after the second, forth, sixth, and eight sessions. At the end of the therapy sessions, the mothers completed the PSI and the PSA again. The results of repeated measure analysis indicated that the filial therapy decreased significantly he scores of the externalizing disorder and the breaking rules but had no significant effect on decreasing the aggressive behaviors scores. Therefore, our results showed that the filial therapy was an effective therapy for decreasing the PSI and increasing the PSA. The findings suggested that the filial therapy may be a suitable approach for reducing children externalizing problems in short time and have effects on parental stress and self-efficacy

this study aimed to examine the relationship of social supports to psychological well-being and depression through mediating roles of self-esteem and basic psychological needs. The sample consisted of 432 teachers from the city of Khoramabad. The participants completed the Social Support Scale (Vaux et al, 1986), the Self-Esteem Scale (Rosenberg, 1965), the Satisfying Basic Psychological Needs Scale at Work (LaGuardia et al, 2000), the Psychological Well-Being Scale (Ryff, 1989) and the Depression Inventory (Beck, 1988). The results of path analysis indicated that the social supports had direct effects on the psychological well-being and depression. Social support indirectly, through the self-esteem, satisfying the need for relatedness and the need for competence, increased psychological well-being and decreased depression. The results emphasized the role of social interactions in promoting self-esteem and the importance of basic psychological needs in work environment.

the present study aimed to predict the mediating role of psychological capital in the relations between happiness and family communication patterns. Two hundred and seventy (123 males, 147 females) students were selected from the University of Shiraz using multistage cluster sampling method. The participants completed the Family Communication Patterns Questionnaire (Fitzpatrick & Ritchie, 1997), the Psychological Capital Questionnaire (Luthans & Avolio, 2007), and the Oxford Happiness Questionnaire (Argyle, 2001). The results of simultaneous multiple regression analysis based on Baron and Kenny (1989) steps indicated that conversation orientation positively predicted happiness. In addition, conversation orientation positively predicted all of the psychological capital dimensions (self-efficacy, hope, resiliency, and optimism). Conformity orientation did not predict the psychological capital dimensions. The psychological capital mediated the relations between the family communication patterns and happiness. The findings suggested that a desirable communication within family members provides a context for more interactions among them developing various individual abilities that leads to happiness

this study aim
 to compare metacognition beliefs and rumination between students with normal and morbid levels of worry. Two hundred and fifty students were selected using multistage clustering sampling. The participants completed the Metacognition Beliefs (Wells, 2000), the Rumination (Nolen-Hoeksema & Morrow, 1991) and the Pennsylvania Worry (Meyer, Miller, Metzger & Borkovec, 1990) Questionnaires. Participants were divided into two groups, one with normal level of worry (n=125) and the other with morbid level of worry (n=125) on the basis of their scores on the Pennsylvania Worry Questionnaire. The results of analysis of variance indicated that the group with morbid level of worry had higher scores than the group with normal level worry on the components of metacognition beliefs (positive beliefs about worry, uncontrollability and risk, cognitive confidence and need to control the thoughts). There was no significant difference between the two groups in cognitive self knowledge belief. The group with the normal level of worry had higher scores on rumination components (to be lost in thought, distraction and deep thought) than the group with the morbid level of worry. In sum, the findings suggested that among component of metacognition only uncontrollability and risk predicted pathological worry.