فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 45 (پاییز 1394)

aim of the present study was to examine the efficacy of problem-solving skills training in parent-child relationships. The study design was quasi-experimental pre-test and post-test without control group. The sample consisted of 61 mothers of children ages between 4 and 7 years. Trained psychologists conducted the problem solving skills training two hours a session for nine weeks (one session per week). To evaluate the effectiveness of the training, the Mother-Child Relationship Evaluation Scale (Robert, 1961) was used. Repeated measurement procedure was used to analyze the data. The results indicated that the Raising a Thinking Child workshops decreased over-protectiveness and child rejection, and increased acceptance and improved mother-child relationships. There was not any significant difference in over-indulgence. Given the important role parents play in the development and socialization of children and the findings of this study, it can be concluded that problem-solving skills training will improve the interactions among family members, especially between parents and children.

This study aimed to examine the effect of role-playing games on emotional and cognitive creativity among elementary school children from Isfahan. Thirty students with the age ranges of 7-12 years who had inclusion criteria were selected from four districts of Isfahan. The participants were randomly assigned into either control or experimental group. The role-playing games were conducted in group sessions and lasting 90 minutes per session (10 sessions). The effectiveness of games were assessed using the Torrance Test of Creativity (1974) and the Averill Emotional Creativity Inventory (1999). The results of multivariate analysis of variance indicated that role-playing games significantly increased cognitive creativity (fluency and originality) and emotional creativity (preparedness and novelty). The findings suggested that role-playing game is a preferred activity for promoting creativity in children.

This study aimed to examine the role of emotion regulation in the relationship between ADHD and sleep problems among adults. Three hundred and twelve students (178 males, 134 females) were selected from south branch of Islamic Azad university in 2013 academic year using stratified sampling. The participants completed the Conner’s Adult ADHD Rating Scale - Self-Report: Short version (CAARS-S:S; Conners, Erhardt, & Sparrow, 1999), the Difficulties of Emotion Regulation Scale (DERS; Gratz & Roemer, 2004), and the Pittsburgh Sleep Quality Index (PSQI; Buysse, Reynolds, Monk, Berman, & Kupfer, 1989). The results indicated that ADHD correlated positively and significantly with difficulties of emotion regulation and sleep problems. The results of path analysis indicated that the ADHD had an indirect effect on sleep problems through emotion regulation. The findings suggested that emotion regulation skills training may be effective in reducing sleep problems of adults with ADHD.

The aim of this study was to investigate the efficacy of cognitive behavioral treatment based on Kendall's Coping Program on reduction of some co-occurrence symptoms among 8-10 years old children with anxiety. The study design was quasi-experimental with pretest-posttest control group. The sample consisted of 20 children 8 to 10 year-old with diagnoses of generalized anxiety disorder, separation anxiety disorder and/or social anxiety disorder. The participants were selected using goal directed sampling and assigned randomly into two groups (cognitive behavioral treatment and waiting list group). The experimental group received 16 sessions of cognitive behavioral treatment based on Kendall's Coping Program. The data were gathered by the Child Behavior Checklist (CBCL; Achenbach, 1991). The Mann-Whitney U and Friedman test were used to analyze the data. The results indicated that cognitive behavioral treatment based on Kendall's Coping Program reduced significantly some of the internalized and externalized symptoms in experimental group compared with the waiting list group. The results were maintained at 1/5 and 3 months follow up. The findings suggested that the cognitive behavioral treatment based on Kendall's Coping Program also reduced externalized symptoms of Iranian 8-10 year-old children in addition to reducing internalized symptoms.

This study examined the effectiveness of self-regulation training on executive functions (working memory and planning) of elementary students with learning disabilities in Saghez. The study design was quasi-experimental with pretest and posttest control group. Sixty 8 and 9 year old students with learning disabilities were selected using random sampling. The participants were randomly assigned into either experimental or control group. To measure the study variables the Andre Rey Tests (1942) and the numeral memory subscale of the Wechsler Intelligence Test (1974) were used. The results of analysis of covariance indicated that the experimental group had a significant increase in scores of organizing and working memory compared with the control group. The findings suggested the effectiveness of self-regulation training on executive functions of elementary students with learning disabilities.

The aim of this study was to investigate the structural relationship between perception of learning environment and academic burnout through mindfulness. Three hundred and five female students were selected from Yasuj high schools using multi-stage random sampling. The participants completed the Perception of Learning Environment (Sweeney, Sorensen, & Kemis, 1994), the Toronto Mindfulness Scale (2006), the Academic Burnout Questionnaire (Breso, Salanova & Schoufeli, 2007). The results indicated that the model had a good fitness with the data. There were direct effects of perception of learning environment on academic burnout, mindfulness on academic burnout, and perception of learning environment on mindfulness. The perception of learning environment had a slight effect on academic burnout through mindfulness. The findings suggested that perceptions of learning environment enhance meta-cognitive processes and the conscious mind by making students to engage in learning, having a sense of ownership in the classroom and doing homework effectively. Thus, increasing capacity of attention, flexibility and acceptance prevent academic burnout.

This study examined the role of the development of the executive functions, including problem solving ability, visual search and visual memory in perception of safety and danger on the road. The design of the current study was descriptive- developmental. Using available sampling 140 children with age ranges of 8, 9 and 11 years were selected from the elementary schools located in 1 and 2 districts of Isfahan city. Perception of danger, problem solving ability, visual search, and visual memory were assessed by identifying safe/dangerous road-crossing task (Ampofo-Boateng & Thomson, 1991), the Tower of London (Shallice, 1982), the Trail Making test (Liorente & et al., 2009), and the Wechsler Digit Span test, respectively. The data were analyzed using MANOVA and stepwise regression coefficient. The results indicated that age was the strongest predictor of identifying safe/dangerous crossing sites and among the series of the executive functions, visual digit span significantly predicted the ability to identify safe/dangerous crossing sites. Since the findings supported the role of cognitive skills in the development of perception of dangers on the road, safety education programs should be designed based on the level of children’s cognitive ability.

The aim of the study was to investigate the role achievement goals play in positive and negative achievement emotions among university students. One hundred and sixty one students were selected (95 females, 66 males) from Shiraz University using the multi-stage cluster random sampling. The participants completed the Aachievement Goals Questionnaire (Elliot & McGregor, 2001) and the Achievement emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of multiple regression analysis indicated that mastery/approach goal positively and significantly predicted enjoyment, hope and pride, and negatively and significantly predicted boredom, anxiety and shame. Mastery/avoidance goal was positive and significant predictor of shame, and performance/avoidance goal was positive and significant predictor of shame, anxiety and boredom. The findings suggested that achievement goals play effective role in students’ emotional experiences across achievement settings.