فصلنامه پژوهش های نوین روانشناختی
پیاپی 39 (پاییز 1394)

Bullying is a from of low level violence that has recently been attended by educational psychologists and researchers. The goal of this research was to examine the effectiveness of shame management training based on PEGS program in reducing female adolescents’ bullying. Therefore, semi-experimental pretest-posttest control group design was used. Using multi-stage random cluster sampling, female students of three state guidance schools in Tabriz city were selected and were screened. Finally, 30 students from each school were selected by purposeful sampling, results of the bullying scale, and observation during screening and rating by school assistants. Each group consisted of 15 students. Five educators presented educational package and placebo to experimental and control groups. Results of one-way analysis of covariance indicated that the intervention was effective (F=20.92, P<0.001), and 75 minute training sessions of shame management for eight weeks predicted 20 % of bullying variances. Due to research findings and confirming of training package validity, paying attention to adolescents’ bullying problem is recommended. Also, regarding the study limitation, it is suggested that this training method should be applied for decreasing bullying.

The aim of the present study was to investigate the relationship between emotional intelligence, self-efficancy, social support and adjustment in students. The study population included all high–school students in Arak in the academic year 2012-2013. Using random multi-stage cluster method, 430 students (230 females and 200 males) were selected. Data were collected through Shring’s emotional intelligence scale, Sherer’s general self-efficacy scale, Zimet et als’ Multidimensional Scale of Perceived Social Support and Sinha & Singh’s adjustment Inventory. Data were analyzed using t–test, regression method, and Pearson correlation coefficient. Results indicated that there was a significant relationship between emotional intelligence, self-efficacy, social support and adjustment. So, emotional intelligence, self-efficacy, and social support could predict the variances of students’ adjustment. The results also demonstrated that there was no significant difference between male and female students in social support. However, the emotional intelligence and self-efficacy of male students was found to be higher than female students.

The objective of this study was to explain the role of LVEF, illness perceptions, and positive/negative affect in health related quality of life (HRQOL) in patients with CAD and was to design a hypothesized model based on these variables. This study was conducted with a correlational method, in which 270 patients with CAD from Tehran Heart Center Hospital were selected by convenience sampling method and asked to answer Positive and Negative Affect Schedule (PANAS) Short Form (I-PANAS-SF), Brief Illness Perception Questionnaire (Brief IPQ) and Seattle Angina Questionnaire (SAQ). Data for LVEF of patients was obtained by echocardiography. The results of Structural Equation Modeling confirmed the hypothesized model regarding the effect of LVEF, illness perceptions and positive/negative affect on health related quality of life in patients with CAD. Besides, it showed that this model had an appropriate fitness. Direct effect of LVEF on HRQOL was stronger than it’s indirect effect through illness perception. Also, the direct and indirect effects of LVEF on HRQOL through positive/negative affect was not significant. These results suggest that LVEF, illness perceptions and positive/negative affect had an essential role in health related quality of life in patients with CAD. Therefore, it is necessary to provide interventions to increase LVEF and interventions focused on illness perceptions and positive/negative affect for these patients.

The present study investigated the relationship between attachment, perfectionism and friendship quality in students in early adulthood. It was conducted with a correlational method. Using random sampling, 260 students were selected from dormitory students in Tehran Universities. They were assessed by friendship _ no friend questionnaire, perfectionism, and adult attachment scale. Data were analyzed by regression method and multivariate analysis of variance. Results showed that there was a significant positive relationship between friendship quality and secure attachment as well as avoidant attachment styles. Besides, there was a significant negative relationship between friendship quality and ambivalent attachment relationship. On the other hand, there was a significant negative relationship between friendship quality and total perfectionism as well as negative perfectionism. However, there was no significant relationship between positive perfectionism and friendship quality. Also, there was a significant negative relationship between perfectionism and secure as well as avoidant attachment styles, but there was a significant positive relationship between ambivalent attachment style and perfectionism. Results showed that ambivalent attachment style and negative perfectionism could reversely predict quality of friendship. In addition, positive perfectionism and avoidant attachment style played a direct significant role in predicting quality of friendship. So, it seems that perfectionism and attachment style are influential components in the prediction of an individual quality of friendship.

The purpose of this study was to investigate the effectiveness of interpersonal relationships training in friendliness and self- esteem among female students. It was an experimental pretest – posttest design and control group. The study population included all female elementary students in grade 4 in Gorgan in the academic year 2013-2014. Using random multi-stage cluster sampling, 30 students were selected and were assigned in experimental and control groups. They were assessed by Eysenck self-esteem Inventory and Sacral Friendship Scale. Then, the experimental group received interpersonal relationship training in 8 sessions, while the control group did not receive. Then, both groups completed the questionnaires. Data were analyzed by multivariate analysis of covariance. Results indicated the effectiveness of interpersonal relationship training in students’ friendliness (F=5.934, P=0.022) and self-esteem (F=4.884, P=0.036). Hence, interpersonal relationships training led to increase of quality of friendship and self-esteem in girl students.

Although Freud's name is not mentioned among individuals that Wittgenstein specifies their influence in his thought, studying Wittgenstein's works suggests some kind of methodological similarity between Freud's psychoanalysis and his therapeutic approach to philosophy. This similarity titled as a "metaphor" in paragraph 255 of Philosophical Investigations is considered as a kind of "method- transfer". In other words, Wittgenstein extends Freud's treatment of neurotic patients toward philosophical problems. It must be notified that this similarity does not mean the complete overlap (correspondence) between these methods, even in some cases the gap between them is so extensive that must be considered some kind of methodological difference. In order to facilitate the comparison, at first some of the most important techniques of Freud's psychoanalysis are indicated. Then based on two principal areas, this study investigates the similarities and differences between Freud's psychoanalysis in neurotic patients therapy and Wittgenstein's therapeutic approach to philosophical problems.

The purpose of this study was to compare spiritual intelligence based on gender and grade among students in Amir Kabir University. Therefore, using systematic random sampling, 220 students were selected. They completed king (2007) Spiritual Intelligence Scale that contains four subscales: Critical Existential Thinking (CET), Personal Meaning Production (PMP), Transcendental Awareness (TA) and Conscious State Expansion (CSE). Results of multivariate analysis of variance and t-test showed that there was not any significant difference in spiritual intelligence between male and female students (P>.05). However, there was a significant difference in critical existential thinking between both group (P<.05) and male students obtained higher mean than females. Also, significant differences in spiritual intelligence and components of personal meaning as well as transcendental awareness were obtained among different grades. However, no significant relationship was found between age and spiritual intelligence.

One of the most important factors of high-risk behaviors is cognitive emotion regulation strategies. Few studies have investigated the role of mediating variables. The present study aimed to provide a model for determining the role of cognitive emotion regulation strategies in high risk behaviors through perceived social support. Hence, using multistage cluster sampling, 224 students (93 female, 149 male) were selected from Tehran University. They were assessed by Youth Risk Behavior Survey Questionnaire (YRBQ, Amerian Center of Disease Control, 1989), cognitive emotion regulation questionnaire (Garnefski, Kraaij & Spinhoven, 2001) and Multidimensional scale of Perceived social support (Zimet, Dahlem, Zimet & Farley, 1988). Results indicated the direct effect of adaptive cognitive strategies on family, maladaptive cognitive strategies on family and friends, as well as maladaptive cognitive strategies, family and friends on high-risk behaviors. Moreover, indirect effects of adaptive and maladaptive cognitive emotion regulation strategies on high-risk behaviors were mediated by the family factor. Therefore, the mediating role of perceived social support in relationship between cognitive emotion regulation strategies and high-risk behaviors was confirmed. Finally, the obtained model indicated an adequate fitness.

This study examined the effectiveness of direct instruction and phonological awareness combined interventional program in reducing spelling errors among elementary students with spelling learning disorder. The research design was pretest-posttest quasi-experimental design with control group. The study population included students in grade 4 in Birjand city in the academic year 2012-2013. Therefore 10 students with spelling learning disorders were selected who were referred to Birjand rehabilitation center of learning disorder. They were assessed by Wechsler Intelligence Scale, spelling disorder test for fourth grade students (Karimi, 2004), and direct instruction and phonological awareness combined program. Data were analyzed using analysis of covariance. Results showed that the combined training was effective in the reduction of students’ spelling mistakes and the improvement of their performance in phoneme substitution. So, the combined program could be suggested for specific trainings in students with spelling errors.

In school, many students may confront distressing situations that could cause anxiety and fear. As a result, their school attendance desire would be reduced. This study was conducted to examine the effectiveness of the cognitive behavior modification in the reduction of school refusal behavior reduction among female students. Therefore, based on revised school refusal scale (SRAR-C) and structured interview, four students with school refusal behavior were selected. In an ABA single subject design, they were trained with cognitive behavior modification in 8 sessions. They were examined two weeks after the intervention. Results were compared with baseline through graphical analysis (level, trend and variability), PAND criterion and effect size. Results showed that cognitive behavior modification could significantly reduce school refusal behavior. It could be concluded that the application of cognitive behavior modification is effective in reducing school refusal behavior.

This study was conducted to validate the Automatic Self-Talk Questionnaire for Sports. Therefore, 332 athletes (181 male and 150 female) were randomly selected. The questionnaire was first introduced by Nikos Zurbanus et al (2009) and includes 39 questions on a 5-pont Likert that encompasses eight subscales such as mental, anxiety control, confidence, instruction, worry, freedom from disengagement, somatic fatigue, and irrelevant thoughts. The first four dimensions are positive self-talk and the next four dimensions are negative self-talk. Exploratory factor analysis was used to determine the construct validity of the questionnaire. Moreover, to examine the internal consistency, Cronbach's alpha coefficient was obtained 78. Besides, using confirmatory factor analysis, in order to determine the model fitness, Goodness of Fit Index, Adjusted Goodness of Fit Index, Comparative Fit Index, Root Mean Square Error of Approximation, and Root Mean Square Residual were applied. Results showed that Automatic Self-Talk Questionnaire for Sports had an appropriate reliability and validity that could be helpful in conducting studies about psychological state of athletes.

The present study aimed to compare emotional quotient in women asking for divorce and non-divorced ones in Tabriz. It was conducted with a comparative method. The study population included women asking for divorce, who were referred by Tabriz family court to consultation center of family court or they referred themselves as well as non-divorced women in 2014. Therefore, using convenience sampling, 80 women asking for divorced (18-50 age group) and 80 non-divorced women were selected. They were assessed by Bar-on emotional quotient inventory. Data were analyzed by multivariate analysis of variance. Results showed that there was a significant difference between both groups in emotional intelligence. Also, findings suggested a difference between women asking for divorce and non-divorced ones in components of happiness, independence, stress tolerance, self-actualization, and responsibility.

This research was aimed to investigate the relation of handedness and field dependence and field independence cognitive styles in high school boys students in Ghorveh city. Method in this study comparative causal method was used and 220 students were selected by cluster random sampling. All the subjects were asked to complete the Chapman Handedness Inventory and the Group Embedded Figures Test (GEFT) for analysis of data was used from Pierson correlation test and regression test. The results showed that there is a significant difference between cognitive styles of right-handed and left-handed students, meaning that cognitive styles of left-handed students is more field-independent compared with right-handed students.The results of this study confirm one of the theories in the etiology of left-handedness which was proposed by Geshwind-Behan-Galaburda in 1982.