مجله پژوهش های علوم شناختی و رفتاری
سال پنجم شماره 2 (پیاپی 9، پاییز و زمستان 1394)

The aim of this study was the effectiveness of impulse control and attention training on emotional processing, attention, impulsiveness and distractibility of students with dyscalculia. This was a pilot study and pre-test - post-test was administered to the control group. The population of the study were all secondary school students in the academic 90-91 in Ardabil city. The sample of 60 students with dyscalculia were among five middle school students in Ardabil After identifying the math test by Key Math (1988) and the Structured Clinical Interview was selected randomly and the experimental groups (impulse control and attention) and control (n = 20 for each group) were assigned. To collect data from Emotional processing scale Backer & etal (2007), Barrett Impulsivity (1994), Key Math Test (1988) and distraction Toulouse - Peyronie's (1986) is used. Univariate analysis of covariance (ANCOVA) showed that training programs for impulse control and emotional processing, attention, impulsiveness and distractibility impact (P≥001). This means reducing negative emotions, impulsiveness and distractibility students with dyscalculia may be. According to our findings, skills, impulse control and attention to students with dyscalculia may decrease impulsivity and distractibility and one of our training as appropriate interventions advantage.

The purpose of this research was to determine psychometric properties of the Five Facet Mindfulness Questionnaire (FFMQ), including internal consistency, reliability, convergent and divergent validity. Therefore a group of 500 people from Isfahan city (292 females and 179 males) were selected by multicluster randomize sampleing. Participants were asked to complete the Five Facet Mindfulness Questionnaire (FFMQ), the center for epidemiologic studies- depression scale (CES-Q), the satisfaction with life scale (SWLS) and the trait meta-mood scale (TMMS). Data were analyzed using factor analysis through the confirmatory factor analysis. The result of confirmatory factor analysis showed five factors for FFMQ and the model’s goodness of fit indices proved model fitness with the Iranian data. Data were indicative of high level of cronbach's Alpha (0.81) reliability coefficient of FFMQ. The convergent and divergent validity of the questionnaire was examined by measurement tools for CES-Q, SWLS, TMMS and FFMQ and the relation results for the three criteria are sequentially as follow 0.424, 0.257 and 0.588 which are significant at (0.0001). Overall, the results showed FFMQ can be utilized in research and clinical and educational setting for measuring mindfulness.

Students will go through various academic experiences during their college period. These experiences are caused by different individual, environmental and educational factors. The aim of this study was to determine the role of course experiences, gender and residential status on mental health among university students. Population of the study included students majoring in human science at university of Isfahan, among them, 160 senior students were selected by stratified sampling. Instruments in this study were two questionnaires, i.e., Symptom Checklist-90-R (SCL-90-R), which was used to measure the participants’ mental health, and Personal and Educational Development Inventory (PEDI), which measured the course experiences. Data were analyzed by t-test, anova, pearson coloration and regression analysis. The results indicated that the students, at all scales, had satisfying (acceptable) mental health. The main effect of gender variable on mental health was significant and the male students were at higher level of mental health in comparison to female students. However, the main effect of residential status variable was not significant (P

The aim of this study was to examine the adult attachment dimensions as predictors of marital conflict resolution in Bandar Abbas married teachers. The methodology of this paper was descriptive of correlation type. The sample this research were 285 female and male teachers that were selected by sampling ranking randomly. This research used two questionnaires: Experiences in Relationship-Revised (ECR-R) and Rahim Organizational Conflict Inventory-II (ROCI-II). ECR-R adopted a two-dimensional conceptualization for both adult attachment style (model of self, model of others) and conflict resolution behaviors (concern for self, concern for others). The results showed that the dimensions of anxiety and avoidance, were significantly predicted .The conflict resolution styles (p

Current study aimed to predict the degree of newcomer students’ homesickness based on hopefulness and attachment styles. In order to conduct the study, 170 first-year students of Buali Sina University of Hamedan were selected using multi-stage cluster sampling. Then, the use was made of Adult Attachment Inventory, (Hazen and Shaver 1987), Sympson’s Adult Domain-Specific Hope Scale (1999) and Archers’ et al. Homesickness Questionnaire (1998). Data analysis was performed by hierarchical regression and analysis of covariance (ANCOVA). Results of hierarchical regression showed that secure attachment (p

The purpose of this study was comparing the expressed emotion and coping styles with stress in family of patients with obsessive compulsive and substance dependency disorders compared to the control group. For this purpose, in terms of a causal-comparative study, 3 groups (40 patients in each) of the obsessive-compulsive disordered patients and their families, substance dependent patients and their families, and the control group and their families living in Tehran, were selected with a deliberate approach and assessed using Expressed Emotion Scale of Cole and Kazarian, and Coping Inventory for Stressful Situation of Parker and Andler, questioners. The results of the analysis of covariance showed that although patients with obsessive compulsive disorder and substance dependency in coping styles with stress are not significantly different with control group, in Subscales of emotional response of expressed emotion, the difference between groups are significant (P

The purpose of the present study was to predict academic performance of E- students in Isfahan city universities from their Meta cognition skills and emotional intelligence. 250 E- students from Payame Noor, Isfahan, Medical science and industrial universities were selected by randomized sampling method. The research Instruments included emotional intelligence and Meta cognitive state questionnaires. Data were analyzed by using multiple regression analyses. The Results indicated that two components of emotional intelligence and three components of Meta cognition were the best predictors of the E-students’ academic performance (emotional awareness and self-management: P≤0/01, β =0/228 , T=3/514; P≤0/05, T=2/253, β =0/145 and meta cognitive awareness, self-investigation, and cognitive strategies: P≤0/0, T=5/725, β= /0298; P≤0/05 , T=2/147 , β=0/110; P≤0/01 , T=4/890, β= 0/257)). The results indicate the importance of emotional intelligence and Meta cognitive skills to educational systems, particularly in higher education system.

The purpose of the present study was to predict academic performance of E- students in Isfahan city universities from their Meta cognition skills and emotional intelligence. 250 E- students from Payame Noor, Isfahan, Medical science and industrial universities were selected by randomized sampling method. The research Instruments included emotional intelligence and Meta cognitive state questionnaires. Data were analyzed by using multiple regression analyses. The Results indicated that two components of emotional intelligence and three components of Meta cognition were the best predictors of the E-students’ academic performance (emotional awareness and self-management: P≤0/01, β =0/228 , T=3/514; P≤0/05, T=2/253, β =0/145 and meta cognitive awareness, self-investigation, and cognitive strategies: P≤0/0, T=5/725, β= /0298; P≤0/05 , T=2/147 , β=0/110; P≤0/01 , T=4/890, β= 0/257)). The results indicate the importance of emotional intelligence and Meta cognitive skills to educational systems, particularly in higher education system.

The purpose of the present research was to compare the effectiveness of Trauma - Focused Intervention (TFI) and social skills group training on strengths and Difficulties in adolescents of veterans and martyrs families. In order to perform this study, 39 veteran's children were randomly selected from 13-16 years high school children population of Isfahan city via random cluster sampling method and were randomly assigned to two experimental and one control group (each group consist of 13 adolescents). The design of the study was comparative experimental with control group in pretest, posttest and after 4 months follow up. The interventions consisted of Trauma- Focused Intervention (TFI) and social skills group training. Strengths and Difficulties Questionnaire (SDQ), and demographical information questionnaires were used to gather the data. Data were analyzed using Multivariate analysis of Covariance. The results showed that Trauma- Focused Cognitive behavioral therapy (TF- CBT) and social skills group training had a significant effect on strengths and Difficulties in girls of veterans and martyrs families (F=4.29,P≤0.001). Trauma - Focused Intervention (TFI) was effectively in the subscale of ADHD (M=3.15) and conduct disorder (M=3.23). In the follow up stage, social skills group training was more effective (M=9.53) to increase strengths than the Trauma- Focused Cognitive behavioral therapy (TF - CBT) in adolescent’s girls of veterans and Martyrs (F=6.98, P≤0.01), (M=9.38). This study suggested that Trauma- Focused Intervention (TFI) and Social Skills group training for increase of strengths and decrease of behavioral difficulties.

The goal of this research was to study structural relationship between communication skills and marital intimacy in Isfahanian couples. This research was multiple correlation and the sample includes 400 men and women which were selected by cluster random sampling among Isfahanian couples on the first half of 2013. In order to collect data, questionnaire of marital intimacy (2006) and Queendom communication skills (2001) was used. Data was analyzed by pearson correlation and stepwise regression. Obtained results of correlation showed that there is positive significant relationship between communication skills scores and marital intimacy. The results of stepwise regression indicated that communication skills described 46% of marital intimacy. Also the structural equation model of communication skills with marital intimacy showed that communication skills described 96% of marital intimacy. The index of goodness of fit IFI, NFI, CFI and TLI were upper 0.9 and acceptable, but RFI was less than 0.9 and unacceptable. RMSEA was 0.7 and acceptable and it indicated goodness of fit. Finally, the presented model had appropriate fitness by the collected data at this research.