مجله دستاورد های روانشناختی
سال بیست و چهارم شماره 2 (پیاپی 18، پاییز و زمستان 1396)

The aim of the present study was investigating the effectiveness of Cognitive Bias Modification (Attention and Approach Bias to Cigarette)to reduce the cigarette dependence in smokers. A randomized control group design, with pretest-posttest and two follow-ups, was applied. The study population included all of the male smokers in the Summer of 2016 in Gorgan city. A number of 60 eligible adult smokers were selected according to a specific inclusion and exclusion criteria of the research and were randomly divided into experimental and control groups. For assessing the variables, the Tasks for Assessment Implicit Cognitions (Approach-Avoidance Task, Attentional-Bias Assessment, and Implicit-Association Task), and, the Fagerstrom Questionnaire for Assessment of Cigarette Dependence were administered to the two groups. The experimental group then received 10 sessions (twice weekly) of training in Implicit Cognitions (Approach-Avoidance Task (AAT) and Attentional-Bias Modification (ABM), whereas the control group (placebo) received an intervention-like activity. A Multivariate Analysis of Covariance showed significant differences between the two groups in Fagerstrom, Questionnaire, the Approach-Avoidance Task and the Attention-Bias Modification, in posttest and two follow up stages. However, there was not a significant difference in the Implicit-Association Task between groups. It could be concluded that the Cognitive-Bias Modification effectively reduces the cigarette dependency in adults, through modification of Approach-Avoidance Task and Attentional-Bias Assessment, which is highly recommended for smoking cessation interventions.

The aim of the present research was designing and testing a model of important precedents and outcomes of safety self-regulation at workplace. In this study, safety climate and conscientiousness were considered as precedents and safety performance and job satisfaction as outcomes. The research design was a correlational one, alone, structural equation modeling, and the sample consisted of 300 employees of an industrial company, who were selected by stratified random sampling method. Participants of the study completed Safety Climate Scale, short form of NEO Personality Inventory (NEO), Regulatory Focus at Work Scale, Job Satisfaction Questionnaire and Unsafe Performance Scale. Validity and reliability of all questionnaires were acceptable. Structural equation modeling (SEM), through Amos-21 and SPSS-22 software packages, was used for data analysis. The bootstrap method, using Preacher and Hayes’ Macro program, was used for testing mediation effects. Findings indicated that the model was fitted to the data. Better fit and more meaningful results were obtained by eliminating non-significant paths and linking some errors. The final model was supported. Also the mediating role of self-regulation in relationship between individual antecedent (conscientiousness) and situational one (safety climate), with outcome variables (job satisfaction and safe performance) was confirmed.

The aim of the present study was to investigate the effectivenessof cognitive training on the executive function and divided attention of anxious children. The present study was designed as a semi-experimental research design, using the purposeful randomized sampling method. According to the research criteria, 38 anxious children whose age was from 8 to 9 years old, were selected and randomly divided into two experimental and control groups. The research instruments included Clinical Interviewing, Raven's Intelligence Test, to match the participants, Apparent Anxiety of the Children, London Tower Executive Function Test and Selective and Divided Attention. At the beginning, the Executive Function, Focused and Divided Attention Test, were administered to all the participants. The experimental group received training in 10 sessions of 45 minutes in 5 weeks. At the post-test the instruments were administered to both groups. The results of the study showed a significant effect of cognitive training on the total time, planning time, and experimental time. Total results also showed that there was a significant impact on commission, omission, correct response, and response time of attention. According to the results, cognitive training had a significant effect on the improvement of the executive function and divided attention of anxious children. The results also clarified the role of intervention-based games in cognitive processes

The purpose of this study was to investigate the effectiveness of play therapy and clay therapy, and difference between them in improving of attention deficit disorder in treatment of children in elementary school. In this study whole experiments design with posttest – pretest control group was used. Research populations was include female students at the elementary school which were 7-10 years old, who had attention deficit disorder in one of schools in Shiraz, that is full of population. After completing the questionnaire about attention deficit disorder (CSI-4) by teachers for students, 45 students were selected who earned the highest scores in this questionnaire, and finally they were placed in two groups of clay therapy and play therapy and control group by simple random sampling. After completing these forms Jordan’s attention deficit disorder, by teachers and parents of students, 8 individual session of 60 minutes, and two groups sessions of 90 minutes of clay therapy and play therapies received by tests groups, which researches were designed based on marks attention deficit disorder, which includes audio visual attention, sequence of procedures, audio and visual memory, Speed of operation, and understanding organizations. After running the Therapeutic intervention program these Jordan’s Index forms were completed by teachers and parents, again. The results of one way ANCOVA showed a significant difference between test groups of clay therapy and play therapy and control groups of attention deficit disorders. In addition, the results of independent sample of T-Test, didn’t showed a significant difference between the methods of clay therapy and play therapy in treatment of attention deficit disorders. The finding of this research showed that clay therapy and play therapies can be and effective methods in increasing the focus and attention for students in the course of their works, and the symptoms of increasing attention deficit disorder can be prevented in higher ages in life by this method.

Transdiagnostic treatment is one of the new therapies that the effect of it on many psychological variables has been established. The purpose of the current study was to examine the effectiveness of Transdiagnostic treatment on cognitive flexibility, emotion regulation and hb factor in patients with type 2 diabetes. The research method was experimental (pretest, posttest with control group). In this research, 32 patients with type 2 diabetes randomly assigned to experimental (8 males and 8 female) and control (8 males and 8 female) groups. The Cognitive Flexibility (Dennis & Vander Wal, 2010) and Emotion Regulation Scales (Gross & John, 2003) were used for collecting the data. The ELISA method was used for assessing the Hb factor. Transdiagnostic treatment was administered to experimental group, in 12 one-hour sessions. The data were analyzed using analysis of covariance (ANCOVA). The results indicated that the Transdiagnostic treatment is effective in increasing the cognitive flexibility and emotion reappraisal and decreasing the emotion control (p

The purpose of this study was to investigate the causal relationship of mindfulness, creativity and academic performance with well-being, with mediating role of psychological problems in university students. The method used in this study was correlational, the path analysis. Participants in this research were all undergraduate students of Yazd University, from whom 370 stucdent were randomly selected. The instruments used in this research were, Mental Health Test, for measuring well-being and problems, the Mindfulness Questionnaire, Creativity Test, and grade-point average of the final semester. After distributing the questionnaires and collecting the required data, analysis was performed. The results showed that the designed model was well fited to the data, and the causal relationships between mindfulness, well-being, creativity and psychological well-being were significant. Also, the direct causal relationship between academic performance and psychological well-being was significant, but the direct relationship between academic performance and psychological problems was not significant. The indirect causal relationship of creativity and mindfulness to well-being, through psychological problems, was significant, but the causal relationship of academic performance to well-being through psychological problems was not significant. The results were discussed with respect to the research and theoretical perspectives.

The main purpose of the present study was to investigate the mediating role of identity style and identity commitment on the relationship between positive and negative perfectionism and academic performance. A sample of two hundred and seventy-three unpaid students (135 females and 138 males), aged between 14 and 18 years old (15.77±1.01 years), were selected randomly through multi-stage sampling method in Amol, Iran. All participants were asked to complete the Identity Style Inventory (ISI-3), and Positive and Negative Perfectionism Scale (PANPS). The grade-point average of students was an objective index for academic performance. Using path analysis, the results showed that positive perfectionism had positive direct effect on informative and normative identity styles, identity commitment, and academic performance. However, its direct effect on diffuse-avoidant identity style was negative. Negative perfectionism had positive direct effect on diffuse-avoidant identity style, and negative direct effect on informative identity style and identity commitment. Positive perfectionism, via mediating the informational, normative and diffuse-avoidant identity styles and commitment, had positive effect on academic performance. Negative perfectionism, via mediating the informative and diffuse-avoidant identity styles and commitment, had negative effect on academic performance.

The purpose of this study was to investigate the causal relationship of workplace ostracism with job performance, organizational citizenship behavior and turnover intention, with mediating role of job satisfaction. The statistical population included all of the personnel of Water and Energy Company in Gotvand City and the partner firms, that among them 182 persons were selected by simple random sampling. The instruments used in the present study consist of Workplace Ostracism Questionnaire (Ferris, Brown, Berry & Lian, 2008) Job Satisfaction Questionnaire (Judge & Bono, 2000), Job Performance Questionnaire (Paterson, 1970), Organizational Citizenship Behavior Questionnaire (Smith, Organ & Near, 1983) and Turnover Intention Questionnaire (Camman, Fichman, Jenkins & Klesh, 1979). Fitness of the proposed model was examined through structural equation modeling (SEM), using SPSS-21 and AMOS-21 software packages. The results supported the effect of workplace ostracism on job satisfaction, job performance, organizational citizenship behavior, turnover intention, and the effect of job satisfaction on organizational citizenship behavior and turnover intention. The indirect effect of workplace ostracism on organizational citizenship behavior and turnover intention, through job satisfaction, were also significant. So organizations could reduce job satisfaction, job performance and organizational citizenship behavior by strengthening social relationships in the workplace and also prevent an increase in turnover intention.