مجله پژوهش های کاربردی روانشناختی
سال هشتم شماره 2 (تابستان 1396)

The purpose of current research was to compare the effectiveness of Marlatt cognitive behavioral model and logo-therapy on craving and relapse prevention in females with substance dependency. In a semi-experimental study, 45 women with diagnosis of substance dependency who were successfully detoxified in Tehran therapeutic community of women Center were divided in two experimental groups (each including 15 people) and one control group ( including 15 people). They were selected by convenience sampling method. The experimental groups received specific trainings and treatments (Marlatt cognitive behavioral method 12 sessions in 12 weeks, logothrapy 10 sessions in 10 weeks), while the control group did not receive any training at the same time. All subjects were assessed through Gorsci (1989) relapse prevention scale and Franken and colleagues (2002) craving reduction scale and urine test. Results of multivariate and univariate covariance analysis showed that there is a significant difference between experimental and control groups in relapse prevention and craving in post-tests, while logo-therapy was not permanent in follow-ups. The results of chi square tests showed that there is a significant difference between the two groups regarding relapse. The results indicated that Marlatt cognitive- behavioral training and logo-therapy were effective in relapse prevention and craving reduction in females with substance dependency.

The aim of present research was presenting the causal model of student’s academic achievement based on achievement goals and achievement emotions. The statistical population consists of all students’ second grade high school in Neyshabour. The sample was 416 students (198girls and 218boys) that were selected through multi-stage sampling method. The data collected by Achievement Emotions Questionnaire (Pekrun et al, 2005), Patterns of Adaptive Learning Scale (Midgley et al, 2000) and student’s grade-point average. The Path Analysis method indicated a good fitness for the model and indicated that mastery and performance-approach goals have Indirect significant effects on academic achievement by the mediation of positive emotions and the performance-avoidance goals have indirect negative and significant effects on achievement only through negative emotions. On the whole, it seems that mastery-oriented students experience less anxiety and negative emotions in challenging situations that has positive effect on academic performance.

The aim of this research was to evaluate the rate of engagement and academic achievement of high school students in English course by using flipped classroom instruction. Descriptive and experimental methods (pre-test and post-test) were used to apply the research. 56 students of second grade in a high school located in Tehran were randomly chosen and divided into control and experiment groups. One was taught by the traditional method and the other was taught using the flipped classroom model for 20 weeks (each session, 2 hours). The Reeves' questionnaire (2013) was used to measure the students' engagement rates in flipped classroom. For comparing the academic achievement between flipped and control groups the reliability of Reeves' questionnaire according to Cronbach Alpha was recognized (0.95), and a researcher-made-test with reliability of 0/90 was used to measure academic achievement of both groups. The findings show that the rate of students' engagement in flipped classroom in each four aspects behavioral, cognitive, emotional, and factor engagement is higher than average. Also, there is meaningful difference in students' academic achievement between experimental and control group. According to the results of this research, flipped classroom model promotes students' academic achievement by increasing their engagement rate.

The various studies have reported inconsistent results about the relationship between perfectionism and academic performance. However, the perfectionism can influence academic performance through effecting on believes of academic ability and also self- regulated learning strategies. The present research was conducted to investigate mediating role of the self-regulation and academic self-efficacy in the relationship between students' perfectionism and the academic performance. The statistical population included all of the students of university of Bojnord that sample of 351 students was selected by cluster sampling method. Instruments of the study included Ahvazʼs perfectionism questionnaire (1999), Boufard’s self -regulation questionnaire (1995) and academic self-efficacy of McIlroy and Bunting (2002) and the average grades of students were for measurement of the academic performance. The collected data was analyzed by Structural Equation Modeling using the partial least squares method (PLS). Results showed that the perfectionism indirectly through academic self-efficacy and self-regulation variables affected significantly on the academic performance. The proposed model had good fitness indexes. Psychological interventions on the perfectionism can have a positive influence on the academic performance.

Theory of mind is the ability to attribute mental states—belief, intent, desire, pretending, knowledge, etc.—to oneself and others and to understand that others have mental states that are different from one's own and also reality. Regarding the considerable impairment of communication abilities in children with autism, the present study addresses the relationship between Theory of Mind and language, as well as those components of language that explain the abilities involved in ToM, in these children. The subjects comprised 110 children with autism, aged 4 to 16, who were evaluated using the Persian version of The Test of Language Development (Hassanzadeh & Minaei, 2002) and False Belief Tasks (Wimmer& Perner, 1983). The results of analysis of  data revealed significant impact of subtests of grammatical understanding, picture vocabulary and oral vocabulary on the Theory of Mind in autistic children.

The purpose of this research was to determine the mediating role of academic emotions in the relationship between constructive learning environment and academic competence in the female students. The method of this research was descriptive- correlational and population included the female high school students in Second course in Tehran in the academic year 2015-2016. 450 participants were randomly selected via cluster sampling method and completed Constructivist Learning Environment (Taylor, Dawson, & Fraser, 1995), Academic Competence (DiPerna & Elliott, 1999) and Achievement Emotions Questionnaire (Pekrun, Goetz, Titz, & Perry, 2002). Research data was analyzed using structural equation modeling. Fit indices represented fitness of model with collected data. On the whole, the positive and negative academic emotion and constructive learning environment were able to explain 54% of the variance of academic competence. Also the results showed that the direct effect of constructive learning environment on academic competence is positive and significant (p<0.01). The direct effect of negative academic emotion on academic competence is negative and the direct effect of positive academic emotion on academic competence is positive and significant (p<0.01). The indirect effect of constructive learning environment on academic competence with the mediation role of both negative and positive of academic emotion is significant (p<0.01).

Working Memory Questionnaire (WMQ) (2012) is a measure for evaluating daily problems in relation with working memory deficits in patients with brain damages. This memory is our ability for recalling and managing data. People take note of the information they need to remember on their minds. So working memory (WM) is one of the effective factors on quality of life. On the other hand, there is a need for reliable and valid memory tool. The main aim of this research was to study psychometric properties of working memory questionnaire (WMQ) in a case from the Iranian society. Instruments of this research were Working Memory Questionnaire (WMQ) and Cornoldi Working Memory Questionnaire that were conducted on 300 (150 male, 150 female) residents in Kashmar city. They participated voluntarily in the research. To determine the validity of the questionnaire, factor discovering analysis and first type confirmation were used. To study convergent validity, researchers used Cornoldi Working Memory Questionnaire and Cronbach Alpha to determine the reliability. Factor analysis results showed that with the exception of items 6 and 29, other items have appropriate factor load. Cronbach Alpha coefficient was 0/894. Also, components of WMQ had statistically significant and positive relationships with Cornoldi Questionnaire scores. Based on the obtained results, WMQ is a reliable and valid instrument for assessing working memory in the Iranian society.

the aim of this paper was study of the relationship between emotional intelligence and locus of control in the University Tehran Students. 412 students(211 boys and 200 girls), bachelor and master of Tehran University, were selected with random cluster sampling. The subjects completed questionnaires of emotional intelligence and locus of control. The data analyzed  by  Correlation Coefficient test,  logistic regression and ANOVA. there is a significant relationship Between emotional intelligence and its components with locus of control (P <0 / 01). And the among of the components of emotional intelligence, the best predictor of locus of control, was  Self-monitoring. It can be concluded the people who have high emotional intelligence have internal locus of control and can better control over their life events and improvements and failures attributed to their  own and they were not  influenced by environmental factors.

Schema therapy is known as a therapeutic approach to the physical and psychological needs of individuals. The purpose of this study is to investigate the effect of schema therapy on obsessive compulsive disorder   and marital satisfaction. The statistical population included all married women aged 25-45 years in Tehran in 1395. Using a randomized controlled trial, samples of 60 married women were selected using available sampling method and randomly divided into two groups of 30 control and experimental groups.  The research tools included Enrich's marital satisfaction questionnaire and Madsely's obsessive-compulsive Inventory (MOCI). All subjects first completed the Madsely obsessive-compulsive Inventory (MOCI). The experimental group participated in the course of the schema, but the control group had simple appointments with the therapist.  Data were extracted from questionnaires and analyzed by covariance analysis.The results of covariance test showed that schema therapy reduced the symptoms of intellectual- obsessive-compulsive and increased marital satisfaction compared with the control group.  The results showed that Schema therapy has been effective in reducing all components of Obsessive-Compulsive-disorder schema therapy has also been effective in increasing marital satisfaction.  And the sex component had the highest increase and the conflict resolution had the least increase and did not significantly increase the two components of financial management and religious orientation. The results of this study indicate that schema therapy can be an effective treatment to reduce Obsessive-Compulsive-disorder and increase marital satisfaction.

The undesirable curriculum provides a field for the development of low-qualified individuals. This result can be explained in the context of the concept of curriculum waste. In other words, the waste of the curriculum can be considered as the result of an unsatisfactory implementation of one of the design, implementation, and evaluation phases of the curriculum, which led to the loss of investment capital. The purpose of this study was to Presentation of a Pattern for Reducing Curriculum Waste in technical and vocational training. To this end, the required data were collected based on the qualitative research approach and descriptive phenomenological method. The research field was comprised of all experts and experts in the field of technical and vocational education and curriculum specialists who were selected by targeted sampling method. The research tool was a semi-structured interview and for analysis of data, thematic network analysis was used. The data collection in the twenty-first interview resulted in a theoretical saturation of the data, and during this phase the interviews were stopped. Data analysis was carried out according to A trade and Sterling (2001). The results resulted in identifying 147 basic themes, 91 organizing themes and 6 inclusive themes including non-specific nature, defective measurement and contraction in the method, return costs, inefficient manpower and inadequate learning environment.

The aim of the present study is to construct an instrument for research in the field of middle age development that It can help in launching various researches in this field. After reviewing various theories about the middle age development, 12 areas of developmental challenges were identified and based on them, 66 questions (on average 5.5 questions per each domain) were designed. At first, the questions were reviewed by four experts in the field of developmental psychology in terms of content validity and after some changes in the wording of some questions, were administrated on 398 subjects (204 women and 194 men) from 22 districts of Tehran residents between the ages of 40 to 65 years. The factor analysis showed that the scale consisted of 6 factors which respectively include; job satisfaction, leisure without pleasure, concerns, marital dissatisfaction, interaction with the next generation and social responsibility. Statistics of the internal consistency of the questionnaire showed that most of the subscales have desirable reliability. As a result, the questionnaire is appropriate for applying in the researches on middle age developmental challenges.

Repetitive Transcranial Magnetic Stimulation (rTMS) on prefrontal cortex is a new approach in patients diagnosed with depression. rTMS treatment response is different on different patients. Identifying response predictors plays a key role in treating patients with depression using rTMS. This research has aimed to study the demographic and clinical predictors of response to rTMS in patients with depression. This is a natural retrospective study on 248 patients with depression. The patients underwent rTMS treatment in Atieh Clinical Neurosciences Center, Tehran, Iran from May 2012 to December 2014 in order to treat their depression. Three common rTMS protocols were employed for the treatment: High-Frequency Stimulation, Low-Frequency Stimulation, and Bilateral Stimulation of the dorsolateral prefrontal cortex. All patients received rTMS three days a week for one month. Response to treatment was defined by the Beck Depression Inventory (BDI-II) and 50% reduction of scores compared to the baseline. Data were analyzed using logistic regression. Out of 248 patients, 110 (44%) responded to rTMS. Out of 98 patients with unipolar depression, 50 (51%) responded to rTMS. Similarly, out of 142 patients with bipolar depression, 60 (42%) responded to the treatment. Age, pessimism, sense of failure, agitation, loss of interest, indecisiveness, irritability, and somatic preoccupation were predictor variables of response to treatment in all patients. Among unipolar depressive patients, loss of interest, and somatic preoccupation, loss of energy and worthlessness were found to be the predictor variables, while sadness, feelings of failure, self-criticalness, irritability, loss of interest, change in sleep patterns, and somatic preoccupation were found to be the predictor variables of response to treatment in bipolar depressive patients. Age and clinical predictor variables can be used to predict the response to rTMS treatment.