مجله پژوهش های کاربردی روانشناختی
سال نهم شماره 3 (پاییز 1397)

The purpose of present study was to investigate the psychometric properties of subjective vitality scale in students. The research design was correlational and the statistical population consisted of students of Shahid Beheshti University and Shahid Beheshti Medical Sciences university of Tehran. Two sample groups including  247(sample 1) and 239(sample 2) students were selected through multi-stage sampling and completed Subjective Vitality scale( Ryan & Frederick, 1997) and Oxford Happiness Questionnaire( Hills & Argyle, 2002). Internal consistency, exploratory and confirmatory, convergent and criterion validity were analyzed. Results showed that subjective vitality scale show the structure of an agent with explained variance of 59.47%. Confirmatory validity and gender invariance was confirmed. Cronbach's alpha and split half coefficients for the scale were 0.88 and 0.85. There were no significant differences in scale according to age, marital status,  and field of study. Convergent validity was also confirmed in relation to the dimensions of happiness. It seems that the subjective vitality scales, has a good reliability and validity in students.

The present study aims to explain the psychological self-developmental process of academic leaders. The method of this research is qualitativeand a kind of meta-synthesis. The research population consisted of all the related sources about 2670 sources. First, 250 sources were selected based on abstract. Then, 67 sources were selected based on the content, which eventually analyzed 58 sources as related resources by coding in three levels of proposition (code), concept, and category. In order to verify the quality of data, validity and reliability have been provided.The results showed that the psychological self-developmental process consists of eight key components that 4 steps were psychological that consist of: 1) Self-thinking and self-actualization, 2) self-knowledge and self-awareness, 3) self-motivation, 4) self-initiation, and  the next 4 steps were  psychological-managerial such as 5) selection of self-development methods(structured, guided and individual) 6) applying self-development mechanisms (self-leadership, self-management, self-regulation, self-directed learning, 7) self-development evaluating and monitoring (self-control, self-monitoring and self-evaluation), and finally, responsibility and accountability to self-development activates (self- responsibility, self-commitment and self-accountability( that in this research, psychological dimensions of academic leadership have been emphasized.

The research has been prepared to propose a model showing the relation between perfectionism and mental health by studying the mediating role of variables such as academic procrastination and academic self-handicapping with the help of path analysis method. The study covered 300 subjects of both sexes who were students of Psychology Faculty of Tehran University. To study the variables of the research, the subjects filled the following questionnaires: The F-Multidimensional Perfectionism Scale(FMSP-18), General Health Questionnaire(GHQ-28), academic procrastination by LJ Solomon & ED Roth-Blum and Academic Self-Handicapping Scale(ASHS). We found that there's a high correlation between the variables and they are statistically significant. The relation between perfectionism and procrastination as the relation between perfectionism and handicapping is also significant and positive and the relation between perfectionism and mental-health is negative and significant. Also, the relation between procrastination and self-handicapping is positive & significant and the relation between procrastination with mental health is negative and significant. Moreover, the perfectionism indirect effect on mental health by procrastination is negative and significant. Same result is seen by the effect of perfectionism on mental health; negative and significant. The results showed that the variables: perfectionism, procrastination and self-handicapping predict 54% of the mental health variance.

Marital commitment has always been recognized as one of the fundamental principles of marriage, and extramarital relations have led to irritable consequences, although the reasons are not well known. Therefore, this study was aimed to investigate the factors is related to the extra marital relationships of Iranian females through a qualitative analysis. The statistical population consisted 17 women who referred to health centers in Mashhad city. Sampling conducted via purposive method. The main method of collecting data in the present study was a deep semi-structured qualitative interview, documents and interview with experienced professional psychologist. Data were analyzed using qualities method. After extracting data’s, the content was adjusted in to four categories of individual, family, social and religious-beliefs. Each of these categories has been considered as a factor for extra marital relationship of participants. The results of the survey showed that the factors associated with extra marital relationship is explainable in the four categories framework. According the findings, suggestions are presented in the article.

The purpose of this research was to investigate about the effectiveness of self-regulated metacognitive strategies training on negative educational emotions of secondary school students. This research was an expanded quasiexperimental design using a pretest-posttest method with the control group. The population of this study was secondary school students of Tabriz. The statistical sample included 60 students with high negative emotions selected for the preliminary study, screening and using a multi-stage cluster sampling. Using a semiexperimental design, they were assigned a target- replacement, as an experimental group, and a control group. To collect data of AEQ (Pekrun & et.al, 2005), and to analyze them, a multivariate covariance analysis was used. The results showed that training self-regulated metacognitive strategies resulted in decreased and improved educational emotions. This research has implications for teachers, trainers, and school counselors and they can use the results to improve students' progress and reduce 'negative educational emotions’.

The purpose of this study is to explain the extra role behavior (organizational citizenship behavior) based on self-development components. This research is applied in terms of purpose, and also in terms of data collection method it is considered as a quantitative-descriptive research. The statistical population of this research consisted of experts at Telecommunication Organization of Tehran province 120 people that by Using Cochran formula and random sampling method, 90 of them were selected. The validity of the questionnaires was calculated using content validity and reliability of the questionnaires using Cronbach's alpha. Descriptive and inferential statistics were used to analyze and interpret the research objectives after collecting and tabling data. The results of the analysis showed that 1) self-development in general can explain the extra role behaviors in the organization; and 2) among the components of self-development, work- oriented and Success-oriented, have played the most role in explaining the extra role behaviors in the organization.

The purpose of this study was to investigate the effect of elicited emotion on heart rate variability (HRV). In this study which was an semi-experimental research, 92 subjects whose age range was 20-40 years participated voluntarily and they were put purposefully in experimental group. The research tools included Procomp HRV Biofeedback, excitement emerging movies and Risk Factors Check list .To analysis the data, Multi and univariate analysis of variance (Repeated measure) were assigned. According to results of the study, between analyses was revealed that the changes between high risk and low risk group was not significant. Due to the obtained results, CAD risk factors cannot be significantly affective for HRV abnormalities prediction in low age group and the need to investigate risk factors on older group is essential.

Posttraumatic Stress Disorder (PTSD) is one of the most common, chronic and debilitating disorders. The present research was conducted to determine the psychometric properties of the Persian version of the PTSD Checklist for DSM-5 (PCL-5). The research method is descriptive and correlational. Sampling method is convenience. Sample size in the first step consists of 201 people and the final step includes validated questionnaires including 157 Tehran citizens who have experienced excessive stress and from April to September 2017 responded to the Connor- Davidson Resilience Scale (CD-RISC) and the PTSD scale of MCCP (MCCP). The results of exploratory factor analysis showed that PCL-5 has a five-factor structure in Iranian culture. The internal consistency of the scale is high and the Cronbach's alpha is equal to 0.92. Significant correlation between the scores of this scale and the MCCP scores indicates the desired convergent validity (0.74) and with the CD-RISC scores represent a desirable divergent validity (0.46). PCL-5 as a tool according to DSM-5 can help specialists in the assessment of PTSD.

The aim of this study was to compare reading the mind in the eyes and executive functions (selective attention and working memory) in patients with Multiple Sclerosis (MS) and non-patients. Participants were included of 40 patients with MS and 40 non-patients that matched in ages, education and sex. Instruments including Reading mind in the eyes (Baron-Cohen and et., 2001), N back (Kirchner, 1958) and Stroop (Stroop, 1935) have been used to investigate reading the mind in the eyes, working memory and selective attention. MANOVA showed a significant difference between the patients and non-patients in the ‘reading the mind through the eyes’ test, the working memory components (the correct response and the mean of the response time) as well as the incongruent items as the components of selective attention. The comprehensive impact of MS disease on cognitive domains highlights the importance of addressing its cognitive aspects along with the development of effective therapeutic interventions.

The Aim of this study was "Psychometric Properties of the Second Edition of the Reynolds Intellectual assessment scales in Students with Intellectual Developmental Disorder. This research is a methodological and developmental design. The second version of the Reynolds Intellectual assessment Scale has 8 sub-tests (4 main sub-tests and 4 Additional sub-tests), which provides 5 IQs and 8T scores. After translating and Accommodation, as well as performing in the pilot phase (30 people), analyzes were conducted at the level of the question and the questions were sorted out. Then a try out version (100) and a final version (150) were implemented with purposeful sampling on students with intellectual disability. Psychometric analyzes were carried out in the field of Reliability (internal consistency, halving, stability coefficient) and validity (concurrent validity, diagnostic validity). The findings show that this tool has psychometric soundness in students with intellectual disability, and given its rapid implementation, it can be used as a powerful and reliable tool for screening and identification purposes and research.