مجله پژوهش های کاربردی روانشناختی
سال دوازدهم شماره 1 (بهار 1400)

This study aims to investigate the relationship between academic self-concept and academic engagement of students with regard to the mediating role of academic self-efficacy and self-regulatory learning approaches. This paper is applied in terms of purpose, and is correlational in terms of method. The statistical population consists of 41,876 male students of Isfahan studying the first high school in 2016–2017. A sample of 979 individuals were selected via cluster sampling in several phases. The Academic Engagement Questionnaire (AEQ), the School Self-Concept Inventory (SSCI), the Academic Self-Efficacy Inventory (ASEI), and Motivated Strategies for Learning Questionnaire (MSLQ) were applied in order to collect data. The data was analyzed by using structural equation modeling method and by employing SPSS and Amos statistical software. The results of the analysis indicated that academic self-concept, academic self-efficacy, and self-regulatory learning approaches had a direct impact on academic engagement. In addition, self-concept had an indirect relationship with academic engagement in two ways of academic self-efficacy and academic self-regulatory learning approaches. Therefore, academic self-concept, academic self-efficacy, and academic self-regulatory learning approaches must be considered to increase academic engagement in students.

The present study is to evaluate the effects of break activities (resting with eyes open, listening to music, playing active video game) on working memory and selective attention in female college students. The semi-experimental research was conducted with the repeated measures design. 36 female students from the city of Shoush Danial, who participated in classes in 2019–2020, were selected in a convenient and purposive way. Working memory and selective attention were assessed using N-Back2 (N-B2) and Stroop Word-Color Test (SWCT). In addition, Demographic Questionnaire (DQ), Mental Wondering Questionnaire (MWQ), and Visual Analog Scale (VAS) were used. Data were analyzed with repeated measures ANOVA using SPSS software at p≤0.05 level of significance. The results showed that there was a significant difference in the n-back test after break activities. Pairwise comparisons indicated that the n-back task after open-eye break was better than other breaks. In addition, the results showed that there was no significant difference in selective attention. The present results show that different breaks have a different effect only on working memory performance and not on selective attention. Accordingly, breaking with eyes open improves working memory performance.

The current study aims to predict the mindfulness levels based on three dimensions of perfectionism including self-oriented, other-oriented, and community-oriented. According to the aim of the study, descripted-correlation method was chosen. The Statistical population is comprised of all students of university of Tehran (in the academic year 2016–2017), and by using non-randomized available method, 265 students (230 males and 35 females) were selected. The Data collection tools include Tehran Multidimensional Perfectionism Scale (TMPS) and Mindful Attention and Awareness Scale (MAAS), whose questionnaires were filled out by the sample population. Pearson correlation coefficient and linear regression analysis were used to analyze the data. The findings showed a significant negative correlation between perfectionism and mindfulness. Linear regression model indicated that the triple dimensions of perfectionism could predict 18% of mindfulness changes significantly (p <0.05). Based on the findings of the present study, it can be concluded that the triple dimensions of perfectionism can affect the success of a person in mindful being. Adhering to standards and worrying about the expectations and negative reactions of others in the perfectionist will make them not be present enough here and now.

This study aims to evaluate the effectiveness of cognitive rehabilitation based on executive functions on behavioral function in slow learners. The statistical population consists of all slow students of elementary schools studying in 2019. Among them, 30 individuals were selected from the available schools of Kashan town. This sample was divided into two groups. The experimental group received 12 sessions of cognitive rehabilitation intervention for 1 hour per week for three months. Both groups were assessed before and after the intervention using Working Memory Test Battery-Children (WMTB-C) for children, and Achenbach System of Empirically Based Assessment (ASEBA) questionnaire for parents. The data was analyzed by using analysis of covariance and SPSS software. Findings revealed that Beta cognitive rehabilitation intervention focusing on executive functions (active memory, continuous attention and management) had a significant effect on behavioral function of slow learners. According to the results of this study, cognitive rehabilitation package can be used to increase active memory of slow learners in schools and improve academic status and recognition of these students.

The aim of this study is to investigate the effect of mindfulness and Transcranial Direct Current Stimulation (tDCS) on psychological factors such as injury anxiety and performance improvement. There are models of the relationship between psychological factors and injury showing that stress, anxiety and worry can limit cognition, increase muscle tension, increase distractibility and lose focus. Finding a way to reduce anxiety and improve performance is important for professional athletes. This study was conducted in the form of an experiment involving two experimental groups (mindfulness training group and electrostimulation group) and a control group with a pretest-posttest design. The statistical sample of this study consists of 36 volunteers who participated in this study. The statistical population of this study was all elite fencers who had at least third place in Tehran province in their record. Anxiety inventory questionnaire prepared by Cassidy (2006) and sports performance questionnaire prepared by Charbonio (2001) were used to measure injury anxiety and performance. Data were measured with descriptive statistics to show the mean and standard deviation of the data, and inferential statistical tests through paired t-tests and Fisher’s tests to show the differences between groups, using SPSS-25 software. The results showed that mindfulness and Transcranial Direct Current Stimulation (tDCS) had a significant effect on the pretest in both performance and anxiety variables by paired t-tests. By Fisher’s test, the variables of injury anxiety in the two groups of mindfulness and Transcranial Direct Current Stimulation (tDCS) showed no significant difference. In this study, it can be concluded that both mindfulness and Transcranial Direct Current Stimulation had a significant effect on these variables and that mindfulness is a suitable, inexpensive and accessible way for athletes to access it.

This study aims to compare the effectiveness of two implementation methods of working memory (WM) training (the more complex task and the less complex task) on attentional control and WM capacity. The present study is one of the intervention studies with the active control group aiming to compare effectiveness. The study population consists of 25 to 35-year-old young employees working in Information Technology (IT) field in Kerman city in 2019. The sample of the study formed of 48 individuals who were selected by multistage sampling, randomly divided into two experimental groups (adaptive dual n-back task as the more complex task and non-adaptive dual 1-back task as the less complex task) and one active control group (non-adaptive single 1-back task). Data collection tools include simple Stroop task and Daneman-Carpenter Working Memory Task (DCWMT). The results showed that there was a significant difference between the effectiveness of WM training with adaptive dual task, non-adaptive dual task, and control group task in subscale of interference score related to attentional control and WM capacity. In other words, the complexity of the task made a significant difference in the effectiveness of the training program on interference score and WM capacity. However, this difference was not observed for subscale of time of interference related to attentional control.

Marital infidelity affects the physical and mental health of couples, especially women. The aim of this study was to determine the effect of compassion-based education on emotional turbulence in women with marital infidelity. The method of the present study was quasi-experimental with unequal control group design. The statistical population of the present study consisted of all women referring to counseling centers in Isfahan with the experience of marital infidelity in 2019, the exact number of which was not available. Thirty patients were selected using purposive non-random sampling and randomly assigned to the control and experimental groups. In order to assess emotional turbulence, a questionnaire on difficulty in regulating emotion was used by Granfsky et al. (2001). Compassion training was performed for 8 sessions of 90 minutes for the experimental group and the control group did not receive any intervention. Data were analyzed by multivariate and univariate analysis of covariance as well as Benferoni test and R software version 4.0.2 (psych, CTT, jmv packages). Findings showed that compassion-based education has a significant effect on reducing emotional turbulence(p <0.05). Therefore, compassionate education can reduce emotional turbulence.