فهرست مطالب سیدعلی اصغر سیدابراهیمی

Today, the effects of positive thinking and mindfulness training on anyone are not hidden and its positive effects on patients can be seen. The aim of this study was to evaluate the effectiveness of mindfulness and positive thinking therapy based on emotion regulation and defense mechanisms in people with borderline personality disorder in improving post-traumatic brain injury by quasi-experimental method.

The statistical population of this study was patients with borderline personality disorder due to traumatic brain injury, from which 60 people were selected for this study by cluster random sampling. This study was performed based on pre-test and post-test with a control group (30 in the experimental group and 30 in the control group). The data collection tools in the present study were the standard Garnfsky Emotion Regulation Questionnaire (2001) and the Andrews Standard Questionnaire (1998). Descriptive statistics and analysis of covariance were used to analyze the data.

Based on the results obtained in the pre-test stage, there was no significant difference between the experimental and control groups in terms of emotion regulation level and defense mechanisms. But after the intervention (positive thinking training and mindfulness training) a significant difference was observed between the two groups.

According to the modified means of analysis of covariance, it can be concluded that training positive thinking and mindfulness skills improves the level of emotion regulation and improves defense mechanisms in the experimental group compared to the control group.

This research was conducted to evaluate the effect of personality traits and identity styles and the five-factor model of personality on life satisfaction and self-efficacy in the face of mental disorders.

This research is an applied and correlational study. The main tool for collecting information in this research is five standard questionnaires. The statistical population includes students of the university of Kashan. The sample size in this research is equal to 212 people using Spss Sample power sampling software, and the sampling method in this research is available sampling. The statistical software SPSS and AMOS are used to analyze the questionnaire data of this research. In order to determine the presence or absence of influence between the variables and to estimate and generalize the results obtained from the sample size to the statistical population, a simple regression model with a hidden variable has been used to evaluate the research hypotheses.

According to this research's findings, personality traits significantly affect life satisfaction, and 42% of the dependent variable (satisfaction with life) variance is explained by the independent variable (personality traits). Identity styles significantly affected life satisfaction, and 63% of the dependent variable (life satisfaction) variance was explained by the independent variable (identity styles). Five personality factors significantly affected life satisfaction, and 70% of the dependent variable (life satisfaction) variance was explained by the independent variable (five personality factors). Personality traits significantly affect self-efficacy, and 49% of the dependent variable (self-efficacy) variance is explained by the independent variable (personality traits). Identity styles significantly affect self-efficacy, and 74% of the dependent variable (self-efficacy) variance is explained by the independent variable (identity styles). Five personality factors significantly affected self-efficacy, and 55% of the dependent variable (self-efficacy) variance was explained by the independent variable (five personality factors).

The findings of this research provide valuable information on the effect of personality traits and identity styles and the five-factor model of personality on life satisfaction and self-efficacy of people in the face of mental disorders; life satisfaction can be determined based on personality traits; identity styles and five predicted the personality factor in the statistical population. It is also possible to predict self-efficacy based on the statistical population's personality traits, identity styles, and five personality factors.

As the largest and most comprehensive exam in the Iranian educational system, the university entrance exam creates a competitive atmosphere among students. This atmosphere can be the source of one of the greatest anxieties that students experience during their studies. In the meantime, variables such as cognitive thinking styles and perfectionism concerning university entrance exam anxiety in students can be examined. So, this study is conducted to predict anxiety based on perfectionism and cognitive thinking styles in university entrance exam candidates in Kashan.

This is a descriptive - correlational study. The statistical population includes all university entrance exam candidates in the academic year 2018-2019 in Aran va Bidgol. The sample size is 120 university entrance exam candidates in Aran va Bidgol who are selected from high school students by convenient sampling. The study tools include the Frost Multidimensional Perfectionism Scale (FMPS), the Grasha-Reichmann Learning Style Scales (GRLSS), and the Sarason Test Anxiety Scale (TAS).

The results indicate that there is a significant negative correlation between total perfectionism and test anxiety (r = 0.46), between worry about mistake and test anxiety (r = 0.54), between doubts about actions and test anxiety (r = 0.44), and between parents' expectations and test anxiety (r = 0.20). Besides, there is no significant correlation between the total score of learning styles and test anxiety (r = 0.74), between independent learning and test anxiety (r = 0.59), and between competitive learning and test anxiety (r = 0.52).

According to the results, perfectionism on the subscales of worry about mistakes, doubts about actions, and parents' expectations predict test anxiety. The more perfectionist the person, the more test anxiety he/she experience. Moreover, learning styles on the subscales of competitive learning and independent learning does not predict test anxiety, indicating that learning styles do not affect test anxiety levels.