attribution styles

The present study was conducted to compare the impact of acceptance and commitment-based couple therapy and cognitive-behavioral couple therapy on reducing violence and marital attribution styles of couples seeking divorce.This semi-experimental research is of an experimental type with a pre-test and post-test design with a control group. The statistical sample consisted of 60 couples applying for divorce in Yasuj city in the first quarter of 2012, who were selected by purposive sampling and randomly assigned to three groups of 20 people, cognitive behavioral couple therapy group, acceptance and commitment based couple therapy group, The control group (10 couples in each group) were included. Before and after the implementation of the interventions, the subjects responded to the Spouse Abuse Questionnaire and the Matrimonial Attitude Context Finding Scale. The results of covariance analysis showed that there is a significant difference between the average scores of subjects in the components of emotional violence and physical violence and marital documents in the experimental groups of cognitive behavioral couple therapy and acceptance and commitment-based couple therapy with the control group (P<0.05). ). Post Bonferroni test also showed that there is no significant difference between the two groups of cognitive behavioral couple therapy and couple therapy based on acceptance and commitment. Both interventions of couple therapy based on acceptance and commitment and cognitive-behavioral couple therapy are effective in reducing violence and improving marital documents of couples applying for divorce, and each of the interventions can be used separately or combined.

The aim of this study was to determine the role of parental communication patterns and attribution styles in prediction school phobia and test anxiety student.

This is a descriptive correlational study. From all high school students and their parents who resided in Ardebil in 2019, 100 parents and 100 students were selected by convenience sampling. Test anxiety questionnaire, documented style and revised family communication patterns scale were used for data collection. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS22 software.

The results showed that there is a significant negative relationship between positive attribution style and communication pattern of dialogue with school phobia and test anxiety and there is a significant positive relationship between negative attribution style and coping style with school phobia and test anxiety (p<0.01). The results of regression analysis showed that 39.14% of school phobia and 33.1% of students 'test anxiety were explained by parents' communication patterns and attribution styles (p<0.01).

The results emphasize the need for more attention to parent-child relationships in children with school phobia and anxiety.

The purpose of this study was to Development and validate a questionnaire of attribution styles of patients with Covid-19.

The research method was descriptive-correlational. The statistical population included patients with Covid-19 in Qom and Tehran provinces. 292 people were tested by convenience sampling method.

To evaluate the content validity, the minimum acceptable value for the Content validity index (CVI) is equal to ./79 And the minimum acceptable value for the Content validity ratio  index (CVR) is equal to ./62 Was used. The results of the criterion validity were obtained convergently between the questionnaire of the present study and the equivalence scale (0.734) and  was significant at the level of 0.01. Structural validity by factor analysis, respectively seven factors,"positive theistic attribution ", " theistic recovery attribution", "personalized attribution", "negative theistic attribution", "attribution to others", "naturalistic attribution" and " Non - theistic improvement attribution", which estimates (48.696) percent of the total variance of the questionnaire. The validity of the questionnaire was obtained in the test- retest (0.678) in the two halving method (0.808) and the Cronbach's alpha coefficient of the whole questionnaire (0.888), which indicates the good internal consistency of this questionnaire.

Therefore, the results indicate the ability of the questionnaire of attributionstyles of patients with Covid-19 for use in research and services to Covid-19  patients.

The purpose of this study was to investigate the effect of mindfulness based of cognitive therapy on the student's attribution styles of with major depressive disorder. The research method was quasi-experimental with pretest-posttest design and follow-up with the control group. First, 410 individual female students completed the Beck-II Depression Inventory by screening test. Those who achieved a standard deviation above the mean of the group received a structured clinical interview. Then, 24 participants with major depression and inclusion criteria were randomly assigned to two groups of 4 in each experiment. The instrument of measurement in this study was Beck Depression Inventory - II and Attribution Style of Seligman and Singh. The experimental group underwent 8 sessions of 2-hour sessions of mindfulness-based cognitive therapy. At the end of the intervention, post-test and two months after the intervention, the control and experimental groups were followed up. Data were analyzed using descriptive and inferential tests including univariate and multivariate analysis of covariance. The results showed that mindfulness-based cognitive therapy significantly increased the attribution style of events with good outcome and decreased the attribution style of events with bad outcome. These results were consistent at the follow-up stage. Based on the results of this study, it is suggested that mindfulness-based cognitive therapy intervention be used to reduce the level of pessimistic attribution style and to increase the optimistic attribution style of female students with major depression.

  aim of this study was investigating structural pattern of educational procrastination to objective orientation and attribution styles including mediator of students educational motivation. correlation method was used for this study.Statistical society was students at second high school level at bojnourd in 1395-96 academic year.By using random clustering sampling method 6 girls and boy high school were selected. also 3 classes in each school were involved. This sample consisted of 400 persons (171 boy and 231 girls). Data was collected by 1 solomon and ruth blome educational procrastination questionnaire 2 objective orientation questionnaire (elyot and mick gerigor, 2001).piterson and seligmans children and teenagers documentary questionnaire(1982)and hartler educational motivation questionnaire. findings showed suggested pattern was grace ful and fit for data. Pattern processing showed direct course coefficients which terminated to motivation including mastery orientation, advoidance function, negative documentary method, and direct course coefficient of educational motivation toward educational procrastination are significant at 0.05 alpha level. Further more all of indirect effects of the pattern are significant. Degree of significance on indirect effects of pattern showed all of these effects are significant at 0.05 alpha level. regarding direct role of mastery goal in reducing procrastination, while offering training policy in this field more emphasize must be on training skills and proficiency rather than score and degree orientation. Also teaching some tips for overcoming on pessimistical attribution styles increase educational motivation and as a consequence decreases educational procrastination

The present study aimed to investigate the relationship between learning strategies and attribution styles with responsibility. Using a random cluster sampling method, 364 out of 7690 students were selected from among high school female students. Data were gathered by learning strategies questionnaires, attribution styles survey, and academic responsibility evaluation questionnaire. The data were analyzed by regression modeling. The results indicated a relationship between learning strategies and attribution styles as well as a relationship between learning strategies and responsibility; however, there was no relationship between attribution styles and responsibility. In addition, there were significant differences in responsibility in various fields of study, but there were no significant differences among attribution styles in various fields. Other results of this study indicated a significant relationship between learning strategies and attribution styles with responsibility. Mastering learning strategies can help students to have more control and responsibility. Also, paying attention to goals and expectations can be effective in academic performance.

The purpose of this study was to investigate the role of cognitive processing and attribution styles in predicting the quality of life in the students with dysmorphic disorder. The statistical population of this research consists of female students in Ardabil city. The 105 subjects were chosen with multidimensional body-self relations questionnaire and clinical interview. To collect the data, the cognitive process scale, attribution style questionnaire and quality of life questionnaire were used. Correlation coefficient showed a significant correlation between cognitive processing, positive internal-external, stable-unstable and negative global-specific attribution styles with quality of life in the students with dysmorphic disorfers. Also a significant correlation was found between negative internal-external, global-specific and positive global-specific with quality of life. The results of multiple regression analyses showed cognitive processing and attribution styles predict 20.3% changed variance of quality of lifing the students with dysmorphic. This result showed cognitive process and attribution styles have role in quality of life of in the students with dysmorphic.

The aim of this study was to determine the effectiveness of retraining attribution styles on dimensions of family functioning in divorce applicant couples. The research design wasquasi experiment، pre-test and post- test with control group. 20 couples (40 people) were selected by the purposeful sampling method. They were randomly assigned into experimental and control groups. The experimental group was exposed to training over 8 weekly 1. 5-hr sessions and the control group was in the waiting list. The instrument of this study was Family Assessment Device (FAD). The collected data was analyzed by a MANCOVA، MANOVA، an ANOVA and an Independent-samples t test. Lambda Wilks test showed that there is at least different in two groups (f=19/969، P<0/001). Also، the findings showed that the training has significant effective on problem solving (/85، P<0/001) and behavior control (/68، P<0/001). therefore، training can improve family functioning in couples in Roles، Affective involvement، Affective responsiveness، Communication P<0/001. The studies suggest that by using this training can improved family functioning and take stepsto reducedivorce.

Aim: The purpose of this study was to examine the effectiveness of Penn resiliency program on student psychological adaptation and attribution styles.
In this pretest-posttest nonequivalent-group design in company with 2 months follow up stage, 30 students at Shahid Beheshti University in experimental and control groups responded to the student adaptation to college questionnaire Baker & Siryk (1984) and attribution style questionnaire Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman (1982). The experimental group received 7 resilience training sessions (2 hours per session).
The results of covariance analysis indicated that Penn resilience program was effective in increasing psychological adaptation and optimistic explanatory patterns and in decreasing pessimistic explanatory patterns in short term and long term.
This findings suggest that Penn resilience program in university students could result in increasing psychological adjustment by providing the ability to use optimistic explanatory patterns.

The current study was conducted to compare thinking styles, attribution style, Optimism and pessimism in patients with obsessive-compulsive disorder and normal people. It was an ex post facto design. Population included patients with ODC who were referred to psychiatric clinics of Ardabil in 1391. Forty patients having OCD were compares with forty normal participants. In order to collect data, OCD questionnaire, Maudsley practical, Sternberg thinking style questionnaire, Seligman attribution style questionnaire the revised and life- directional questionnaire were administered. The collected data were analyzed by multivariate analysis of variance. In accordance with the findings, the individuals having obsessive thinking styles had more functional impairment than normal individuals. Also individuals possessing obsessive-compulsive disorder were more pessimistic, internal and stable in attribution style. The most predictive variables were optimism and pessimism, respectively. These results demonstrated the prominent role of thinking styles, attribution styles, optimism and pessimism in forming and developing obsessive- compulsive disorder.