فهرست مطالب

  • Volume:13 Issue:2, 2019
  • تاریخ انتشار: 1398/05/10
  • تعداد عناوین: 7
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  • Emily Oluyemisi, Sesan Mabekoje * Pages 46-53
    Introduction

    This study investigated the influence of family functioning on academic engagement of secondary school adolescents in Ogun State, Nigeria.

    Method

    The study adopted a descriptive cross-sectional survey research design.  A sample of 1,800 senior secondary school students was selected through the multi-stage stratified random sampling technique from an estimated population of 103,981 senior secondary school I and II students in the 2015/2016 academic year. The study adopted two instruments for data collection. Data were analysed using descriptive statistics, Pearson Product Moment Correlation, Independent t-test and Multiple Regression analysis.

    Results

    Findings revealed a significant influence of family functioning on students’ academic engagement. Among the factors of family functioning, problem solving was found to be the most potent contributor to academic engagement, followed by general function. Affective involvement was next and this was followed, though negatively, by affective response. Behavior control was the next potent predictor although negatively too. It was also discovered that communication and roles were not good predictors of students’ academic engagement.

    Conclusion

    Students’ academic engagement specifically depends on the overall family functioning, and more distinctively on problem solving, affective response, affective involvement and behavior control dimensions of family functioning which will positively influence adolescent students’ academic engagement.

    Keywords: Adolescents, Family functioning, academic engagement
  • Ali Farhani *, Bijan Abdollahi, Jafar Hasani, Akbar Hassanpoor Pages 54-61
    Introduction
    Bank employees have always been the center of attention as organizational beneficiaries involving them in organizational achievements that cause sense of ownership and Psychological Ownership.
    Method
    This research was a qualitative study based on the grounded theory to percept a Psychological Ownership model for the employees of the Bank of Industry and Mine. This case study consisted of 18 Bank of Industry and Mine employees.
    Results
    The primary themes were collected from the interviews through open coding to extract the study categories. The causal conditions were identified as organizational conditions as well as group and individual conditions. The strategies included psychological empowerment and designing a supportive reward system. The context conditions included employees trust in the organization, employees sensitivity to the organization, occupation-employee proportion, and organizational participation culture. The intervening conditions were identified as society culture, cyberspace, economic stability, and corruption. The output indicates that Psychological Ownership can lead to both positive individual and organizational behavior.
    Conclusion
    To improve the employees' performance and have an influence on their attitudes and behavior, managers of the bank can modify or eliminate destructive behaviors by understanding and applying the Psychological Ownership model, and can create or improve the feeling of Psychological Ownership in order to achieve the goals of the bank.
    Keywords: Psychological Ownership, Grounded theory, Bank Employees
  • Payam Saadat, Shoeib Nouri, Alijan Ahmadi*, Soraya Khafri, Farzan Kheirkhah, Shayan Alijanpour, Abolfazl Eftekhari Pages 62-67
    Introduction

    Psychiatric disorders in epileptic patients have an important role on the clinical approach and therapeutic options that are often neglected and treated poorly. The present study aimed to determine the role of psychiatric comorbidity in epileptic patients of Babol, north of Iran.

    Method

    This descriptive-analytical study was conducted in 2017 with a simple random sampling method on patients with epilepsy who admitted to the neurology department of Ayatollah Rouhani Hospital of Babol. The demographic checklist and SCL90 questionnaire were used. The Chi-square, T-test, Mann-Whitney, Pearson correlation coefficient and test-retest were used in SPSS V18 and P

    Results

    Among the 150 examined patients, 88 (58.7%) were female and 63(42%) had epilepsy more than 10 years. The most common psychiatric disorder among epileptic patients was depression (68 patients = 45.3%) and anxiety (65 patients = 43.3%) patients. Also, the lowest prevalence was related to paranoid ideation and psychotic disorders. There was a significant relationship between age with somatic disorders (P=0.02) and phobia (P=0.01).

    Conclusion

    Anxiety and depression were the most common symptoms in epileptic patients. With an increase in age, the frequency of somatic disorders and phobias was significantly increased.

    Keywords: Comorbidity, Epilepsy, Seizure, Psychiatry, Anxiety
  • Shekoofeh Dadfarnia *, Habib Hadianfard, Abdulaziz Aflakseir, Changiz Rahimi Pages 68-72
    Introduction
    Emotion Regulation Therapy (ERT) was firstly developed for treating Generalized Anxiety Disorder (GAD) and comorbid Major Depression Disorder (MDD). Social Anxiety Disorder (SAD) was also addressed regarding its high comorbidity with GAD and MDD. Despite the preliminary evidence for the utility of this treatment, its efficacy for SAD, particularly when it is accompanied by co-occurring depression, it has not yet been examined.
    Method
    The purpose of this study was to investigate the effect of ERT in an individual suffering from SAD and comorbid MDD. Due to the complexity of clinical presentation in patients suffering comorbid disorders, and also the novelty of ERT, the case study method was applied. The subject was a 29 year old woman who had been diagnosed with MDD and SAD by using Social Interaction Anxiety Scale and Beck Depression Inventory and also clinical interview based on DSM-V. The ERT was implemented in 16 sessions during 4 months. The process of changes was examined by re-completing the questionnaires and clinical interview during and at the end of the treatment.
    Results
    Results showed reductions in social anxiety and depression symptoms and increased use of emotion regulation strategies (attending, allowance, decentering, reframing). The score of psychological wellbeing had also increased.
    Conclusion
    Emotion Regulation Therapy (ERT) can be effective on reducing symptoms of SAD and comorbid MDD through increasing the motivational awareness, developing regulatory capacities and new contextual learning repertoires. Meanwhile, further research is needed to confirm the findings of the present study.
    Keywords: Emotion Regulation Therapy, comorbidity, social anxiety, depression
  • Razieh Safarifard *, Hossein Keshavarz, Ebrahim Namami, Rashin Kheirabadi Pages 73-78
    Introduction

    Adolescence is one of the most sensitive age groups in the history of identity formation and education. Girls are much more vulnerable to social issues, given their intrinsic morale. The purpose of this study was to investigate the effectiveness of Lazarus multimodal education on responsibility, emotional expressions and psychological integrity in self-harm students in Mashhad.

    Method

    The present study was conducted using a short clinical interview based on DSM-5 conducted by a psychologist. To collect the research data, the Emotional Expressionist styles Questionnaire (EEQ), the Responsibility Scale, the California Psychological Questionnaire (CPI), and the Sense of Coherence Questionnaire were used. The statistical population consisted of all high school self-harm students in Mashhad, who were studying in 2016 (90 people).

    Results

    The results of this research based on multivariate covariance analysis showed that Lazarus multimodal treatment significantly increased the sense of psychological integrity and responsibility and improved emotional expression styles in students with self-harm disorder.

    Conclusion

    This therapy approach to self-harm is a form of excitement that results from the balance of internal factors of environment and neuro / hormonal processes, and leaves people free from self-harm.

    Keywords: Lazarus Approach, Responsibility, excitement styles, Self-harm Disorder
  • Seyede, Fateme Hosseini, Bagher Ghobari*, Maryam Mashayekh, Noorali Farrokhi, Sheyda Sodagar Pages 79-85
    Introduction

    The purpose of this research was to determine the mediating role of insecure attachment styles between early experienced violence and marital adjustment in married women.

    Method

    This research was a descriptive-correlational study, in which a structural equation modeling was used to analyze a conceptual model. The statistical population of the study included all the married women referring to counseling centers in Tehran in 2017. The sample size according to the Myers et al. consisted of 206 participants who were selected by accidental sampling method. The data collection tools included measures of conflict tactics scales, dyadic adjustment and attachment styles.

    Results

    Fit indices represented fitness of model with collected data. On the whole, the anxiety and avoidance and early experienced violence were able to explain marital adjustment. Also, the results showed that the direct and indirect effect of early experienced violence on marital adjustment is negative and significant (p<0.05).

    Conclusion

    It can be concluded that the early relationship within the family environment supports a certain attachment style and the effects of the avoidant insecure and ambivalent insecure styles affect the interpersonal relations of the couples in adulthood. As attachment styles are contributory to marital adjustment, counselors can build a couple therapy approach to have an effective role in modifying the attachment styles of couples and solve their conflicts both before and after marriage.

    Keywords: Early Violence, Insecure Attachment, marital adjustment
  • Adel Mokhberi *, Touraj Hashemi, Mansour Bayrami Pages 86-9291
    Introduction

    In the time being, teaching self-regulation to learners is a critical concern which helps them to adapt themselves to changes and unpredictable events easily. Hence, the present study examined the effectiveness of teaching motivational self-regulation strategies in academic self-efficacy with the moderating role of the effects of mastery-oriented and performance-oriented goals among first-level high school students.

    Method

    The present study was a semi-experimental with a pre-test, post-test and a control group. The population consisted of 4752 grade 9 students in Karaj. The self-efficacy was measured among students. Data were then collected and multivariate analysis of covariance was used for data analysis.

    Results

    The results showed that teaching Motivational Self-Regulation Strategies (MSRSs) had a significant positive effect on students' academic self-efficacy (p<0.05), whereas the effect of teaching mastery-oriented and performance-oriented goals on self-efficacy was insignificant.

    Conclusion

    It can be concluded that teaching MSRSs has a positive effect on the academic self-efficacy of first-year high school students. However, performance-oriented and mastery-oriented goals cannot moderate the effects of teaching MSRSs on self-efficacy.

    Keywords: MSRSs, Academic self-efficacy, Mastery-oriented, Performance-oriented Progress Goals