مجله پژوهش های کاربردی روانشناختی
سال هفتم شماره 3 (پاییز 1395)

Since cochlear implants can now be provided for children before the age of 1 year, the development of a family-centered habilitation program is essential for this age group. </strong>The present study was done to investigate the effectiveness of NAVAYESH” auditory habilitation program on communication skills of cochlear implantation candidates. 32 mothers along with their 3-12 months deaf infants participated in a cochlear implant program. They received a new developed auditory habilitation program. The program was developed based on a need assessment from surveys of experts and parents of deaf children, and a review of common habilitation intervention programs. To investigate communication skills, auditory perception and speech production, Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP), Categories of Auditory Performance (CAP) & Speech Intelligibility Rating Scale (SIR) were used respectively. Data indicated that Navayesh” auditory habilitation program improved communication, auditory perception, and speech production scores in deaf children participated in the study. Follow-up study also indicated the stability of this effectiveness in improvement dependent variables of the study. The use of this program is recommended in early habilitation centers for deaf children

Procrastination is a widespread phenomenon that has been associated with the most of cognitive, emotional, and motivational factors, about which a clear and integrated picture is still lacking, though. The aim of this study was to use primary established psychological procrastination-related factors in the base of Ellis cognitive emotional behavioral approach to examine whether reliable subgroups of procrastinators can be identified through cluster analysis. So 900 students from Tehran University (447 females and 453 males) were selected with Random multi-stage and then completed a measure of procrastination and 200 students who got high scores in procrastination on the scale of Solomon and Rothblum (1984) were selected and this sample responded to the scale of self-regulation by Green and Miller (2004), self-efficacy of Midelton and Midgley (1997), the scale of the frustration beliefs of Harrington (2005) and irrational beliefs of  Koopmans et al. (1994). Two clusters were identified: The first cluster with middle scores of self-regulated and self-efficacy and high scores of irrational beliefs and frustration beliefs .The second cluster with low scores of self-regulated, self-efficacy, irrational beliefs and frustration beliefs. Based on the findings, it seems that students with high procrastination, have different motivational and belief profiles and cluster analysis can identify these profiles.

Self-development, one of the main concepts in the ideological foundations of Islam and research findings in recent decades and about development and human excellence on self-development have been strongly emphasized. Therefore this study has aimed to explain the influence of psychological-behavioral mechanisms of self-development on human capital. The research method was descriptive-correlational and data analysis method was SEM. The study`s population consisted of all the staff and faculty of Psychology and Educational Sciences of Tehran University who were126 people from whom and by census methods, 118 valid questionnaires were collected. Self-development of human resources by four questionnaire of Abili and Mazari (2014), including Self-regulation questionnaire (α =0/94), Self-management (α =0/93), Self-leadership (α =0/96), Self-directed learning (α =0/95), and human capital questionnaire of Naderi (2011) with the reliability (α=0/95) were used to collect data. Results showed that self-development and human capital of Personnel was higher than the average. Self-development (r=0/80) has a significant positive correlation (p <0/01) with the human capital and through the dimensions of self-development, self-leadership, self-directed learning and self-regulation has had the ability to predict HC. Structural equation modeling showed that self-development has an impact on knowledge and cognitive skills (γ=0/89), metacognitive skills (γ=0/91) and emotion and communication competencies (γ =0/97).

Current literature demonstrates a negative relationship between repression, physical heath, and psychological adjustment. In contrast, several recent studies indicated that repression and suppression of emotion might separate traits that had different relationships with adjustment and health, especially when combined with different personality traits. Based on this idea, the current study investigated the relationship between emotion suppression, physical health, and adjustment according to the role of self-regulation processes. A sample of 220 students (125 females and 95 males) from University of Tehran completed Suppression /Self-Regulation of Withholding Negative Emotions (Kim et al,  2002), Integrative Self-Knowledge (Ghorbani et al, 2008), Mindful Attention Awareness Scale (Brown and Ryan, 2003), Self-Compassion (Raes et al, 2011), Self-Control (Tagney et al, 2004), Social desirability (Balard, 1992), Subjective Vitality (Ryan and frederick, 1997), General Health Questionnaire (Goldberg et al, 1997), and Symptom Checklist (Bartone, 1995). The results showed that controlled suppression of emotion negatively related to self-regulation processes and predicted negative physical and mental symptoms, while autonomous suppression of emotion had a positive relationship with integrative self-knowledge and self-control. Furthermore, social desirability had a positive relationship with self-regulation processes and predicted health through self-regulation processes. Based on this results, it could be concluded that suppression of emotion is not entirely a maladaptive trait and it may work in certain contexts.  Theoretical implications are discussed.

The aim of this study has been developing a comprehensive, reliable, and valid package for the assessment of cognitive and psychomotor abilities of children. To this end, 661 children were selected using stratified random sampling. They were then divided to six age groups, ranging from 6.5 to 12.5 years old .This study was conducted using the Cross Battery Assessment method in four steps: a) the selection of an axial scale, b) the selection of supplementary scales, c) the conduction of preliminary experimental study, and d) the conduction of the main study and the assessment of the validity and reliability of the final scale.  According to the retest results, the correlation coefficients of the scales ranged between 0.76 (for tactile ability) and 0.98 (for fluid reasoning), indicating the appropriate validity of them. The coefficient of agreement between experts for the content validity of the scales was somewhere between 0.1 and 0.6.  To measure the construct validity through the age discrimination method, multivariate analysis of variance showed significant differences between different age groups in all abilities. In addition, the factor analysis confirmed this three-factor structure, consisting of cognitive and psychomotor abilities, speed, and efficiency.

The aim of the current study was to predict marital satisfaction from the magnitude of their forgiveness. The research design was correlational study and the same vein, To fulfill the stated goal 88 mothers of children with intellectual and developmental disabilities by means of accessible sampling procedure, and Afrooz marital satisfaction (2011) as well as Enright forgiveness inventory standardized by Ghobari Bonab et al (2003) were given the questionnaires. Analysis of data using Person’s correlation revealed that among marital satisfaction and all three dimensions of forgiveness a positive relation was found. In other words individual mothers who were higher in forgiveness were more satisfied in their marital lives. Multivariate regression also revealed that 53 % of variations in marital satisfaction can be accounted by dimensions of their forgiveness. The forgiveness characteristics were influential in marital satisfaction and recommended to mothers of children with intellectual and developmental disabilities and other groups with Special Educational Needs.

Student life is a very different and highly challenged course. Specially, the beginning of student life is often associated with enormous psychological pressure, such as isolation from family and living independently, finding part-time jobs and dealing with various mental problems. This study has aimed to construct and validate a national student life scale for drawing students' lives’ profile. In order to build the national Portrait of student life scale profile some international and national scales and questionnaire were examined and the scale with 95 questions was conducted on the population of 70 students. After screening the data and fixing errors,an exploratory factor analysis was conducted on a sample of 1,200 students, based on the theoretical models. The prepared questionnaire consists of seven main parts based on theory. Factor analysis was conducted for sections attitudes, satisfaction and concerns, emotions and high risk behaviors, and in each of the aforementioned sections respectively 3, 2, 2 and 5 factors were extracted which were congruent with the theoretical model. Totally it can be said that an early version of the national student life scale profile has had good psychometric properties and can be used in researches related to the students and young people.

Obesity is a chronic, multifactorial disease. There are a number of neurocognitive and behavioral mechanisms that contribute to overeating, or eating past nutritional needs, which can lead to obesity. Dysregulated dopamine-based reward circuitry has been implicated in overeating and obesity. We have different methods to modify brain function. One of these methods is transcranial Direct Current Stimulation (tDCS). In this research we want to assess the effect of tDCS on brain function in obese people. 19 overweight and obese individuals were assigned to experimental (tDCS) and control (Sham tDCS) groups based on their ages and BMI. All participants completed a cognitive task (Flanker test) while their EEG were recorded before and after the treatment. They received 10 treatment session in 2 weeks. T</strong>he results of Covariance Analysis showed that tDCS can significantly decrease the amplitude of P200 and P300 component and increase the amplitude of N200 component in obese individuals. The results showed that applying tDCS can change brain function in the brain of obese people.

The present study was aimed at comparing the effectiveness of schema therapy and CBT on eating disorder symptoms in patients with anorexia nervosa considering the parental bonding. The study had an experimental method with pretest-posttest design and follow-up with the control group. The study population included all patients aged 16 to 23 years with eating disorders who had referred to psychiatry, psychotherapy, and clinical treatment centers of obesity and weight loss in Tehran. Purposive sampling was used in this study. Since this study was concerned with patients that had a poor parental bonding, 21 patients were diagnosed to have anorexia nervosa by performing psychological screening. Finally, the selected patients were matched in two experimental groups and one control group. Data were collected through questionnaires and diagnostic interviews based on diagnostic criteria for eating disorders and psychiatric diagnosis. Three questionnaires were used in the study including: 1. Parental Bonding Questionnaire 2. Eating Disorder Inventory (EDI) 3. Young Schema Questionnaire. </em>Only schema therapy was effective in reducing symptoms of eating disorders. Also, treatment had a higher efficacy on being more supported than less cared. </em>The findings of this study can be an approval of therapists having a systematic view to the etiology of this disorder.

This study has aimed to investigate the effect of three-dimensional and two-dimensional video games on problem-solving styles of students. Statistic society in this study consisted of Persian Gulf University students in 2016-2017 academic year. And after notification by the proclamation, 45 students were selected voluntarily. At first all 45 students, completed intelligence test and past the experience of video game questionnaire, after matching and based on the  intelligence scores and video games experience, subjects were divided into three groups by random matching. Two experimental groups were treated for 4 weeks by playing video games (Experimental group 1 by three-dimensional game and Experimental group 2 by two-dimensional game) and in the control group nobody ran games.  Cassidy & Long problem solving style is used as measuring tools. The results showed that the experimental group 1 and group 2 had significantly higher scores on problem solving styles and component of helplessness and creativity, compare to the control group. Based on this study`s findings, video games can be used as a tool for teaching problem-solving skills

The aim of this study was to determine the feasibility of performing constructing components according to the group approach, the teachers who are very important and relevant.The research method is descriptive survey. Questionnaire Tyler (1997), which includes 23 questions. The validity of the questionnaire was approved by supervisors and consultants and its reliability was found 0.91through Cronbach's alpha. The study samples were all high school teachers including 164 male and 177 female teachers of BAHARESTAN city who were teaching in 94-95. To prevent the subjects` loss, census method was used. The aforementioned questionnaire was performed on each of the samples. To analyze the data, descriptive statistics (means, the abundance of data) were used and in the corollary section the two shall test using the software spss22 was used. The results from the two showed that the possibility of implementing a constructive approach from the perspective of teachers was a little higher than the average secretaries and there was no difference between male and female teachers ' opinions.

The present study aimed to investigate the relationship of attitude toward father and family obligation with academic procrastination in children of warfare victims. This study was a correlational research and The population were students of Ardakan and Yazd city who were warfare victims’ children. Regarding sampling limitations, 144 students were selected by available sampling and answered to perceptions of parents scale (Grolnick & et al, 1991), family obligation scale (Fuligni & et al. 1999), academic procrastination (Savari, 2011). The data were analyzed by correlational and regression analysis. The results show that attitude toward father and family obligation have a significantly negative correlation with academic procrastination (p<.01). Regression analysis shows that these variables can predict 19.9 percent of variance of academic procrastination (p<.05). Based on these findings it can be concluded that attitude toward father and family obligation can predict significantly academic procrastination of children of warfare victims and probably improving them, especially improving attitude toward father can decrease academic procrastination in children of warfare victims.

The aim of this study was to examine the effectiveness of biofeedback-aided relaxation training on test anxiety among students. In a randomized controlled trial design, 30 subjects were selected and pretest -posttest scheme were administered. Firstly, subjects of two groups completed the Spielberger’s anxiety test Questionnaire. Experimental group received Biofeedback aided relaxation training for 10 sessions, while no intervention made on the control group. At the end subjects in both groups were filled anxiety test for the posttest. The dataset analyzed using GLM: ANCOVA statistical analysis. After the BFART intervention, a significant decreased mean scores observed on level of anxiety in the experimental group compared to the control group (P<0.001). The results confirmed efficiency of the biofeedback aided relaxation training in reducing test anxiety and increasing academic performance in students.

The purpose of this research is determination ofthe effectiveness  of child-centeredplay therapy on internalizing problems in children. For this purpose, 30 students whohad behavioral problems were identified by interviewing with Parent and wereevaluated by using the Child Behavior Checklist (CBCL). Among them, 10 studentsgain score above of cutoff point. Finally, 5 students accidentally were been inexperimental group and 5 students in control group. The experimental groupreceived 16 sessions of child-centered play therapy and the control groupreceived no intervention.  The results ofcovariance analysis showed that child-centered play therapy reducesinternalizing problems in children

The important fact is that all the amazing advances of man born in today's world, learning. Motivation plays a significant role in the process of learning. In spite of the tremendous importance of motivation in students' learning and motivation as well as evidence of educational failure, but depth research in this area is rare. Current study tried to investigate the possible factor of the decreased educational motivation and methods to improve it by using interpretative approach while representing the existing damages. Therefore, an attempt was made to use semi-structured interview technique and narrative data which was obtained from an interview with 38 students (boys and girls). The data was analyzed using Colaizzi's strategy in order to produce substantial results which would lead to the credibility of the results, meanwhile taking into account the study phenomenon from their perspective. Depth analysis of narratives was used, to identify and classify 13 sub-theme and so the 5 main themes were identified. The results indicated a drop in educational motivation of high school students in the study population which was affected negatively by the following factors: personal factors, familial, scholastic, new technologies and social factors are. In this paper, each of the identified factors associated with student accounts, has been discussed.