فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 62 (زمستان 1398)

This study aimed to develop affective norms for Persian attachment related words in three phases. In the first phase, 72 students (43 female, 29 male) of Shahid Beheshti University were selected to collect attachment related words. In the second phase, 35 attachment specialists (27 female, 8 male) in Tehran, were chosen to evaluate attachment relevance of words. In the last phase, 124 students (65 female, 59 male) of Shahid Beheshti University were chosen and they rated selected words respect to emotional dimensions through Self-Assessment Manikin (Bradley & Lang, 1994) and attachment relevance. Pearson correlation coefficient and mixed ANOVA were used for analysis. After several phases of screening, 107 attachment related words were collected and we presented their emotional dimensions in a descriptive manner. Results showed that attachment relevance has a positive correlation with valence and negative correlation with arousal. There was a negative relationship between valence and arousal. Although females had a positive and negative bias in valence rating of respected words, there was no significant gender difference in arousal. The set of words that was prepared in this study can make the replication of results and scientific communication easier and provides the possibility of comparing results of different studies especially in the field of attachment.

The purpose of this study was a systematic study to provide a series of studies on the elements of aesthetic education based on the dimensions of child development. The study design was qualitative using the strategy of researching synthesis. Data analysis was conducted using an analytical content analysis method with directional approach. In which recent research has been selected, categorized, and categorized in a systematic way. The surveyed community of related topics from 2000 to 2018 was published on prestigious domestic and foreign sites. Out of 59 papers, 41 samples were selected in a targeted way. First, theoretical foundations and main themes were extracted, coded and classified. The results represent the conceptual model, which has 19 categories related to goals, 18 categories of components and 19 categories of aesthetic education outcomes, which fall into four main categories of personality development, spiritual development, social development and cognitive development. The categories of imagination and accuracy in all aspects of transformation and other components are in some common dimensions.On this basis, it can be concluded that the teaching of aesthetic elements influences the development of children in different aspects.

This aim of this study was to investigate the effect of rational reasons on moral decisions. For this purpose a call for participation in the study was sent to 75000 email addresses of residents of Tehran and its suburbs. Eventually 765 volunteers participated in the study. By using a moral dilemma (Stanley, Dougherty, Yang, Henne & De Brigard, 2018)in an experimental design, the participants were asked to say which option they would choose if they were in this moral dilemma (their initial decision). Then the participants were randomly assigned to three groups: one group was given the reasons affirming their initial decision, one group was given the reasons opposing their initial decision, and one group was given all reasons (affirming and opposing). Participants were asked to evaluate these reasons. Then they were asked to choose one of the two options again (their final decision). Fisher's exact test, logistic regression analysis, and variance analysis showed that very few participants changed their initial decision after examining the reasons, the initial decision explained a large proportion of the final decision's variance, and participants evaluated affirming reasons better than opposing ones. These findings suggest that rational reasons do not help to change individual’s moral decisions.

The aim of this study was to investigate the effectiveness of training of basic emotions’ facial expression on decreasing symptoms of early conduct disorder. The study method was semi-experimental and pre-test- post-test design with one group.The statistical population included all elementary students with early conduct disorder in Tehran. After screening at school, seventeen students were selected using purposive sampling method andby conduct disorder’s criteria in Achenbach test. The training included ten 30-minute sessions.Achenbachtest was used by the teachers in 2 pre-test post-test phases to assess conduct disorder. Magic faces was also used for training facial emotional expressions. In order to analyzing data, dependent t- Test was used. Accordingly, the results showed that there was a significant difference between the pre-test and the post-test, and the symptoms of behavioral disorder were significantly reduced by this training. Based on these findings it seems that the training can increase children’s ability to recognize facial emotions and intentions of people and as a result decreases the symptoms of conduct disorder.

Dyslexia is a disorder that affects reading and spelling, but in fact, poor spelling is often described as the hallmark of dyslexia. Unfortunately, researchers have focused mainly on reading interventions and equal emphasis on timely interventions on spelling has been neglected. The purpose of this study was to investigate the efficacy of a multi-component spelling instruction in 4 students with specific learning disorder in spelling in an ABA design. Intervention was presented in 12 sessions and data were analyzed using visual analysis and quantitative methods by R software. Non-overlap of all pair's analysis (NAP) confirmed a significant increase in the spelling performance of 4 participants compared to baseline. In addition, findings did not show a significant reduction in participants' performance between the intervention phase and the maintenance phase (A2). Findings of this study seem promising to provide a multicomponent approach to treatment of multi-component deficits in specific learning disorders.

The aim of this study was to investigate the mediating role of maladaptive schemas in the relationship between attachment and loneliness in female adolescents. The study design was correlational. 415 Ninth to twelfth grades students were selected by in access sampling method. The participants completed the Loneliness Scale-version 3 (Russell, 1996), Experiences in Close–relationship Structures Questionnaire (FeddernDonbaek & Elklit, 2014) and Short Form of Young Schema Questionnaire (Young & Brown, 1999). Data were analyzed by path analysis method. Results confirmed the mediating role of maladaptive schemas in the relationship between attachment and loneliness. Results also indicated the significant positive effect of avoidant attachment on disconnection, other-directedness, over vigilance/inhibition and impaired limit schemas. The direct effect of avoidant attachment on impaired schema was not significant. The direct effect of anxious attachment on disconnection, impaired performance, other-directedness, and over vigilance/inhibition schemas was positive. However, the direct effect of anxious attachment on the impaired limit was not significant. In addition, the direct effect of avoidant and anxious attachment and disconnection, over vigilance/inhibition on loneliness was positive; and the direct effect of other-directedness scheme on loneliness was negative. The direct effect of impaired performance and impaired limit on loneliness was not significant. Findings suggest that disconnection, over vigilance/inhibition and other-directedness schemas had a mediating role between attachment and loneliness relation.

The aim of this study was to investigate the relationship between behavioral disorders in children and their mothers' stress through the mediator role of fatigue and coping strategies. The study design was descriptive-correlational which conducted in the 2016-2017 academic year. The participants included 226 elementary students (and their mothers) who were selected by multistage cluster random sampling in Khoramabad. Data were collected by using the Rutter’s behavioral disorder questionnaire (Rutter, 1967), Coping Strategies Scale (Carver, Scheier & Weintrub, 1989), Fatigue Assessment Scale (De Vries, Michelsen, Van Hack, & Drente, 2004) and Depression‚ Anxiety‚ Stress Scale (Lavibond & Lavibond, 1995). Path analysis was used as statistical method for data analysis. Test of mediation by bootstrapping method established significant mediating role of fatigue and coping strategies in the relationship between behavioral disorders and mothers’ stress. Based on the results, it can be concluded that children's behavioral disorders increase mothers’ stress by increasing their fatigue and ineffective coping strategies, and stress in mothers of children with behavioral disorders who use effective coping strategies is less than that of mothers who use ineffective coping methods. Therefore, planning to educate mothers of children with behavioral disorders in using stress management skills and encouraging them to use effective coping strategies can reduce the stress of these mothers

The aim of this study was to provide Persian version of the Reinforcement Sensitivity Theory Questionnaire (Cooper, Stirling, Dawe, Pugnaghi, & Corr, 2017). in children and the factor structure, reliability and validity in Iranian children. The English version of the Reinforcement Sensitivity Theory Questionnaire was performed on 314 (135 boys and 179 girls) students from third to sixth grades of primary school at 2016-2017 in Tehran and the reliability of Persian version of the Reinforcement Sensitivity Theory Questionnaire in children was assessed via internal consistency and item-rest correlations. Factor structure of the scale was examined using exploratory factor analysis and principal component analysisextraction method and the validity of questionnaire was examined via correlation between the subscales and criterion validity. The exploratory factor analysis of the questionnaire supported the 3-factor model of the Reinforcement Sensitivity Theory Questionnaire in children which explained 37.78% of the variance. The factors included Behavioral Inhibition System, Behavioral approach system and Fight-Flight-Freeze System. The results showed that 3 subscales of Persian version of the Reinforcement Sensitivity Theory Questionnaire in children had a good internal consistency and most of the correlations range more than 0.4 and only question 18 was deleted from the questionnaire due to factor load below 0.30%. The results of the confirmatory factor analysis also indicated a good fit of the items. In addition, the pattern of subscales correlation coefficients and Concurrent criterion validity of the questionnaire with the child version of the Cognitive Emotion Regulation Questionnaire (Garnefski, Rieffe, Jellesma, Terwogt, & Kraaij, 2007)indicated a good validity of this scale. According to the results of this study, it can be said that the Persian version of the reinforcement sensitivity questionnaire of children has a good reliability and validity in Iranian society and is an appropriate tool for identifying children's basic motivational and emotional traits