فصلنامه علوم روانشناختی
پیاپی 90 (شهریور 1399)

  Numerous studies have examined self-concept and competitive trait anxiety. But research that examines the link between self-esteem and competitive anxiety has been overlooked.

The purpose of this study was to investigate the relationship between self-concept and trait competitive anxiety in students of Tehran-Campus Nassibeh Cultural University.

This was a descriptive correlational study. The statistical population of this study consisted of 223 undergraduate (19-23 years) undergraduate students in the year 2018. 100 students were randomly selected from the students participating in the indoor competition. The research tools were: SCAT Martens et al. (1990) three-point Competitive Anxiety Inventory (SCAT) and the SCQ Raj Kamarsarasoot Five-Value Self-Concept Questionnaire (1957) with 48 questions. Data were analyzed using Pearson test.

According to the findings of the study, the correlation coefficient between trait competitive anxiety and self-concept indices was 0/016 (α≤ 0/05), meaning that the type of feedback to one's self without any personal judgment or comparison with others with anxiety during the race showed a significant relationship. Gave.

People with high anxiety had lower self-esteem and experienced poorer sport performance.

Numerous studies have been conducted on the fundamental emotions of anger and sadness. But research into the physiological correlates of the fundamental emotions of anger and sadness in healthy and depressed individuals has remained neglected.

To investigate the physiological correlates of anger and sadness basic emotions in healthy and depressed individuals.

This study was quasi-experimental. The statistical population consisted of girls / women between the ages of 3 and 5 years living in Tehran in summer and autumn of 2018. 66 people were selected by convenience sampling method. The research instruments were Beck Depression Inventory (1967). Data analysis was performed using repeated measures multivariate analysis of variance and post hoc tests.

The results showed that changes in physiological processes in both healthy and depressed groups were different (P< 0/01) but in one direction while experiencing sadness and anger. During anger, increased respiratory rate, heart rate, and respiratory rate ratios on heart rate in depressed people were more than healthy (P< 0/01).

This finding confirms the psychoanalytic theory about the etiology of depression. According to this theory, depression is due to repression of anger and depressed people have difficulty in experiencing anger.

Mathematical problem-solving training has been the focus of previous research. But there is a research gap on the impact of the cognitive elements of philosophical research on improving mathematical problem solving education.

To explain how cognitive elements of philosophical research can influence mathematical problem solving education.

This was a qualitative study. All texts containing the content of philosophical research as well as mathematical problem-solving instruction in the last two decades at home and abroad have been considered as discourses and in addition to the text of Polya and Schoenfield's books as the main and key works of mathematical problem-solving instruction. Sampling was done using the maximum diversity method to obtain all the usable codes. All found elements were coded and codes containing cognitive elements were extracted and analyzed. Data were analyzed using discourse analysis.

Philosophical research methods include the use of cognitive factors. A variety of thinking skills, conceptual reasoning, inference, use of abstract concepts, deep understanding of the problem and its conditions and response conditions, rearrangement and modification of problem terms and elements are common philosophical and mathematical problem solving methods.

Since cognitive skills can be learned and practiced, training and practicing them can improve mathematical problem solving training. Philosophical research, because of the widespread use of reasoning and the analysis of abstract concepts, has the potential to be used in the mathematics classroom.

Studies have been conducted on employee career advancement and diverse job orientation. But there are research gaps around employee extraction topics based on employee career orientation using inductive content content analysis.

The purpose of this study was to explore different aspects of employees' career paths with a focus on diversifying career paths in the dairy industry.

This qualitative study was a content analysis. The statistical population of the study consisted of university professors and HR experts in 1398. 14 individuals were selected through theoretical sampling and desirable cases were selected. The tools used included diverse job orientation attitudes and in-depth interviews. Data analysis was performed using content analysis method with inductive approach.

The main categories of research include causal factors in organizational conditions (workforce trading system, effective employment conditions and organizational capability) and individual conditions (independence and flexibility of human resources), strategies include (staff preparation, higher quality of work, job curiosity). There were behavioral consequences (agility, spontaneity, targeted personality improvement, commitment), and motivational consequences (optimism, positive thinking, intensity of passion, and desire).

It is necessary that policymakers, planners and practitioners of different industries, in their planning, pay attention to the varied job orientation process in their employees so that they can see their job performance improved.

Different studies have shown that solution-focused brief therapy and rational-emotional-behavioral therapy have been effective on improving work indices, but the question is that “are trainings based on solution-focused brief therapy and rational-emotive-behavioral therapy effective on meaning of work and, if so, which one is more effective?”

The present research was conducted by the aim of comparing the effectiveness of training based on solution-focused brief therapy and rational-emotive-behavioral therapy on meaning of work among employees of oil Company.

The present research was conducted by semi-experimental method in which a pretest-posttest-follow up with control group design was used. The research population included all the headquarters’ staff of the oil pipeline and telecommunication company of the North region of Sari, Iran, in 2017 who were 230 individuals. The sample included 45 individuals who were selected by available sampling method and were assigned into two experiment groups and one control group through random assignment method. The research tool was Work as Meaning of Steger, Dik and Duffy (2012). The first experiment group received training based on solution-focused brief therapy (Abbas Pour, 2014), and the second experiment group received training based on rational-emotional-behavioral therapy (Jahanyan Najaf Abadi, 2010) in eight 2-hour sessions. For analyzing the data, variance analysis with repeated measures and Bonferroni post hoc test were used.

Results indicated that, in the end of the therapy and after one-month follow-up, both training interventions were effective on improving meaning of work and its components (positive meaning, meaning-making through work, and higher motivations) in experiment groups. Moreover, there was significant difference between the effective of training based on solution-focused brief therapy and training based on rational- emotive -behavioral therapy, and the latter was more effective on improving meaning of work and its components (p< 0/01). 

Training based on rational- emotive -behavioral therapy is an appropriate and effective interventional option for improving meaning of work among staff.

Emotions have been emphasized in many cognitive and behavioral theories and in some cases play an important role in the development of psychological problems. However, research has overlooked the common and unique role of maladaptive cognitive emotion regulation strategies in predicting emotional problems.

To investigate the common and unique role of maladaptive cognitive emotion regulation strategies in predicting nursing students' emotional problems.

This was a descriptive correlational study. The statistical population consisted of nursing undergraduate students of Tabriz University of Medical Sciences in the academic year 2015-2016. 207 students were selected by simple random sampling method. Research tools include the Anxiety and Depression Symptoms Questionnaire (Watson et al., 2007) and Cognitive Emotion Regulation Strategies (Garnefsky, Krayg and Spinhaun, 2002). Data analysis was performed by stepwise regression.

The results of regression coefficients for predicting single contribution of maladaptive cognitive emotion regulation strategies with regard to beta coefficients and t-value, subjective rumination, blaming others, and self-blame had a significant effect on emotional problems (P < 0/01). Interactive role results also showed that standard coefficient of maladaptive cognitive emotion regulation strategies was significant (P< 0/01).

The higher the scores of students in maladaptive cognitive emotion regulation strategies, the more emotional problems they have, so maladaptive cognitive regulation strategies should be considered.

Numerous studies have been conducted on executive functions, psychological neurological abilities, and attention deficit disorder in children with learning disabilities. However, research that has examined the effectiveness of teaching executive functions on neuropsychological abilities and attention deficit disorder in children with learning disabilities has been neglected.

The objective of the present study was to investigate the effect of teaching Executive functions training on neuropsychological skills and attention control of the students with learning disability.

A sample of 30 people of the study population (the students with learning disability in the primary schools of the city of Tehran in academic year 2018-19) were selected through multi-stage clustered sampling method and were randomly replaced into experimental and control groups in order to do the study. The research design was experimental from pretest, posttest and control group type. The applied instruments in this study included forth version of intelligence test (Wexler, 2011) and neuropsychological test (Conners, 2004), learning problems questionnaire (Wilcot, et.al, 2011) and attention control questionnaire (Derry berry & Reed, 2002). Before administering independent variable, pretest was taken from both groups. Then the experimental group received teaching interventions during 8 sessions in Two months. The data from the study were analyzed via Variances with repeated measurements.

The results showed that Executive functions training has significantly influenced neuropsychological skills and attention control of the students with learning disability (f= 123/82, f= 53/55, p<0/001). The degree of the effect of Executive functions training on neuropsychological skills and attention control of the students with learning disability was 81 and 66% respectively.

According to the findings of this study Executive functions training can be applied as an efficient method to improve neuropsychological skills and Derry berry & Reed of the students with learning disability

Numerous studies have predicted emotional divorce and the study of coping styles, quality of life, excitement, and resilience. But there is research on predicting emotional divorce based on emotional literacy, coping styles, quality of life, and excitement through the mediation of resilience.

Predicting emotional divorce was based on emotional literacy, coping styles, quality of life, and emotion-seeking mediation.

The study was correlational with structural model approach. The statistical population consisted of married women working in public elementary schools in Tehran in 1997-98. 250 persons were selected by multistage random sampling method. The instruments are: Gutman's Emotional Divorce Questionnaire (2008), Varoshrion's Quality of Life (1992), Lazarus-Folkman Coping Styles (1985), Zuckerman's Emotion-seeking (1964), Psychological Functions of the Iranian Chemical Family (2009), and Conner and Davidson Resilience. (2003). Data were analyzed using Pearson correlation test, path analysis, and bootstrapping.

Quality of life and emotional literacy directly and negatively, emotional coping style and emotion-seeking directly and positively influenced emotional divorce (p≥ 0/05).

Emotional divorce can be predicted based on resiliency.

Numerous studies have examined in-service training as a tool for the growth, development and excellence of human capital. However, the effectiveness of in-service training for primary school principals has been neglected.

The model of effectiveness of in-service education of Hormozgan province elementary education managers.

This was a qualitative study. Statistical population included educational experts and experts including university professors and education managers. A total of 25 individuals were selected using purposive sampling method. Research tools include: reviewing national and international documents related to the subject as well as semi-structured exploratory interviews. Data were categorized using data base and coding method (open, axial and selective).

Factors affecting the effectiveness of in-service education of Hormozgan province elementary school principals were such as learner, content, preparation, teacher, practice, evaluation, environment, executive requirements, evaluation of results and organization and management.

In-service training managers influence aspects such as learner, content, preparedness, instructor, practice, evaluation, environment, executive requirements, evaluation of results and organization and management.

Research has been done on the symptoms of attention deficit hyperactivity disorder, but research that has examined the effectiveness of the native package of teacher-specific executive functions on the symptoms of attention deficit hyperactivity disorder has been neglected.

the present study was conducted aiming to determine the effectiveness of domestic package of Executive functions specific for teachers on the signs of ADHD in primary school children.

the research method was quasi-experimental with pretest, posttest, follow-up and control group design. The statistical population of the present study included primary school children with ADHD in the city of Isfahan in academic year 2016-17. 30 primary school children with ADHD were selected through purposive sampling method and randomly replaced into experimental and control groups (each group of 15). The teachers in the experimental group received 8 training sessions of Executive functions (researcher-made). ADHD questionnaire parents form (Brook and Clinton, 2007) was used in the present study. The data from the study were analyzed through mixed ANOVA.

the results showed that domestic package of training Executive functions specific for teachers has significantly led to the decrease of ADHD signs in the primary school children (p<0/001).

according to the findings of the present study it can be concluded that the domestic package of training Executive functions specific for teachers focusing on the children’s cognitive and meta-cognitive processes can be used as an efficient treatment to decrease ADHD signs in primary school children.

Numerous studies have addressed social acceptance and natural disability among students. But there is a gap in the comparison between social acceptance and natural disability among students with internalized behavioral disorders and normal students.

Therefore, The present study was conducted aiming to compare social desirability and alexithymia among students with internalized behavioral disorder and normal students in the city of Isfahan.

The research method was causal-comparative. The statistical population included all first high school adolescents with internalized behavioral disorder and normal ones in academic year 2017-18 in the city of Isfahan. The sample size in the study included 50 students with internalized behavioral disorder and 50 normal adolescents in the city of Isfahan who were selected through multi-stage clustered random sampling method. The applied instruments included children and adolescents behavioral inventory, alexithymia, social desirability scale and demographic factors questionnaire. The data from the study were analyzed through repeated measurement MANOVA method.

The results showed that there is a significant difference between social desirability, alexithymia among students with internalized behavioral disorder and normal students in the city of Isfahan (p<0/001). Thus, students with internalized behavioral disorder have lower social acceptability and higher alexithymia than normal students.

It can be concluded that internalized behavior disorder is associated with psychological, emotional and social vulnerability, low social acceptability and high natural cognition.

Numerous studies have identified the components and presented the organizational development model and evaluated the performance of organizational learning performance. However, the research that identifies the components and designs the pattern of human resource management development based on performance evaluation and organizational learning of Mahshahr Special Economic Zone has been neglected.

To identify the components and design of HRM development model based on organizational performance and learning assessment of Mahshahr Special Economic Zone.

The research was a mixed (quantitative-qualitative) study. The statistical population consisted of experts, managers and staff of Mahshahr Special Economic Zone Organization. The managers, and the staff of the organization were selected as the sample. Data collection tools were in the qualitative part of the organization's documentation and in the quantitative part of the researcher-made questionnaires. Data were analyzed using confirmatory factor analysis and structural equations.

Organizational learning variable of staff had significant effect on human resource management variable of Special Economic Zone organization and staff performance evaluation variable on human resource development variable (P< 0/05).

Organizational performance and organizational learning variables can be used for human resource management development.

Numerous studies have examined the effectiveness of storytelling based on daily executive actions and the study of cognitive emotion regulation. However, research that has examined the effectiveness of storytelling based on daily executive actions on improving cognitive emotional regulation in children with attention deficit / hyperactivity disorder has been neglected.

To determine the effectiveness of storytelling therapy based on daily executive actions on improving cognitive emotion regulation in children with attention deficit / hyperactivity disorder.

The research was semi-experimental with pre-test-post-test design and control group. The statistical population included 11-9 year old children with Attention Deficit / Hyperactivity Disorder with the support of Hazrat Ali Asghar (AS) Day Clinic in Rey in 2018. Were appointed. Research data collection tools include: Conners-Children's Parental Behavioral Problem Scale (Gwyneth, Connors and Allerich, 1973), Structured Clinical Interview (Researcher Made, 2018), Children's Cognitive-Form of Cognitive Formulation Questionnaire (Garnefsky et al. (2007) and Interventions of Moradian et al.'s story therapy intervention (2014). Data were analyzed using Levine test and analysis of covariance.

Storytelling based on daily executive actions on improving cognitive emotion regulation in children with attention deficit disorder / Hyperactivity had a significant effect (p< 0/01). Hbrdhay less maladaptive and adaptive cognitive emotion regulation strategies gained more.

Children with ADHD who participated in story therapy sessions had fewer maladaptive strategies and more adaptive emotional cognitive regulatory strategies.