فصلنامه روانشناسی
سال بیست و چهارم شماره 3 (پیاپی 95، پاییز 1399)

The purpose of this study was to develop a mindfulness training package and to explore its effectiveness on the wellbeing of Afghan adolescents living in Iran. The population of this study was comprised of all Afghan students (male and female) who were at high school in Tehran during 1396-97. The data quantitative and qualitative data were collected using the mixed method data collection. Ryff's Psychological Wellbeing Scale (1989) and Rosenberg Self-Esteem Scale (1965) were used in this study. The results of the co-variance analyses indicated that mindfulness training had a significant effect on the wellbeing of participants.

The purpose of this study was to investigate the role of pathological (morbid) personality traits, early maladaptive and emotional schemas in predicting C-Cluster personality disorders. This is a descriptive correlational study. The sample is 359 (230 females and 129 males) who were selected from the age range of 18-50 years in Mashhad. The research instruments were Personality Disorder Questionnaire (PDQ-4), DSM-5 Personality Inventory (PID-5), Early Maladaptive Schemas Questionnaire (YSQ) and Leahy Emotional Schema Scale (LESS). Descriptive statistics, Pearson correlation and stepwise multiple regression analysis were used for data analysis. The findings of this study showed that the variables of control, impaired autonomy, disinhibition, rumination, negative affectivity, consensus, and rationality are significantly capable of predicting dependent personality disorder and the variables of control, disconnection and rejection, guilt and shame, expression, negative affectivity, higher values, and duration had significant predictive power of avoidant personality disorder. variables of negative affectivity, simplistic view of emotion, psychoticism, higher values, disinhibition, and guilt and shame significantly predict the obsessive-compulsive personality disorder. It can be concluded that morbid personality traits, early maladaptive, and emotional schemas play a significant role in predicting personality disorders of cluster “C”.

This research was conducted with the aim of determining the moderating role of meaning at work on the relationship between self-leadership with affective capital and affective-collective investment. Research statistical population was the employees of Saderat bank in Isfahan city. Among them, 243 employees were selected using convenience the sampling method and responded to Self-Leadership Scale, Meaning at Work Scale, Affective Capital Scale, and Affective-Collective Investment Scale. Data analyzed with the use of Pearson correlation coefficient and hierarchical regression analysis. Results revealed that there was a positive significant relationship between self-leadership and meaning at work, affective capital and affective-collective investment. The results of hierarchical regression analysis indicated that meaning at work moderated the relationship between self-leadership and affective capital and affective-collective investment. This means that when meaning at work is high, there is a positive and significant relationship between self-leadership and affective capital and affective-collective investment (p<0.01), but when meaning at work is low, there is not a significant relationship between self-leadership and affective capital and affective-collective investment (p >0.05). The results showed that meaning at work had high power to impact the relationship between self-leadership and affective capital and affective-collective investment.

The purpose of the present study was to investigate the effectiveness of phoneme-based working memory educational program on enhancing reading ability of dyslexic students. The research method was Quasi-experimental with control group and random assignments, using pre-test, post-test, and fallow-up stages. The statistical population of the study consists of all the students with reading disability in primary schools in Tehran. Among them, 30 students with dyslexia were selected by available sampling method from leading disorders centers and randomly assigned in experimental and control groups. The experimental group participated in 24 educational sessions of working memory on phonological stimuli in auditory and visual dimensions. Reading and Dyslexia Test (Kormi-Nouri and Moradi, 2008) were used for data collection. The data were analyzed using the multi-variable variance analysis with repeated measures. Findings showed that the phoneme based working memory educational program significantly improved the reading ability of dyslexic students in all three components of reading accuracy, reading fluency and reading comprehension. These findings were also stable in a two-month follow-up. Therefore, it can be concluded that phoneme based working memory education, can improve the reading ability of dyslexic children.

The purpose of the present study was to investigate the structural relationship between sport mindfulness and competitive anxiety, and the mediating role of emotion regulation strategies. The method of this research was descriptive and correlational. Two hundred volunteers from different teams participated in this research. Sports Mindfulness Questionnaire (Thienot et al 2014), Cognitive Emotional Regulation Strategies Questionnaire (Garnefski et al 2002) and Competitive State Anxiety Inventory (Cox et al 2003) were used for data collection. Data were analyzed using the structural equation modeling method using Smart PLS 2.0 software. The results showed that there was a significant negative correlation between sports mindfulness and competitive anxiety. Also, the sport mindfulness through adaptive strategies of emotional regulation had a significant relationship with competitive anxiety of athletes. Overall, the findings of this study showed that special attention to the sport mindfulness is important, because the sport mindfulness is not only directly, but also indirectly could reduce the competitive anxiety of athletes by increasing the use of adaptive strategies of emotional regulation as a mediator variable.

The purpose of this article was using structural equation modeling to explore the relationship between social security and happiness with the mediating role of psychological capital. The method of the present research was descriptive-correlational. The statistical population consisted of all 15-65 year-old people in Ahwaz, 4th district. Using Kerjesi and Morgan table, 404 people were selected by random cluster sampling. Research data were collected using Social Security, Psychological Capital and Oxford Happiness Questionnaires. Data analysis in this study was performed using structural equation modeling path analysis method. The results of the model’s compilation phase showed that fitting indicators of the model are appropriate. According to this model, the indirect effect of social security on social happiness was significant by means of psychological capital (β = 0.25) at the significance level of p <0.05.The results also showed that social security on social happiness (β = 0.46, p <0.01), psychological capital on social happiness (β = 0.32, p <0.05) and social security on psychological capital (p = 0.27, p <0.05) had a direct effect. In sum, the results showed that social security through the influence of psychological capital, as an influential mediator, can affect social happiness.

The main purpose of the present study was designing and applying a problem-solving tool in examining the effectiveness of teaching the scientific thinking in preschool children .The present study was a quasi-experimental research. The population of the study was comprised of children in preschool centers in the academic year of 2017-18 in Tehran. 8 preschool children (4 girls and 4 boys) were selected through purposive sampling method. Data were analyzed by repeated measures of variance analysis. The results showed that the tool designed for problem solving skill had an appropriate content validity (between 0.8 and 1), and the reliability of the tool was obtained by using the test-retest method (0.724). Also, the results of repeated measures of the variance analysis showed the scientific thinking training program had a significant effect on enhancing the problem solving skills of preschool children (p<0.05). Teaching scientific thinking provides the opportunity for preschool children to try using logic to discover the relationships between events and to engage in creative and scientific thinking.