مجله پژوهش های کاربردی روانشناختی
سال یازدهم شماره 3 (پاییز 1399)

The present study aimed to investigate the effectiveness of self- compassion-based parenting training on behavioral problems and self-concept challenges in children with intellectual and developmental disabilities (IDD) by using a pretest, posttest, and follow-up experimental research design. The statistical population included all mothers who had IDD children and were living in Qom in the academic year of 2017-2018. First, the subjects were screened on the basis of inclusion criteria, then 30 participants were selected and randomly assigned to the experimental and control group (15 subjects in each group). Mothers in the experimental group received 8 sessions of intervention, and the control group received no intervention. Research instruments used in this research were the Strengths and Difficulties Questionnaire (SDQ) and Rosenberg self-esteem scale (SES). The scales were administered to the subjects in all three stages. The results were analyzed using the repeated measures ANOVA method, and showed that there was a significant difference between the experimental group and the control group in terms of the variables related to behavioral problems and self-concept in children with IDD. According to the results, compassion-based parenting education seems to be an effective intervention for improving the parenting skills of mothers who have children with intellectual and developmental disability by reducing their behavioral problems and having a positive effect on their self-concept.

The purpose of this study was to determine the effectiveness of the school-based positive education model on the levels of academic engagement of elementary students. The research method was applied in terms of purpose and mixed-exploratory in terms of data collection. The participants were selected from 57 primary schools located in the district one in Tehran. Two schools that both had a six-grade class and included a total of 59 were selected using the multi-stage cluster sampling method, and randomly divided into the experimental (n=28) and control group (n=31). The experimental group received twelve 40-minute sessions of school-based positive education training. Subjects answered the Academic Engagement Questionnaire (Rio and Tsing) before and after the training. The results of analysis of covariance showed that after the intervention in the component of academic engagement, there was a significant increase (p<0.001). Adolescents are advised to use these concepts to improve their academic engagement which prevents dropouts.

The aim of the present study was to investigate the effects of Parent-Child Interaction Therapy on the relationship between children with Autism Spectrum Disorder (ASD) and their families. The research design was quasi-experimental using a pre-test, post-test method. Twenty-seven 3 to 7-year-old participants (5 females and 22 males) with Autism Spectrum Disorder were selected. The participants were selected through the convenience sampling method, and randomly divided into two groups experimental (n=15) and control (n=12). The experimental group received thirteen 60-minute sessions of Parent-Child Interaction Therapy as a group, twice a week. To assess the effectiveness of the training, the participants completed Pianta Scale (Pianta, 1994) in pre-test and post-test. The data were analyzed using multivariate repeated measures. The results showed that Parent-Child Interaction Therapy decreased the conflict and dependency between children and their mothers. The intervention also increased the closeness in family relationships. Therefore, Parent-Child Interaction Therapy (PCIT) seemed to be effective on the relationship between children with Autism Spectrum Disorder (ASD) and their families.

The objective of this practical study is to evaluate the validity and reliability of Parental Reflective Functioning Questionnaire (luyten et al. 2017). The participants of this study were 244 mothers from Tehran (in 2019) with 1 to 5 year-old children (106 boys and 138 girls) who answered the translated version of Parental Reflective Functioning Questionnaire. The structural validity was obtained by exploratory factor analysis with principal component analysis and varimax rotation the three-factors including prementalizing modes, certainty, and curiosity about mental state and 48.43 percent of the variance was extracted. The Cronbach Alpha obtained in the three factors was respectively 0.68, 0.72, and 0.68, and in the whole scale was 0.70. The structural exploratory factor was the same as the structural parental reflective function. Considering the results of the exploratory factor analysis and the obtained reliability, it seems that there is preliminary evidence converging with the results from the original scale, meaning that this scale can assess the parental reflective function in Iran.

The purpose of this study was to investigate the role of personality characteristics and loneliness in prediction of nomophobia among university students. The method of this research was applied, descriptive and cross-sectional analysis. The statistical population of this study included all of students of Payam-e-Noor University in Zanjan City, in 1396-97 academic year. The sample was comprised of 373 participants selected using the random sampling method (117 male participants and 256 female participants. To achieve the research objectives, the Five Neo Factors (NEO-FFI) questionnaire, the Loneliness Questionnaire (SELSA), and Nomophobia Questionnaire (NMPQ) were used. The collected data were analyzed using regression analyses. The results showed that there was a positive and significant correlation between extraversion, agreeableness, neuroticism, loneliness, and nomophobia (p<%1); however, the relationship between openness and nomophobia was not significant. Also, the results indicated that 15 percent of total variance of nomophobia in the use of mobile phones was predicted by loneliness and personality characteristics, meaning that loneliness and personality traits seemed to increase nomophobia symptoms in students.

The purpose of this study was to investigate the role of mindfulness and psychological wellbeing in predicting self-regulated learning. This study was an applied research using descriptive, cross-sectional, and regression methods of analysis. The statistical population of the study included all students of Islamic Azad University of Science and Research during the second semester of 2015-2016 academic year. The proper size of the sample was determined using the Cochran formula, and it was 384. The participants were selected using the cluster sampling method. Following the removal of invalid answers, 302 cases (200 male participants, and 102 female participants) remained to be analyzed. The scales used in the study were Ryff Psychological Well-being Questionnaire (PWB), Baer Mindfulness Questionnaire (FFMQ), and Pintrich Self-Regulated Learning Strategies Questionnaire (MSLQ). Findings indicated that there was a significant positive relationship between mindfulness and psychological well-being with self-regulated learning (p < 0.01). The results of analysis also showed that the components of lack of reaction to internal experience, positive relationships with others, and personal growth were able to predict self-regulated learning (p <0.05). Based on the findings, it can be concluded that improvement in mindfulness and psychological well-being can positively affects self-regulated learning in students.

The main aim of this research was to compare attention bias toward threats among boys showing signs of depression and aggression disorders. The research tools were the Child Behavior Checklist (CBCL) questionnaire and the Relational and the Overt Aggression Questionnaire. First, using a multi-stage random sampling method, we offered the CBCL questionnaire and Relational and Overt Aggression Questionnaire to 350 parents who had an 11 or12-year-old son. The questionnaires were collected at primary schools in Tabriz area. 40 participants were selected from this population who suffered from depression and aggression (20 students for each disorder). Then we used a computer test named: DOT-PROB in order to check out attention bias among these students. Data were analyzed by SPSS software, using Univariate Analysis of Variance (ANOVA). Findings showed that attention bias toward threats among boys suffering from depression was significantly different from those who have signs of aggression. The average of attention bias toward threats among boys suffering from aggression was higher than in boys who have signs of depression.

This study aimed to study the application of cognitive science in management. The research method was qualitative and meta-synthesis. The research population comprises all of the more than 2000 scientific-technical documents found in 8 internal scientific databases and 10 external scientific databases. Out of these articles, after subject review, abstracts and contents were finally selected and analyzed for 63 articles. Open coding analysis method was used in two levels of concepts and categories for qualitative analysis. Based on the analysis, three groups of applications of cognitive science in management were identified, each of which included subdivisions. The first group is the application of cognitive science to management functions including leadership, decision making, planning, supervision and cognitive control. The second group has been applying the cognitive sciences in various management styles including neuro-leadership, rational-brain leadership, wise and self-directed leadership and self-management. The third group deals with the application of cognitive science in various areas of management including cognitive management and cognitive business management.

The main purpose of this study was to investigate the effect of early instruction on performance and retention of motor sequence task. The research method was applied and quasi-experimental type. The statistical population included all students and staff of the Faculty of Science in Shahid Chamran University of Ahvaz in the second half of 2017, that among them, 36 right-handed subjects, aged 18 to 27 years, indicating healthy nervous system (lack of neurological diseases) were selected using purposeful and available sampling method. They were divided into three groups of 12 subjects, including the early training, late training, and control group. In this study, General Health Questionnaire (GHQ), Mini Mental State Examination (MMSE), General Index of Musical Training and Related Experience (GIMTRE), and Serial Reaction Time Task (SRTT) software were used to collect information and evaluate the samples. The intervention consisted of two phases (acquisition and retention) and 10 stages for response to sequential stimuli during which the results of the groups’ performance were compared. Data were analyzed using descriptive statistics, Shapiro-Wilk test, independent-t, mixed and one way ANOVA test. In the acquisition phase, for the two components of response time and accuracy, there was a significant difference in all the blocks between the groups and this difference was in favor of the early training group. In addition, in the retention test, the difference between the groups was evident, and the early training group responded to stimuli faster and more accurately than the late training and control groups.These findings support the idea that there may be a sensitive period during childhood in which enriching motor training through practice and experience can enhance motor performance in the next stages.

The purpose of this research was to examine the effectiveness of self-Regulation training in adolescents with ADHD for improvement of their executive function and ADHD symptoms. The statistical population was all male adolescents with ADHD in a school in Tehran (2019). The present study was a clinical experiment. For this purpose, 32 high school students in one of the Tehran schools were selected using the random sampling method. For measurement, the Barkley Deficits in Executive Functioning Scale—Children and Adolescents (BDEFS-CA), and the Conners' Teacher Rating Scale (CTRS) were used. Following the pre-test, the participants in the experimental group received self-regulation training. Two months later, the follow-up test was performed. Finally, data were analyzed using covariance analyses. The results of statistical analyses indicated that in the post-test all variables including mind organization, ability to targeting, problem-solving, and self-motivation improved; also, ADHD symptoms decreased. In the two-month follow-up, the ability of problem-solving did not significantly increase. The targeting ability, both in the post-test and in the follow-up, despite of increase, was not meaningful due to the low size effect of. The results indicated that intervention can have positive effects on executive function and reduce ADHD symptoms, but to be more effective, the training needed to be longer and accompanied by practice.

The purpose of this study was to examine the structural model of the effects of self-esteem and appearance schemas on clothing choice style. The study was an applied and predictive research. The population included all students studying at Sepahanshahr universities in 2019-2020 academic year, from which 192 female students were selected using the convenient sampling method. The scales for assessment used in the study were Functions of Clothing (FC), Self-Esteem (SE), Appearance Schemas Inventory (ASI), Self-Objectification Beliefs, and Behaviors Scale (SOBBS), in addition to the demographic questionnaire. The results showed that self-esteem and appearance schemas affected clothing functions including “individuality”, “security”, and “mode” positively, and “camouflage” negatively. Self-esteem had the greatest impact on the function of "mode" and also predicted self-objectification ("body as self") negatively. Self-objectification ("the body as self") also indirectly (with the mediating role of the "self-evaluation schema") predicted all the functions of clothing (i.e., individuality, security, and mode) positively except for camouflage which was predicted negatively. Self-objectification ("body as self") and appearance schemas (self-evaluation) seem to play a mediating role in the relationship between self-esteem and functions of clothing. It is concluded that self-esteem and various aspects of body image (self-objectification and appearance schemas) influence the clothing choice style.

The purpose of this study was to compare the effectiveness of attention amplification and memory amplification on verbal fluency and information processing speed students with dyslexia. This semi-experimental research was an applicable study according to the aim of the study. The population included all dyslexic students referred to the Learning Disorder Center of Khayami in Neyshabur City during March-September 2019 (n=150, girl=70, and boy=80). A sample (n=43, girl=21, boy=22) was selected using available sampling method, and were randomly divided into three groups of attention amplification (n=14), memory amplification (n=14), and control (n=14) groups. Participants were evaluated with both standard reading and dyslexia questionnaires of NAMA (for dyslexia assessment), the letters and signs test (for verbal fluency assessment), and Wechsler Scale (WISC) in pre-post and post-test phase, and also 3 months following the intervention. Data were analyzed using repeated measures ANCOVA in SPSS20 software. In verbal fluency, results showed significant difference in attention- amplification group with a mean difference of 13.92; and in the memory-amplification group with a mean difference of 8.34 compared to the control group (P <0.05). There was a significant difference between the speed of information processing in attention-amplification with a mean difference of 9.65; and memory-amplification with a mean difference of 11.99 compared to the control group (P <0.05). Therefore, according to the findings, attention and memory amplification programs seem to be effective in improving verbal fluency and information processing speed in student with dyslexia.

The purpose of this research was to introduce the alternative model of regression algorithms and having it compared to linear regression. To do this, we need to use modern algorithms such as Ridge, Lasso, and Elastic net regression in which precision is maximized by regularizing the cost function. In this paper theoretical basis and practical implications have been explained.. The target population was patients diagnosed with Post Traumatic Stress Disorder (PTSD) in 2020 for the comparison. 97 PTSD patients (73 females and 24 males) in Tehran were measured in 8 variables related with the intensity of the trauma re-experience. The linear regression, Ridge, Lasso, and Elastic Regressions were used with R software. The results indicated that compared to linear regression, Elastic. LASSO and Ridge explained more variances and had more R square and less MSE respectively. When the main assumptions of Linear regression are not met, using shrinkage regressions seems to be reasonable and accurate.

This study aimed to examine the efficacy of the Independent Learning program (IL) on academic achievement, academic self-efficacy, and test anxiety of female students in seventh grade in Isfahan.The research method was quasi-experimental using pre-test, post-test, and control group .In order to choose a sample, among all schools of 5 regions, 4 schools, 30 students selected who met the inclusion criteria. They were randomly assigned to two groups of experimental (15 students) and control (15 students). In addition to academic Self-efficacy Test (ASES) and Test Anxiety Inventory (TAI), the Achievement and Motivation test of Herman (A.M.T), and Raven intelligence test (APM), were used in this research. Students in the experimental group received Independent Learning program in 10 ninety-minute sessions. Independent Learning program is based on Harvey and Chickie-Wolfe's book (2007) translated by Abedi and Azimifar (1393). The Results The results of the analysis of covariance (ANCOVA) showed that Independent Learning program significantly increased students’ academic self-efficacy and their average academic achievement in natural science, Farsi literature, and social science; but had no effect on their test anxiety and mathematics scores.

This study aims to predict sexual satisfaction and marital intimacy of married university students.The present correlation study was conducted, and the target population chosen for this research were 158 married individuals married on campus. The data of this study were collected through questionnaires of religiosity (ARA), marital intimacy (AIC), sexual satisfaction (ISS), and also marital commitment (DCI). For a better interpretation and analysis, the descriptive inferential method (regression) was applied.The results indicated that 35 percent of sexual satisfaction can be predicted by means of marital intimacy and religiosity. There is also a 43 percent prediction of marital commitment. It seems that religiosity and marital intimacy can significantly affect the sexual satisfaction. Religiosity seems to be a factor in enhancing sexual satisfaction and marital commitment.

The aim of this study was to explain the components of sense of place and to identify the relationship between its variables for the purpose of improving the quality of treatment space in terms of the architectural structure, attention to natural elements, and taking into account the sensory factors. The present study is fundamental in terms of purpose, and is presented by the method of content analysis and examining the views of theorists and analyzing the intervening components of the variables of sense of place, psychotherapy and depression. Findings indicated the direct effect of sense of place components in designing treatment spaces and mutual sensory perceptions of individuals and the environment. In this regard, the patient can be influenced by creative beauty in search of meaning and motivation in life in order to achieve mastery of his mental recovery. The findings suggested that we will consider a technique to foster emotional intelligence by describing the components of sense of place, and thus to build self-esteem and to minimize depression. A positive relationship between emotional states and improved patient sensory perceptions can be established in this context to enhance individual and social behavior.