فصلنامه روش ها و مدلهای روان شناختی
سال یازدهم شماره 42 (زمستان 1399)

Bullying at school is an interpersonal type of violence which could have serious short-term and long-term consequences for both the bullying and the victimized students. The present study aimed to cluster the bullying and victimized students based on their social competence and social preference.

This study was descriptive and exploratory Clustering. The statistical population included all 13-15 year old students in Kashan. Using cluster sampling, 414 students (202 females & 212 males) were chosen. The participants filled in Illinois Bullying Scale and Smart and Sanson Social Competence Questionnaire, The Warden and Mackinnon Social Behavior Questionnaire (SBQ), and Sociogram.

The data were clustered using hierarchical method, showing four distinct clusters of students. The statistical and empirical validity of the data were confirmed: social preferred (35.99%), bullying (20.77%), social competent (26.81%), and victimized (16.42%). In addition, comparison of the clusters by considering gender, practical prosocial behavior, relational prosocial behavior, overt antisocial behavior, relational antisocial behavior, victimization showed that our clustering was sufficiently valid. The findings indicate that the bullying and victimized students have different behavior profiles with different characteristics.

Cluster analysis could help identify these profiles and thereby be used as a basis for designing and taking necessary measures regarding the prevention and intervention of the bullying behavior and its consequences.

One criteria of well-being is subjective vitality. To know the predicting factors of subjective vitality as one of the main indicator of health and motivation is very critical. The purpose of this study was to investigate the causal relationship between parental psychological control and students' subjective vitality with the mediating role of cognitive emotion regulation strategies. Participant consisted of 346 Shiraz University undergraduate students who selected by cluster random sampling, and completed the Soenens et al.'s dependency-oriented and achievement-oriented psychological control scale, Garnefski & Kraaij’s cognitive emotion regulation questionnaire, and Ryan & Frederick’s subjective-vitality scale. The findings showed that psychological control of parents negatively affected subjective vitality and adaptive cognitive emotion regulation strategies. The effect of parental psychological control on maladaptive strategies was positive and statistically significant. Maladaptive strategies showed negative effects on subjective vitality, and adaptive strategies had positive effects on subjective vitality. The Bootstrap test confirmed the mediating role of cognitive emotion regulation in the relationship between parental psychological control and subjective vitality. According to this research findings, it can be concluded that decrease of parental psychological control leads to children's more use of adaptive strategies and thereby leads to a promotion of children’s subjective vitality.

The purpose of this study was to investigate the mediating role of emotional intelligence between in the relation to the dimensions of the theory of mind with social skills in students with learning disabilities.

The research population of this study was all students with learning disabilities in elementary school who were studying in educational centers in Shiraz and Marvdasht. For example, 227 students were purposefully selected. The required information was collected by Stairnamn's (1999) theory of mind test, emotional intelligence scale, (1980) and Matson's social skills scale (1983). Statistical analysis was performed by testing the multiple mediation model with more than one independent variable using the Pricher and Hayes (2014) statistical program.

The findings indicated that emotional intelligence can play a mediating role between the theory of mind and social skills in children with learning disabilities. This represents a full mediating role (not partial) of dimensions of happiness, realism, interpersonal relations, self-control and flexibility in the relationship between the second-level theory of mind and social skills.

There is a significant relationship between the theory of mind and emotional intelligence and social skills in children with learning disabilities.

The aim of this study was to compare the effectiveness of education based on flipped learning and education based on participatory learning on academic achievement, academic self-regulation and academic engagement of sixth grade elementary school students in Lamerd city.

The research method was applied in terms of purpose and quasi-experimental with a pre-test-post-test design with a control group. The members of the research sample were selected by available sampling method. Researcher-made academic evaluation test, Bofard self-regulatory scale, and Shuffle and Becker academic engagement scale were the measuring instruments of this study.

In general, one-way analysis of covariance for academic achievement scores (F = 19.83 and p = 0.001), academic self-regulation (F = 22.19 and p = 0.001) and academic engagement (F = 19.86).

education based on collaborative learning had a positive and significant effect on academic self-regulation and academic engagement, but did not have a significant effect on academic achievement

In recent years, efforts to increase the level of mental health and improve the relationship between couples in order to increase family stability and prevent marital turmoil and divorce has been considered. The purpose of this study was to compare the effectiveness of positive couple therapy and Solution-Focused Brief Therapy on improving marital adjustment and psychological well-being.

In this quasi-experimental research method along with pretest-posttest design used with three groups (two experimental groups, a positive couple therapy group, a Solution-Focused Therapy group and a control group). The statistical population consisted of all married couples in Shiraz. The sampling method was improbably purposeful. 48 people who scored lower in psychological well-being and marital adjustment were considered as the final sample. 16 people were placed in each group. The experimental groups were treated in 8 sessions of 90 minutes. Ryff Psychological Well-Being Scale and Spanier Adjustment Questionnaire were used to collect data.

The results showed that both therapeutic approaches had an effect on psychological well-being and improving marital adjustment in families. (P≤ 0.05) But no significant difference was observed between the effectiveness of the two intervention methods (P> 0.05).

The findings of the present study provide acceptable empirical support for the Solution-Focused Brief Therapy and positive couple therapy.

Today, burnout has become a common organizational problem that covers all aspects of people's lives and has led to a reduction in labor and damage to the country's economy and production.The aim of current research was to investigate the causal relationship of the centralized decision-Making and workplace mobbing with job burnout considering mediating role of organizational silence.

The study was correlational research based on structural equation modeling. The statistical population of present study was all employees of management of repair, completion, and technical services wells of National Iranian South Oil Company (NISOC) in 2019. This population used as research sample (376 employees).The participants completed the Centralization in the decision-Making (46)), Organizational Silence ((39),), Workplace Mobbing (48) and Job Burnout (6) Questionnaires. Structural equation modeling (SEM) was used for data analysis. The indirect effects were tested using the bootstrap procedure. Results showed that the proposed model fit the data properly.

results showed that centralized decision-Making and workplace mobbing had significant path coefficients with job burnout. Moreover, indirect path coefficients of centralized decision-Making and workplace mobbing with job burnout through organizational silence were significant.

Based on the findings of this study, it can be concluded  that in order to reduce job  burnout, it is necessary to consider the role of centralized decision-making, mobbing  in the workplace and organizational silence.

the importance of social communication in the adolescence  is such that it can affect the person 's future life. The purpose of this research is Investigating the mediating role of the locus of control on religious orientation and social anxiety in high school students. The research design was descripitive- correlational and structural equation modeling was used to data. The population of this research was all high school students in Shiraz city. Data analysis using structural equation modeling in AMOS software confirmed that proposed model has acceptable fit indices. In sum, locuse of control of students can mediate the effect of  religious orientation and social anaxiety. locuse of control of students can mediate the effect of  religious orientation and social anaxiety.

In recent decades, different methods have been used for improving family emotional conditions. The purpose of the current study is assessing both methods of mothers' behavioral management training and cognitive-behavioral training with and without the presence of girls in family emotional conditions.

This research has performed by pre-test, post-test, and follow-up with the control group, experimentally. The statistical population consists of girls from 13 to 15 years old in Zeynabiyeh school in Shahriar. Our assessment has been done on 600 students. Then 45 students were selected randomly among 120 students with weak family emotional Conditions, then, randomly replaced them in two experimental groups and one control group. The first training group received mothers' behavioral management and girls' cognitive-behavioral group training and the second training group received mothers' behavioral management training. The control group also did not receive any training and was placed on a waiting list. The data collection tool was the Hillburn Family Emotional Questionnaire (1964) in which data has been investigated using repeated measure MANOVA (Multivariate Analysis of Variance).

The results indicate that mothers' behavioral management training and cognitive-behavioral group therapy of girls led to enhance the family emotional Conditions. However, mothers’ behavior management training alone could not increase family emotional Conditions. These outcomes were also acknowledged in the follow-ups.

It seems that both mothers’ behavioral management training and cognitive behavior group therapy can be an effective intervention to increase family emotional Conditions.

The purpose of this study was to investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and alexithymia mediated by academic procrastination in adolescent girls.

The statistical population included the Bandar Imam Khomeini high school girl students, in 2019. 352 of them were selected by multistage cluster random sampling. They responded to these questionnaires: smartphone addiction scale, Multidimensional Scale of Perceived Social Support, Alexithymia Questionnaire, academic procrastination Scale, and subjective vitality questionnaire. Data were analyzed by structural equation modeling

The results showed that in both groups of addicted students to mobile and non-mobile addicted, the direct path of social support and alexithymia was not significant with subjective vitality, but the direct path of academic procrastination to subjective vitality was negative and significant and social support had a negative and significant relationship with academic procrastination and alexithymia had a positive and significant relationship with academic procrastination. Academic procrastination also mediated the relationship between social support and alexithymia with subjective vitality. Dependence on mobile phones moderated this mediation model.

By increasing social support and treating alexithymia, it is possible to reduce academic procrastination in adolescents and thereby improve subjective vitality. And by teaching the correct use of mobile phones, the intensity of the impact of factors on reducing subjective vitality decreased.

The education organization spends a significant amount of money annually on student education, and the drop in students, in addition to wasting the country's expenses, jeopardizes the resources of the next generation of manpower. Therefore, this study aimed to investigate the mediating role of basic psychological needs satisfaction in the relationship between the dimensions of family communication patterns and perception of the classroom environment with academic self-regulation.

For this purpose, in this descriptive-analytical study, 225 female high school students were selected from Shiraz school students by cluster random sampling method. Participants completed basic psychological needs satisfaction questionnaire (Gagné, 2003), family communication patterns questionnaire (Koerner & Fitzpatrick, 2002), academic self-regulation questionnaire (Savari, Arabzadeh, 2012), and perception of the classroom environment questionnaire (Gentry, Gable and Rizza, 2002). The findings were analyzed using SPSS-20 and SMART-PLS-3 software using statistical method of structural equations and Pearson correlation coefficient.

The results showed that satisfying basic psychological needs, conversation orientation and perception of the classroom environment were significantly related to academic self-regulation (p < 0.05). Satisfying the basic psychological needs between conversation orientation and perception of the classroom environment played a mediating role in academic self-regulation.

Based on the findings of this study, it can be said that apart from influential family and educational factors, satisfying psychological needs as an intermediary variable has a role in improving academic performance and should be considered to improve academic self-regulation.