فصلنامه روان شناسی کاربردی
سال پانزدهم شماره 2 (پیاپی 58، تابستان 1400)

This study aimed to investigate the effect of perceived parental relationships, teacher‐student relationship and personal best goals on academic buoyancy.

Therefore, 600 secondary high school girl students completed personal best goals questionnaire of Martin (2006), academic buoyancy questionnaire of Dehganizadeh and Hoseinchari (2012), perceived parental relationship questionnaire of Gronik et al. (1997) and Teacher as Social Context Questionnaire (TASCQ) of Belmont, et al. (1992). Multilevel Structural Equation Modeling (MSEM) was used for analyzing data.

In between group level perceived parental relationship and teacher‐student relationship positively predict students` personal best goals, which in turn the best personal goals positively related to students' academic buoyancy. Also, there was a significant indirect inter-cluster effect of perceived parental relationship and perceived teacher‐student relationship. The direct inter-classroom perception of parental relationships on academic buoyancy was significant, but this effect was insignificant for perceived teacher-student relationship, suggesting that students' personal best goals completely meditate relationship between inter-classroom perceptions of teacher-student relationships and academic buoyancy.  27.19% of variance in academic buoyancy at student level was explained by individual level variable and 78.67% of variance in academic buoyancy at class level was explained by contextual variable.

Guiding students towards personal best goals orientation by teachers and creating a supportive atmosphere in the family by parents can improve students' academic buoyancy.

Physical distance regulation in interpersonal interactions is a key component of the quality of close relationships. This distance is regulated differently in various individuals and psychological states. The aim of this study was the study of comfortable interpersonal distance in individuals with negative and positive self-concept.

In this study we compared 47 students with positive self-concept with 47 students with negative self-concept in terms of the comfortable interpersonal distance when facing different protagonists (including mother, love partner, close friend, childhood self-image and current self-image as significant others, as well as salesperson and thief). All participants in both groups completed modified computerized version of the comfortable interpersonal distance (CID) task in both the passive mode (when protagonists approached them) and the active mode (when they approached protagonists). We asked participants to determine the point at which they felt uncomfortable.

The results of repeated measures MANOVA showed the negative self-concept group preferred a significantly larger interpersonal distance than the positive self-concept group with all protagonists except the salesperson and thief.

The results of this study, while emphasizing the role of self-alienation in regulating interpersonal distance with others, were discussed in the framework of object relations and attachment theories.

The aim of this study was making a questionnaire for diagnosis of Oppositional Defiant and Conduct Disorder in primary boys' school (6-12 years old) and to assess its validity and reliability.

The research method was descriptive correlational. A total of 1200 male elementary school students in Tabriz were selected by multi-stage random sampling method and with the cooperation of mothers of the same students, the questionnaire was constructed based on DSM-5.

The results of exploratory factor analysis using independent Varimax rotation introduced three independent conduct factors, argumentative/defiant behavior and angry/irritable mood that explained 15.79%, 14.75% and 14.06% of the variance of variables and 44.61% of the total variance of variables, respectively. In order to assess the validity, the Eigevalue method was used more than 1 and the results showed that both the three factors and the whole questionnaire have good validity. Cronbach's alpha coefficient in assessing the reliability of the three factors of the questionnaire was 0.74, 0.60, 0.74 and for the whole questionnaire (α=0.77), respectively. The mean prevalence of conduct disorder, argumentative/defiant behavior and angry/irritable mood behavior of children in the sample group were 2.7%, 7.8% and 15.6%, respectively, based on DSM-5 dimensional approach.

Considering the desirable behavioral characteristics of Oppositional Defiant and Conduct Disorder Questionnaire, this tool can be used for research and clinical applications.

The purpose of this study was to investigate the effect of emotional self-control training on managing interpersonal conflicts and problem-solving strategies among women with marital problems.

The research was a semi-experimental with pretest-post-test design with control group and follow-up study. The statistical population of the study was 300 women with marital problems, that 34 people according to their high grades in marital conflict questionnaire (MCQ)and low grades in emotional self-control index were selected as samples and  Based on demographic variables (age, education, economic status, duration of marriage, number of children), they became homogeneous, and randomly placed in two groups as experiment (n=17) and control groups(n=17).The experiment group was trained in eight 75-minute sessions base on the Gross emotional regulation protocol, and the control group did not receive any training. Data collected with interpersonal conflict management styles (ROCI-II) and problem solving questionnaires (PSS) and analyzed with Multi-covariance analysis (MANCOVA).

The results indicated that by controlling the pre-test grades, the difference between grades of experiment and control groups was meaningful among integrated conflict styles, avoiding, dominant and compromising except required conflict solution styles. The difference between experiment and control groups in problem solving styles (constructive and non-constructive) was meaningful, too. Results related to the effect of emotional self-control on conflict resolution styles and problem-solving methods persisted in follow-up studies.

Based on the findings of this research, emotional self-control education has an impact on managing interpersonal conflicts and problem-solving strategies, accordingly.

The purpose of this study was to investigate the psychometric properties of the Covid-19 traumatic stress scale Which examines the effects of the corona virus on various aspects of Iranian life.

The present study was a descriptive correlational study. The statistical population included all adults in Tehran in the age range of 17 to 72 years. 461 people participated in the study through an online call. To analyze the data, Classical Test Theory and Item Response Theory were used and statistical software Spss version 26 and R software version 4.0.1 were used.

The results of the instrument validity study using exploratory and confirmatory factor analysis (classical theory) and multidimensional models (Item Response Theory) confirmed three factors related to the Covid-19 traumatic stress Scale. convergent and divergent validity of the instrument was also confirmed. The validity of the scale was confirmed by Cronbach's alpha method (alpha values above 0.70 for all three factors and the total score) and the retest method (high intra-class correlation between the two measurement steps) in the classical approach of the test. Based Item Response Theory, the validity of the data was assessed using the Information function and measurement error. The Information function showed that all three factors in the trait level range between 2- to 2 had the highest awareness and the least measurement error (p <0.05).

The Covid-19 traumatic stress scale has good validity and reliability in Iranian society and can be used as a valid scientific tool to assess the effects of the Corona virus on various aspects of Iranian life.

The aim of this study was to evaluate the effectiveness of IFIO in improving the safe relationship between couples among couples in Dezful.

In this study, a single case experimental design of multiple asynchronous baseline was used. The study population included all couples who referred to psychological clinics in Dezful in 1399. The research sample was selected using purposive sampling method. The sample consisted of 4 couples (8 people) referred to these clinics who were considered as insecure couples according to the score of the Safe Communication Questionnaire (BARE). The IFIO protocol was implemented in three phases: baseline, 8-session intervention, and 3 to 1-month follow-up. Subjects answered the BARE Questionnaire and the Intimate Security Questionnaire (ISQ) before treatment, in the middle of treatment, at the end of treatment, and every month after treatment for 3 months.

The results of the data using visual drawing method, stable change index (RCI) and recovery percentage formula showed thatIntimacy From the Inside Out therapy (IFIO) has a significant effect on increasing safe communication and emotional security and couples' self-esteem. And the couple were able to maintain the therapeutic effects in the quarterly follow-up.

Based on the data, it can be concluded that (IFIO) has been effective in increasing the secure relationship and Emotional Security, Secure to Being self of couples.

 The aim of this study was to investigate the psychometric properties (validity and reliability) of the student version of the Academic Motivation Scale. 

 This study was a psychometric correlation study. The sample consisted of 400 students of the Islamic Azad University, South Tehran Branch, who were selected by available sampling method and completed the student version of the Vallerand, Pelletier, Blais, and Briere (1992) Academic Motivation Scale. Data were analyzed using expolary factor analysis, confirmatory factor analysis, Cronbach's alpha and retest. 

 The results of exploratory factor analysis showed 23 items 7 intrinsic motivation factors (with the amount of variance explained 12.85), achievement (with the amount of variance explained 11.89), identified (with the amount of variance explained 10.44), amotivation (with an explained variance of 10.40), extroversion (with an explained variance of 10.19), stimulation (with an explained variance of 7.9), and knowledge (with an explained variance of 6.57). The results of confirmatory factor analysis confirmed the findings of exploratory factor analysis. Fit indices were obtained in both models of confirmatory factor analysis at the appropriate level of 0.001. The overall reliability coefficient of the scale was obtained by Cronbach's alpha (0.88) and retest method (0.86) for the desired level. 

 The results of the study showed that the student version of the Academic Motivation Scale has good validity and reliability and can be used to measure academic motivation in students.