فصلنامه روانشناسی تحلیلی شناختی
پیاپی 45 (تابستان 1400)

The purpose of this study was structural analysis of the relationships between mental vitality and academic engagement mediated by attitudes toward school and perception of teacher social support.

The method of descriptive research was a survey of correlation and structural equation modeling. The statistical population of the study consisted of all third year high school students in Kermanshah who were studying in the 98-97 academic year. From this population, 650 students were selected using multi-stage cluster sampling method. The Rio (2013) Academic Conflict Questionnaire, Ryan & Frederick (1997), McCook & Siegel (2002), and Elliott et al.'s (2001) Social Support Perception were used as assessment tools. Data analysis was performed with two softwares SPSS19 and AMOS20.

Findings showed an indirect and significant effect of mental vitality on academic conflict through attitudes toward school and perception of teacher social support. In other words, the findings showed that mental vitality has a direct and significant effect on attitudes toward school and perception of teacher social support, and these two variables have a direct and significant effect on academic engagement. Also, the perception of teacher social support on school attitudes and academic conflict; And attitude towards school has a direct and significant effect on academic conflict.

the present study showed that mental vitality can be a good predictor of students' academic engagement through the perception of teacher social support and attitudes toward their school. Therefore, by increasing these three variables, students' academic engagement can also be increased.

The aim of present study was to investigate the effectiveness of solution - focused therapy and emotionally- focused therapy on marital intimacy of couples with attitudes toward marital infidelity.

In this research, a single case experimental design (SCED) of a multiple baseline was used. The statistical population included couples referring to the specialized counseling center of masire zendeghi in Boshehr city in 2019. Eight couples (a total number of sixteen women and men) were selected by purposeful sampling method and based on inclusion and exclusion criteria. Solution-focused therapy sessions for 8 sessions and emotionally-focused therapy sessions for 10 sessions (one session per week) of 90 minutes were conducted with couples and couples were respond on Attitudes Toward Infidelity Scale (ATIS) of Whatley’s and Marital Intimacy Needs Questionnaire (MINQ) of Bagarozzi’s in three stages: baseline, treatment and 2-month follow-up. Data were analyzed using Visual Drawing method, Permanent Change Index (RCI), and Percentage Improvement Formula.

The findings indicated that solution-focused with %14/64 and emotionally-focused therapy with %22/01 therapy caused the overall recovery rate in the post-treatment stage in couples (p≤0/05).

The results of the analysis of research hypotheses showed that solution-focused therapy and emotionally-focused therapy is effective in increasing the marital intimacy of couples with attitudes toward marital infidelity.

The Aim of the present study was to determine the effectiveness of Spiritual Therapy Based self-awareness on psychological well-being and moral judgment of first year high school students in Tabriz.

The research method i a quasi-experimental (Pre-test, post-test with control group). The statistical universe of the present study was all male students of second year of high school in Tabriz in 2018- 2019. Sixty of them were selected by Multi-stage cluster random sampling and replaced in two experimental and control groups (30 each). Students in the experimental group received Spiritual Therapy Training (weekly one sessions 90 minutes) and the control group did not receive any training. Prior and after the training, the subjects completed Ethical Reasoning Questionnaire - Short Form of Rost et al (1972) and Reef Psychological Well-being Questionnaire (1995). Multivariate analysis of covariance and univariate covariance were used for data analysis.

The results of multivariate analysis of covariance showed that Spiritual Therapy Based self-awareness was effective on the components of psychological well-being (independence, mastery of the environment, personal growth, positive relationship with others, purposefulness in life, self acceptance). Also, the results of univariate analysis of covariance showed that Spiritual Therapy Based self- awareness had a significant effect on moral judgment.

Therefore, school counselors and psychologists can improve students' psychological well-being and moral judgment by using Spiritual Therapy Based self-awareness.

This study has investigated the effectiveness of teaching cognitive and metacognitive strategies, aerobics and simultaneous training on verbal working memory of these students.

The approach of this research is quantitative, quasi-experimental and using pre-test, post-test and follow-up with control group. The statistical population was all second and third grade elementary students with special learning disabilities in Mashhad in the academic year 1397-98. The sample size was 48 people selected by available sampling method and randomly divided into four groups of cognitive and metacognitive strategies training, aerobics, concurrenttraining and control. DSM-V diagnostic interview and the new version of the Tehran-Stanford-Binet Intelligence Test were used to collect data.

The post-test and follow-up results showed that the training group of cognitive and metacognitive strategies with aerobics, simultaneous training had a significant difference compared to the control (P <0.05). The mean of cognitive and metacognitive group was higher than aerobic and control and lower than simultaneous training group. The aerobic group had a significant difference with the simultaneous and control training group (P <0.01). The aerobic group had a higher mean than the control and a lower mean than the concurrent training group. The difference between the training and control group was also significant in post-test and follow-up (P <0.01).

According to the results, simultaneous use of cognitive and metacognitive training and aerobic exercise is more effective than when they are used alone.

This study was to investigate The Effectiveness of Educational Model of Emotion Regulation on reducing children Behavior disorders.

This was a quasi-experimental study with a control group and a four-month follow-up period. The statistical population consisted of all children between the ages of 8 and 12 years old referred to the Rehabilitation and Psychology Centers in Tehran by 2019. From this statistical population, 60 persons were selected by convenience sampling and were randomly divided into two groups of experimental and control. The experimental group received 14 sessions of forty-five minutes of individual intervention twice a week.For both groups before, after, and at the four-month follow-up For both groups, the IQ test and Child Behavior Checklist was performed before the intervention And after the intervention and during the four- month follow-up period, only CBCL was completed. Data were analyzed using repeated measures analysis of variance.

The results indicated that the effects of interventions on anxity/deppression (F=295/476؛ effect size=0/83), withdrawn /deppression (F=346/639؛ effect size=0/85), somatic complaints (F=266/312 effect size=0/82), social problems (F=239/718؛ effect size=0/80), thought problems (F=191/224؛ effect size=0/80), attention problems (F=381/511؛ effect size=0/82), rule-breaking behavior (F=228/304؛ effect size=0/79), aggressive behaviors (F=4/889؛ effect size=0/78), Internalizing behavior disorder (F=241/386؛ effect size=0/80), externalizing behavior disorder (F=237/440؛ effect size=0/80) and sustainability of this effect it was in the follow-up period.

According to the results of this study, it is suggested that use Educational Model of Emotion Regulation to Reduce children's behavioral disorders

The aim of this study was to compare the effectiveness of yoga training with emotion regulation training on students' self-management and working memory.

The research method was based on a pre-test-post-test design with a control and follow-up group. The statistical population was 54 second grade female students in Tehran by multi-stage cluster sampling method and were randomly divided into three experimental groups: yoga training (18 people), emotion regulation training (18 people) and control group (18 people). Two training groups were trained. To evaluate working memory, the previous multi-stimulus test was used and to evaluate their management, a self-management questionnaire was used. Data analysis was performed using univariate and multivariate analysis of variance.

Yoga training and emotion regulation training had a significant effect on working memory and self-management at the level of 0.01. The effect of emotion regulation training alone on the detection scores was not significantly different. The results of comparing the effects of the two training methods showed that the effectiveness of yoga training on self-management and working memory was higher than the emotion regulation training method.

Both yoga training methods and emotion regulation training are effective for students, but the effectiveness of yoga training was more than emotion regulation training.

The purpose of this study was to compare the bullying- victim and cognitive abilities of secondary school students of divorced and non-divorced children.

The statistical population of the study consisted of all adolescents aged 16 to 18 years old, divorced children and non-divorced children in the 8th and 13th district of Tehran, who were selected by available sampling method and 50 subjects were selected for each group. Data were gathered using two Nejati cognitive abilities questionnaire (2012) and bullying-victim behaviors (1996). Data were analyzed by multivariate analysis of variance.

The results showed that there is a significant difference between two groups of male students belonging to divorced and non-divorced families in terms of bullying-victim components and boy students belonging to divorced families compared to normal boy students in bullying components - Victim will get higher average grades. There is a significant difference between two groups of boy students belonging to divorced and non-divorced families in terms of cognitive ability components.

boy students belonging to divorced families compared to normal boy students in planning components, constant attention, recognition Social and cognitive flexibility have a weaker performance.

study was to investigate the relationship between High- risk behavior and virtual space and quality of life in the tenth among grade boys and girls in Boukan city in the Academic year 96-97.

The research was applied in terms of purpose and in terms of collecting descriptive information of correlation type. The statistical population of this study included all 10th grade boys and girls in Boukan. A total of 400 students (170 boys and 230 girls) were selected based on multi-stage cluster sampling. The research tools were Mohammad Khani's High Risk Behavior Questionnaire, Purgholami's Cluster Questionnaire and Global Health's Quality of Life Questionnaire. Analysis method was Pearson correlation coefficient and multiple regression.

The results showed that there is a reverse and significant relationship between high risk behaviors and cyber dimensions with quality of life of students in the tenth grade. Also, the results of multiple regression showed that among the high risk behaviors, consumption of alcoholic beverages with the highest variance and relationship with the opposite sex with the least variance, as well as the dimensions of cyberspace, the conflict of values with the highest variance and social isolation with the least variance predicted. Changes in quality of life.

Therefore, Incompatibility technological changes and problems with emotional communication with parents increase high-risk behaviors such as consumption of alcoholic beverages and illicit sex. These behaviors, in turn, will reduce the quality of life and increase social isolation.

This research was performed to understand The Effect of Education, Based on Differentiated Overt Learning Activities (DOLA) Framework in four levels (passive, active, constructive and interactive) on the Academic Achievement of Media Literacy and Critical Thinking in 10th grade male students.

Current research method is semi-Testable, in which is pre-testing and post-testing type with a control group. The statistical population consisted of 117 people (30 in the control group and 87 in the experimental group), Randomly clustered selected from four high school boys and each high school one class in miandoab City. Rickets Critical Thinking Questionnaire and Researcher-made Academic Achievement Questionnaire were completed. Each experimental group was trained for 8 sessions and the control group was trained as passive (traditional)method. After collecting data, using SPSS software, one-way covariance (ANCOVA) and Bonferron pair comparison were used.

showed that education in active levels of the (DOLA) framework has a positive and significant effect on critical thinking and academic achievement. Learning at interactive level has the most impact and passive (traditional) learning has the least impact on learning. As well as moving in from the passive level to the interactive level, student scores also increase

It can be concluded that the more actively teaching is taught in schools, the more critical thinking and student learning will progress.

The present research has been aimed to compare the effectiveness of painting therapy and narrative therapy in improvement of the symptoms of separation anxiety in pre- school children.

This research is a semi- experimental study with pretest-posttest design and control group. The population includes the children of 5-6 years old in kindergartens of Tehran, District 2 in the academic year 2017-2018. Out of the mentioned population, 215 mothers of the children were selected by convenience sampling. In order to evaluate their children’s separation anxiety, they answered the Gado and Sprafkin child symptom inventory (1994) and Conners’ Comprehensive Behaviour Rating Scales (1991). By convenience sampling, 45 children were selected and randomly assigned to two experimental groups and a control group in an equal manner. The first experimental group (painting therapy) and the second experimental group (narrative therapy) received eight 60-min training sessions, and the control group was kept in the waiting list. Data analysis was done by univariate analysis of variance (ANOVA) and independent t-test in SPSS 22.

The results showed that by controlling the pretest effect, there is a significant difference between the mean posttest scores of the two experimental groups (paining therapy and narrative therapy) and the control group in terms of separation anxiety (P!0.01). Also, a significant difference was found between the effectiveness of the two methods of paining therapy and narrative therapy (P!0.01).

Narratives lead the children towards facing with their anxiety and fears and perceive them as a part of the usual emotions and thoughts instead of escaping from them. In this way, they can express their feelings in a better way. So, the therapists can get a more comprehensive recognition of their thoughts and help them to decrease their separation anxiety.

The aim of this study was to compare the effectiveness of Acceptance and Commitment Therapy (ACT) and Sign Therapy on the job performance of cultural women.

It was a quasi-experimental with a pretest-posttest design with a control group. The statistical population included all women referring to education centers. Using available sampling method, 45 people were selected and randomly divided into two experimental groups (15 people in each group) and one control group (15 people). The experimental groups participated in 10 sessions of acceptance and commitment therapy sessions (based on Hayes in 2004) and semantics sessions (based on Frankl (1963)) in groups for two hours. The instrument used was the Job Performance Questionnaire (Patterson et al., 2000). Data were analyzed using univariate analysis of covariance.

ACT treatment and meaning therapy increased the job performance of cultural women. Also, the effect of ACT treatment on improving women job performance was more than meaning therapy.

It can be said that ACT treatment and semantic therapy increase women's job performance and these treatment methods can be used to increase the job performance of employees of organizations.

The purpose of this study was to investigate the effectiveness of social and communication skills training using cognitive-behavioral approach on social adjustment and academic resilience in Shahrekord state universities female students with martyred and veteran parents in 2019-2020. The study population consisted of all female students of Shahrekord state universities with martyred and veteran parents in the academic year 2019-2020.

The research design was quasi-experimental with pretest-posttest and control group. Research instruments were the California Test of Social Adjustment (1939) and the Samuels Academic Resilience Scale (2004).Interventions were performed within 10 90-minute sessions. Data were analyzed using repeated measures analysis of variance in SPSS 22.

The mean scores of social adjustment (P<0.001, Eta=0.38) and academic resilience (P<0.05, Eta=0.16) showed a significant increase at the post-test in the experimental group compared to the control group and that effect lasted for a month and a half. The findings of the present study indicate the effectiveness of social and communication skills training on social adjustment and academic resilience in students with martyred and veteran parents.

Given the increase of social adjustment and academic resilience, students should pay more attention to the role of social and communication skills training as a strategy for improving academic adjustment and resilience.