نشریه پژوهشهای روان شناختی
سال بیست و سوم شماره 1 (بهار و تابستان 1400)

The aim of the present study was to explore the role of basic psychological needs in the relation between interpersonal dependency and mental health. To do so, 251 male and female psychology students of University of Tehran participated in the study. The sampling method was non-random and available. Participants provided self-reports on Interpersonal Dependency Inventory, Basic Psychological Needs Satisfaction, Satisfaction With Life Questionnaire, and Anxiety and Depression Questionnaire. To analyze the data, the statistical methods of computing mean, standard deviation, correlation coefficients and structural equation methods were used. The results showed that the need for autonomy, competency, and the relatedness play a medi-ating role between types of dependency with life satisfaction, anxiety, and depression. Satis-faction of relatedness and competency mode-rates the relationship between types of dependency and all health variables, and Satis-faction of competency moderates the relation-ship between types of dependency and all health variables except the relationship bet-ween exploitable dependency and depression. Therefore, the results imply that basic psycho-logical needs are important in improving psychological health of individuals; Moreover, targeting these mediating variables can reduce symptoms in individuals, because it is more feasible and achievable than changing the quality of dependency.

The aim of the present study was to investigate the relationship between academic resilience (AR) and academic engagement (AE) with the mediating role of emotional self-regulation (ESR). The study was descriptive - correlational, and the participants were 11th-12th grade boy students (n=22), studying either mathematics or life sciences, in the academic year 2018-19 in Tehran. The participants were selected by using the convenience sampling method. The data was collected by the Rio and Tseng Academic Engagement Scale (AES), the Samuels Academic Resilience Inventory (ARI), and the Grass and John Emotion Regulation Questionnaire (ERQ). The results of the path analysis method showed a significant relationship (P≤0.01) between AR-AE, AR-ESR, as well as AE- ESR. The results also indicated that AR (P≤0.001) and ESR (P≤0.01) can predict AE. Therefore, it can be concluded that AR improvement with ESR mediation will result in more academic engagement in students.

Test anxiety is one of the most prevalent problems that students encounter in their studies and affects their academic performance. Over the previous decades, researchers to reduce test anxiety have used various therapy interventions. The purpose of the present study was to perform a meta-analysis on the effectiveness of therapy methods in reducing test anxiety of students. The method of the present research was a meta-analysis. The research instrument was a checklist of meta-analysis The statistical population includes available research related to test anxiety between the years of 2009 to 2019, and their report was published. According to the marked entry and exit criteria for the initial research, 100 effect sizes of 75 research were obtained which remained 49 effects after sensitivity analysis. The results showed that behavioral (ES=-1/858), cognitive (ES=-1/860); metacognitive (ES=-1/784) and cognitive-behavioral (ES=-1/985) methods are effective in reducing test anxiety. In addition, Interventions were more effective in reducing test anxiety in girls (ES=-1/952) and collage-students (ES=-2/096). The results of this study can guide researchers and therapists in the field of test anxiety. The results of this study show that effectiveness therapy interventions are in reducing test anxiety but cognitive-behavioral intervention was found to be more effective than other interventions. In addition, Interven-tions had a significant impact on college students. These results can guide researchers and therapists in the field of anxiety test.

The present study was conducted to investigate the effectiveness of compassion-focused therapy on distress tolerance and rela-tionship attributions in divorced women. It was a quasi-experimental study with pretest, post-test and control group design. The statistical population of the study included all divorced women in Behbahan in 2020. The samples of this study consisted of 30 divorced women (15 in experimental group, and 15 in control group) who were selected through convenience sampling method and according to the in-clusion criteria. The experimental group participated in eight ninety-minute sessions during two months while the control group didn’t receive this intervention during the conduction of the study. Distress Tolerance Scale (DTS) and Relation-ship Attribution Measurement (RAM) were the applied ques-tionnaires. Data were analyzed using univariate and multivariate analysis of covariance. The results showed that compassion-focused the-rapy has been effective on distress tolerance and relationship attributions (P<0/001). Accor-ding to the findings of the present study, compassion-focused therapy can be suggested as an efficient method in order to increase distress tolerance and relationship attributions in divorced women.

study aimed to investigate the effectiveness of an emotion regulation pro- gram using emotional schema therapy on distress tolerance and empowerment of mothers of children with autistic disorder. The research method was quasi-experimental with pretest-posttest and a control group. The statistical population of this study included all mothers of children with autism disorder in Isfahanin. Sampling was done through available sampling method, and forty people were randomly selected and assigned to experimental and control groups. The independent variable of the emotion regula-tion training program based on Leahy's emotional schema therapy method was administered, in 8 sessions for the experimental group. The distress Tolerance Scale (DTS) and Family Empower-ment Scale (FES) were the instruments of the study. For data analysis, analysis of covariance was used. The results indicated that an emotion regulation training program based on Leahy's emotional schema therapy improved the empowerment and distress tolerance in mothers of children with autistic disorder (P<0.01)

The purpose of this study was to determine the efficacy of acceptance and commitment therapy on binge eating and body image concerns in sufferers of binge eating disorder. The research method was quasi-experimental with pretest-posttest with experi-mental and control groups. The population of the study consisted of all the clients who were referred to Shiraz weight loss clinics from January to March 2018. Among the patients diagnosed with binge eating disorder, 30 clients were selected using purposive sampling method and administered Binge Eating Scale and Body Image Concern Inventory as pre-tests. They were randomly assigned to experi-mental and control groups. The experimental group received 8 sessions of 90-minutes acceptance and commitment therapy, and were tested again. The results showed that there was a significant difference between pre-test and post-test in the level of binge eating disorder symptoms and body image concerns in this group. This study showed that acceptance and commitment group therapy is effective in re-ducing binge eating and body image concerns in sufferers of binge eating disorder.