Iranian Evolutionary and Educational Psychology Journal
Volume:3 Issue: 4, Dec 2021

The aim of this study was to evaluate the effectiveness of the educational package of cognitive-metacognitive strategies and cognitive intervention in solving the mathematical verbal problem and cognitive functions in students with special math learning disabilities. The design of the present study was a pretest-posttest with a control group. The statistical population of the study consisted of all fourth grade elementary students with special learning disabilities in Bahmaei city, Iran in 2020. From this population, 16 people were selected as the research sample by purposive sampling. The training package was presented in the form of 9 sessions of 45 minutes. Content validation was used to validate the training package. The research instruments were a researcher-made questionnaire for solving mathematical verbal problem, Wechsler scale index version 5 and Key Math scale. Research hypotheses were tested by repeated measures analysis of variance. The results indicated that the educational package and cognitive intervention could significantly increase cognitive functions and mathematical verbal problem solving in students with special math learning disabilities (p < .01). Comparison of means of post-test and follow-up in the variables of mathematical verbal problem solving (MD = 0.31, p < .52,), planning (MD = 0.13, p = .99), concurrent processing (MD = 0.38, p <0.49) and sequence processing (MD = 0.25, p <0.12) showed that there was no significant change in dependent variables after two months. Explaining this result, it can be said that the training package has been effective in the long time. On the other hand, teaching cognitive-metacognitive strategies compared to cognitive intervention had a greater effect on the variables of mathematical verbal problem solving (t = 3.12, p < .01) and simultaneous processing (t = 3.22, p <.01). Accordingly, the teaching of cognitive-metacognitive strategies can be used to improve cognitive functions and verbal problem solving in students with special math learning disabilities.

Major depressive disorder refers to the creation of boredom with intense nostalgia and excessive apathy for aspects of life that were previously enjoyable. The present study was conducted to evaluate the effectiveness of the acceptance and commitment-based treatment matrix model to the quality of life components of patients with major depression. The present study was a quasi-experimental study with a pretest-posttest design and follow-up with a control group. The statistical population of this study consisted of all patients with major depression who referred to counseling and psychology clinics in Bandar Abbas, Iran in 2020. For the study, 30 people who were based on symptoms of major depression with a criterion of 14 score and above were selected as a sample of this study. They were then randomly assigned to two groups. Beck Depression Inventory (BDI-II) and WHO Quality of Life (WHOQOL-BREF) were used to collect data. The acceptance and commitment-based treatment matrix model was implemented in experimental group in 13 sessions as a group based on the instructions of Polak et al. Data were analyzed using univariate analysis of covariance and Bonferroni post hoc test at a significance level of .05 using SPSS statistical software. The results indicated a significant effect of the acceptance and commitment-based treatment matrix model on the quality of life variable and its components (P<.001) and this effect is permanent in the follow-up stage (P<.001). In general, it could be said that this treatment method was one of the effective treatment methods in reducing depression. Improving the quality of life could be used in medical centers, and counselors, clinical psychologists, and therapists could use the matrix model of treatment based on acceptance and the commitment to reduce depression and increase the quality of life of people with major depression.

This study aims to compare the effect of mindfulness-based cognitive therapy and Imagery Rescripting and Reprocessing Therapy on self-caring mothers of children diagnosed with an autism spectrum disorder in 2019. The statistical population of the study is 105 mothers of children with an autism spectrum disorder in two schools of Ahvaz, of which 45 mothers are randomly selected and 15 people are divided into three groups. The type of research is applied based on purpose whereas the data collection method is based on field and quasi-experimental research, along with pre-test-post-test with the control group. Research tools consist of Long-Form Neff Self-Compassion Questionnaire (2003), Measuring Hall and Edwards (1986), Spirituality Training, et al. (2010), Mindfulness-Based Cognitive Therapy Protocol (2003), and Imagery Rescripting and Reprocessing Protocol with Processing Cognitive by Smucker (1995). The results obtained from analysis of covariance by SPSS software version 24 show that mindfulness-based method with the simultaneous effect of group type and test status of (p = 0.00), F = 58.31, the effect size of 0.510, and also Imagery Rescripting and Reprocessing with cognitive processing with the simultaneous effect of type Experimental group and condition. (p = 0.00) and (F = 40.36) have an effect on self-compassion of mothers of children with autism spectrum disorder that the effect size is 0.394 and more than the error level of 0.05. Therefore, it indicates that there is no difference between the two treatments on self-compassion of mothers of children diagnosed with an autism spectrum disorder.

This research is conducted with the aim of comparing effectiveness of two models, motivational interviewing and motivational interviewing with Islamic ontological orientation, in increasing couple’s domestic violence motivation of change. Two couples have been selected with convenient and purposeful sampling. To evaluate couples' motivation of change, URICA- DV questionnaire is administered which is normalized by this researcher. Case study design (A- B) is used to measure the effectiveness of two models. Data is analyzed with chart analysis, permanent change index and clinical significance using percentage of recovery. Analysis results show that motivational interview with Islamic ontological orientation is more effective than motivational interview.

The purpose of this study is to investigate the psychological and social roots of adolescents leaving school with a view to developing a model of survival of high school students to the end of high school in the education cycle in Hormozgan province. The present study is one of the basic researches in terms of purpose and descriptive in terms of data collection method. Also, based on the nature of the data, the mixed type with the exploratory sequence design is used. Two communities are used for the qualitative part. The first population consists of 40 dropout students in four cities in provinces that are selected by simple random sampling. The second group consists of education experts and school counselors and student’ parents, from whom 10 people are selected by purposive sampling. Two communities are used for the quantitative part of the research. The first population consists of drop-out students from all cities of the province. Also, the second community consists of experts in the field of education and school counselors of Hormozgan province and parents. For the main study, 300 dropouts in the first and second secondary schools, 40 educational experts, 40 school counselors and 20 parents are selected by cluster random sampling. Semi-structured interviews are used to collect information in the qualitative section and a researcher-made questionnaire was used in the quantitative section. According to the findings of the quality department, the most important factor in the dropout of students are related to the financial and economic problems of families and in later degrees the importance of school, the behavior of school staff and teachers, cultural problems of the family and living environment. In general, the research findings have supported the role of economic, family and cultural factors in academic failure or dropout. The development of strategies for barriers removal of academic failure lead to a model of in schools enthusiasm in the province.

Job performance of department heads, as an important and influential human resources and capital in the university, is of particular importance for achieving the lofty goals of higher education. The aim of this study is to investigate talent management and critical thinking rate in improving job performance of department heads. The research method is correlational and an applied research. The statistical population of the present study is 49 managers of all departments of the Islamic Azad University of Kerman; through Cochran's formula, 44 people are selected as a statistical sample by simple random sampling. In order to collect data and measure the research variables, three standard questionnaires of talent management (Ohli 2007), the standard questionnaire of critical thinking of California Fashion (1990) and the job performance questionnaire (Patterson 1992) are used. Data are analyzed using multiple regression coefficient, Pearson correlation and SPSS software version 23. Findings show that talent management and critical thinking play a role in promoting the job performance of department heads of Islamic Azad University of Kerman and critical thinking has the most important role in comparison with talent management. Also, among the dimensions of critical thinking, the most important role is related to evaluation and then analysis, following by deductive reasoning, inference and inductive reasoning, respectively. Accordingly, the necessity of providing a suitable environment for training, growth and development of talent management and critical thinking of department heads with the aim of improving the level of their job performance as effective and valuable human resources in the university, is suggested.

The present study aimed to investigate the relationship between parental psychological control and imposter syndrome through the mediation of academic procrastination in gifted students of Karaj city in 2019. The research design was causal-correlational and had a field type. The statistical population included 300 girl students of gifted high schools in Karaj city and 169 of which were selected as the sample of the study based on stratified random sampling and using Morgan’s sample size table. The research instruments included the Academic Procrastination Scale, the Clance Impostor Phenomenon Scale (CIPS), and Parental Psychological Control Scale. Data were analyzed by descriptive, inferential statistics, and structural equation modeling (SEM). The results showed a significant positive relationship between dependency-oriented psychological control (DPC) and imposter syndrome in gifted students (P= 0.0001); however, there was no significant relationship between achievement-oriented psychological control (APC) and imposter syndrome. A significant positive relationship was found between academic procrastination and imposter syndrome (P= 0.0001); however, there was no significant relationship between DPC and academic procrastination. Academic procrastination significantly mediated the relationship between APC and imposter syndrome (P= 0.0001); however, it had no significant effect on the relationship between DPC and imposter syndrome. The results indicated that parental psychological control and imposter syndrome significantly affects academic procrastination in gifted students.

Recently, with the growing interest in teachers’ professionalism, lots of scholars have focused on different aspects of professionalism in teaching. One of the main aspects of teachers’ professionalism, which is related to structural theory and competence-oriented perspective, is teachers’ professional skills which is considered as a dimension of effective teaching. This study aimed at developing a model of professional skills for Iranian EFL teachers. To this end, a qualitative design was used. For the purpose of data collection, individual and focus group interviews were conducted. The participants of the study consisted of 25 English as a Foreign Language (EFL) teachers who were teaching English at secondary level of high schools in Bandar Abbas, Iran. They were selected through purposive sampling because those teachers with more than ten years of teaching experience at secondary level of high schools were recruited in the study. To collect the data, first, the interviews were conducted. Then, the elicited responses were transcribed and codified according to Strauss and Corbin’s (1998) systematic steps of open, axial and selective coding. The findings revealed three major themes (interpersonal skills, principle skills, pedagogical skills), nine categories and twenty-seven subcategories. As an implication of the findings, EFL teachers are recommended to consider professional skills while teaching to improve their teaching as well as their students’ learning.

One factor of sustainable development in countries is enjoying high quality vocational and technical education. The purpose of this study was to investigate the challenges of technical and vocational education in Urmia city, Iran, from the teachers' point of view based on four dimensions of contextual, input, process and output factors. In this regard, the research was conducted by survey method and the research population consisted of teachers of technical and vocational schools of Urmia in the academic year of 2018-2019, for which 266 individuals were randomly selected as samples. The research tool consisted of an online researcher-made questionnaire whose validity was assessed by the opinions of five experts and its reliability was affirmed through Cronbach's alpha test. Frequency and the one-sample t-test were used for data analysis. According to the results of the research, technical and vocational education is challenging in four dimensions of contextual, input, process and output factors, and to meet the challenges, it is essential that all individuals and institutions involved act in harmony and play a role according to their responsibilities and authorities.

The purpose of this study was to predict commitment and self-regulation based on identity processing styles among students of Hormozgan University. For this purpose, a sample of 422 people (in terms of gender ratio, educational groups, educational levels, and different academic years) were selected by stratified random sampling method from Hormozgan University students. The following questionnaires were used to collect data: Identity Processing Styles Questionnaire, Revised Commitment Scale, and a shortened form of a self-regulatory questionnaire. The data obtained from this study were analyzed using SPSS 22 and AMOS 24 software, and MANOVA, and multiple regression statistical methods. The results of multiple regression analysis showed that the prediction of commitment and self-regulation through identity processing styles was statistically significant at the level of 0.001. There was also a relationship between commitment and self-regulatory variables with identity processing styles, and the obtained coefficients showed that an equation could be presented based on identity processing styles to predict commitment and self-regulation.

The aim of this study was to investigate the effect of the mixed empathy and anger management intervention on loneliness, emotional autonomy and responsiveness to stress in divorce students. To this end, the present study used a quasi-experimental pretest posttest control group design. The statistical population of the study included all guidance school students who were studying in schools in District 1 of Bandar Abbas in 2021. The study sample consisted of 30 guidance school divorce students who were selected through available sampling from all students and randomly assigned to two groups of 15 (15 students in control group and 15 in experimental group). Data were collected using Russell, Pilva and Cortona (1980) Loneliness Questionnaire, Etseinberg and Silverberg (1986) Emotional Autonomy Questionnaire, and Kuh et al. (2001) Stress Response Questionnaire. Data analysis was performed at descriptive (including demographic tables and graphs) and inferential (analysis of covariance) levels. The results showed that the mixed empathy and anger management intervention was effective and reduced the loneliness of divorced students (p <0.05). Moreover, it was shown that there was no significant effect of the mixed empathy and anger management intervention on emotional autonomy and its dimensions (nondependency, individuation and deidealization- parents as people) in divorce students (p <0.05). The results also indicated that the intervention was effective on responsiveness to stress and its dimensions (anger-aggression, tension, frustration, depression, somatization-fatigue) in divorce students. Therefore, the mixed empathy and anger management intervention can be used to positively affect the life dimensions of divorce students.

The main purpose of this study was to investigate the relationship between mental well-being and academic stress with the ability to solve social problems in first and third grade students of the theoretical branches of the second-high school in Ivan Gharb in the academic year 1397-98. The research method was descriptive-correlational and in terms of purpose was considered an applied research. The statistical population of the study consisted of all first grade female students (210 students) and third grade students (190 students). Using cluster random sampling method, the sample size was 130 people for the first grade and 120 people for the third grade were selected and tested according to Morgan and Krejcie table. To collect data from the Questionnaire, Mental Well-Being (Dinner, Emmons, Larsen, & Griffin), Life Satisfaction Scale of Watson, Clark, & Telgen (1988) Positive and Negative Emotion Scale (1988), Academic Expectations of Ang and Huan, the revised short form of Social Problem Solving Ability (SPSI-R) of Dezruila, Nezu and Meido-Olivares, were used. The reliability of the research tools was also confirmed using Cronbach's alpha. Descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of variance, Pearson correlation coefficient and regression) were used to analyze the data. Findings showed that mental well-being and academic stress predicted the ability to solve social problems. The results also showed that in some aspects of mental well-being and academic stress, there was a significant relationship with the ability to solve social problems. Also, there was no significant difference between educational level and research variables.

This study aimed to predict chronic pain and self-regulation based on positive and negative emotions in patients with chronic pain. From all patients with chronic pain sent to hospitals in Bandar Abbas, Iran, 165 people were selected by cluster random sampling using the Morgan table as a statistical sample. To collect data, the Positive and Negative Emotion (PANAS) questionnaire, chronic pain, and self-regulation (SRI-S) were used. Multiple regression was used to test the research hypotheses. The results showed that positive emotion significantly explains about 45% of the variance of the criterion variable (Chronic pain) and negative emotion about 40% of the variance significantly. Also, positive emotion significantly explains 29% of the variance of the criterion variable (self-regulation), and negative emotion about 26% of the variance. In general, the findings of the present study supported the role of emotions in pain perception, tolerance, and self-regulation in patients with chronic pain.

The current study aimed to investigate the effect of Jigsaw-based cooperative learning method on sense of connectedness with school and the social skills of Sixth grade elementary students in Abhar City, Iran. The research method was quasi-experimental (pre-test, post-test with control group). The statistical population included all sixth grade elementary school female students in Abhar city in the academic year of 2019-2020. The experimental group benefited from Jigsaw-based cooperative learning training for 12 sessions (2 hours per week including 40 minutes). Data were collected using Brew, Betty and Watt students’ sense of connectedness with school scale (2004) and Matson’s Evaluation of Social Skills with Youngsters (MESSY) questionnaire and analyzed using SPSS software and analysis of covariance as well. The results indicated there was a significant difference between the pre-test and post-test of the experimental group, the control group in the sense of connectedness with school (p = 0.0001) and the improvement of social skills (p = 0.001). Accordingly, the Jigsaw-based cooperative learning in experimental group was more effective on the sense of connectedness with school and the social skills compared to the control group.

The aim of this study was to predict emotional-social competence based on academic conflict, self-efficacy and perception of school climate in high school students in Minab. The research method was correlational, and regression was used to test the research hypotheses. The statistical population consisted of the second-high school students of Minab city from whom 380 people (200 male students and 180 female students) were selected as the study sample by stratified random sampling method. Four questionnaires including Social Emotional Competence, Academic Conflict, Academic Self-efficacy and Perception of School Atmosphere were used to collect data. The results showed that the predictor variables explained about 39% of the variance of the criterion variable. According to the findings, academic engagement (β = 0.224, P = 0.001) significantly predicted socio-emotional competence, which means that as students' academic engagement increases, their socio-emotional competence increases. Also, academic self-efficacy (β = 0.436, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing students' academic self-efficacy, their socio-emotional competence also increases. Likewise, perception of school climate (β = 0.193, P = 0.001) positively and significantly predicted emotional-social competence, which means that with increasing perception of school atmosphere, students' emotional-social competence increases. According to the results, academic self-efficacy with a standardized coefficient (β = 0.436) compared to other predictor variables was a stronger predictor of students' emotional-social competence. In general, the research findings support

The purpose of this study was comparison of effectiveness of emotion-focused couple therapy and mindfulness-based stress reduction program on covert relational aggression of couples. This quasi-experimental study was conducted with a pretest-posttest control group design with a two-month follow-up. The statistical population of this study included all the couples referring to counseling and psychological services in Shiraz city in 2020 (M=90). From the target population, 60 couples were selecte by random sampling as the study sample and randomly assinged into two experimental groups (10 couples in each group) and  a control group (10 couples). The experimental group underwent emotion-focused couple therapy (nine 90-minutes sessions) and mindfulness-based stress reduction program (nine 90-minutes sessions), but the control group received no training and remained in the waiting list. To collect data, couples relational aggression and victimization scale (CRAViS) of Nelson and Carroll (2006) was used. Data analysis was performed using SPSS-24 software at the descriptive and inferential (analysis of variance with repeated measures and Bonferroni) levels. The results of the study indicated that both types of treatment in post-test and follow up had a significant effect on covert relational aggression of couples (P<0.05).  Also, emotion-focused couple therapy had stronger effects in improvement of covert relational aggression of couples (P<0.05). Based on the results of this study, it can be said that emotion-focused couple therapy and mindfulness-based stress reduction program can be used as a treatment for the purpose of improvement of covert relational aggression of couples in therapeutic settings.

The aim of this study was to compare the sense of belonging, adjustment and academic buoyancy in Iranian and Afghan students in elementary schools. The present study is a causal-comparative study. The statistical population was all Iranian and Afghan primary school students who were studying in one of the primary schools in the 11th district of Shiraz, Iran in the 2020 academic year. The sample consisted of 60 Afghan and Iranian male and female students who were selected by random sampling method. To collect data, Hossein Chari and Dehghanizadeh Academic Buoyancy Scale, Brew et al. students’ sense of connectedness with school scale and the Student Adjustment Scale were used. Research hypotheses were tested using univariate and multivariate analysis of variance to compare sense of connectedness with school, adjustment and academic buoyancy in Iranian and Afghan elementary students. Findings indicated that the scores of sense of connectedness with school, the adjustment (general adjustment, emotional adjustment, social adjustment and academic adjustment) and the feeling of buoyancy in Iranian students are higher than Afghan students. Cultural differences and immigration of Afghan students may be the possible explanations of the findings.