فصلنامه علوم روانشناختی
پیاپی 108 (اسفند 1400)

Lupus is an autoimmune disease which cause and flares up are not medically predictable from a medical point of view. Inflammation is also the immune system's first response to a harmful stimulus. Perceptions of social support and marital satisfaction affect the immune system and inflammation.

The general purpose of this study is to identify methods of stabilizing career well-being, in other words, identifying resources that directly or indirectly increase well-being and effectively Prevent adaptation to organizational stimuli.

In this study, a qualitative approach to interpretive phenomenology was used. For this purpose, using the semi-structured interview method, the living experience of 15 patients with lupus who were selected as a criterion was analyzed using Diekelman (1989) method.

After conducting interviews and in-depth data analysis, 53 indicators, 17 criteria and 5 main factors including "spouse personality traits", "interactive style with spouse", "perceived emotions in a couple relationship", " Perceived support by the spouse in the face of illness." and "situational stressor".

By considering the determinants of couple relationships quality which affect the course of this disease and even the patient's response to treatment, an important step can be taken to improve this disease.

currently, due to the lack of career guidance program and entrepreneurship education in Iran first secondary school, the necessary preparations for the career path of students are done by incorporating these components in textbooks. Therefore, it is necessary to investigate the integrated model, which was neglected in previous studies

The aim of this study was to investigate the conceptual model of career guidance and entrepreneurship component integrated in the textbooks content of first secondary school.

This research used qualitative content analysis method to identify and extract components, and content analysis technique to organize the conceptual model. The statistical population was purposefully selected seventh to ninth grade textbooks for the 1400-99 academic year and samples including technology textbooks, three-level social studies, and seventh and eighth grade lifestyle

125 codes and 20 basic themes were extracted; Essential codes and themes were identified and validated by 13 counseling and entrepreneurship experts by CVR method. 89 codes and 19 essential basic themes identified in the following to 3 organizing themes (career choice readiness, entrepreneurial competencies and basic competencies) and the comprehensive theme of career readiness, conceptual model was organized. 46.07%, 34.83% and 56.18% of the codes in the seventh to ninth have been neglected. The themes of career choice readiness include: career information 12.99%, career and decision-making skills 6.96%, career attitude 2.09% and the entrepreneurial competencies of 19.03% in the content of the textbooks have been considered.

The results showed that a significant percentage of the essential themes are neglected and the components are embedded locally in the content of textbooks. The comparison of integration model with development models of career choice indicates the dominance of the immediate view over the developmental of career choice, Therefore, the integration model doesn't have the necessary efficiency in career readiness of students.

The World Health Organization recently released the 11th revision of the International Classification of Diseases with the inclusion of Complex Posttraumatic Stress Disorder (CPTSD). ICD-11 construed CPTSD as a disorder comprising of posttraumatic stress disorder (PTSD) and disturbance of self-organization (DSO) domains. In order to have a CPTSD diagnosis, PTSD subdomains (reexperiencing, avoidance, and threat) and DSO subdomains (affective dysregulation, negative self-concept, and interpersonal relationship difficulties) need to be satisfied. Despite the emerging research examining the symptom structure of CPTSD, to date, none so far have reached consensus on what best represents CPTSD.

The purpose of this study was to prepare a Persian version of the International Trauma Questionnaire (ITQ) and to examine its psychometric properties among Iranian women.

259 people were selected using the convenience sampling method and completed the Persian version of International Trauma Questionnaire. Data were analyzed using Cronbach's alpha indices, composite reliability and confirmatory factor analysis.

Cronbach's alpha coefficient for PTSD was 0.83 and for DSO was 0.81 and the combined reliability of the test was more than 0.8. The results of confirmatory factor analysis showed that the factor load of the items is more than 0.4 and the scale has good construct validity.

Given the desirable psychometric properties of the Persian version of the International Trauma Questionnaire, its use can be recommended to experts in the field of psychology in research and diagnostic situations.

The computerized cognitive training Program on working memory (Cogmed) is the most widely computerized program school in the world. According to the claims of producer about the new and important role of this program in improving working memory, learning and learning disabilities, the present study was designed to evaluate the effectiveness of this program in improving working memory in research using meta-analysis.

The purpose of the present study was to combine research based on meta analysis in the area of the effectiveness of this program on working memory.

In this study, meta-analysis was used as a tool to determine, collect, combine and summarize research findings related to the role of cogmed program in working memory. To achieve the goal, the research literature on the relationship among these variables, in articles published between 2001 and 2018 were reviewed. 14 studies were included in the meta-analysis based on the research criteria (Experimental method, online printing, comparison of experimental and control groups, descriptive statistics). The results of diffusion bias study showed no bias in the research.

The results showed that the mean of the overall effect size of the investigated studies was 0/441 (P <0/01) for the fixed effects model and 0/651 (P <0/01) for the random effects, both of which were significant and indicated a significant effect of the compuered program on working memory.

Cogmed program is effective based on the combination of research results and is recommended for working memory in prevention and treatment. Meta-analysis method in future studies with intervals of five to ten years is suggested.

Following the cognitive-behavioral theory, cognitive constructs such as underlying beliefs have been shown to affect components of information processing, encryption, and other cognitive processes. Thus, academic procrastination is a behavior that can follow cognitive beliefs and constructs such as metacognitive beliefs and motivational beliefs, and can also be influenced by cognitive processes such as learning strategies.

This study aimed to identify the factors affecting procrastination and its causal mechanisms. This study investigated the structural relationships between students’ metacognitive and motivational beliefs and their procrastination with a focus on the mediating role of learning strategies.

The correlation method was used to model structural equations. The research population included undergraduate students (n = 27670) of Kerman universities. A total of 400 students were selected using multi-stage random cluster sampling as the respondents based on their responses to the items in the Metacognitive Beliefs about Procrastination Questionnaire (MCPQ; Fernie et al., 2009), Self-Regulation Learning Strategies Scale (Pentrich & De Grout, 1990), Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002, and Academic Procrastination Scale (APS, McCloskey, 2012). The collected data were analyzed through structural equation modeling.

Metacognitive beliefs both directly (β = 0.57, p = 0.0001) and indirectly (β = 0.17, p = 0.009) have a positive and significant effect on academic procrastination through learning strategies. Also, it was found that motivational beliefs have an indirect and significant effect on academic procrastination only indirectly (β = -0.41, p = 0.01) through learning strategies.

Following the cognitive-behavioral theory, it can be argued that metacognitive beliefs and motivational beliefs as underlying beliefs can affect information processing as cognitive processes and lead to various behavioral consequences. Academic procrastination occurs following cognitive beliefs and constructs and can also be influenced by cognitive processes.

There are many unsuccessful marriages and marital relationships which spouses do not divorce for various reasons. The effectiveness of brief self-regulatory couple therapy (SRCT) on different variables has been confirmed. But the research that checking the effectiveness of short-term self-regulatory couple therapy (SRCT) on reducing latent marital communication aggression, changing communication patterns, and reducingAlexithymiain conflicting couples has been neglected.

This research conducted with the aim of investigate the effectiveness of couple therapy based on brief self-regulation on reducing marital covert relational aggression, changing communication patterns reduction of alexithymia among conflicting couples.

The research method was quasi-experimental pretest-posttest with a testifier group. The statistical population of this study was maladapted couples referring to Bijar city counseling centers (2 centers) in 2019. By purposive sampling method, 30 couples (60 people) were selected as a statistical sample. For the experimental group, the treatment protocol (Halford, 2001) was performed as a group and one session per week (8 sessions in total) While the group did not receive any treatment. The Covert Relational Aggression Scale (Nelson and Cowell, 2006), Communication Patterns (Christensen and Heavey, 1990) and Toronto Emotional Dysfunction (Bugby, Taylor, and Parker) were used to collect data.SPSS-21 software was used to analyze the data and multivariate analysis of covariance was used at the inferential level.

The results of analysis of covariance showed that there was a significant difference between the post-test of the experimental and control groups in terms of dependent variables (latent marital communication aggression, emotional insufficiency and mutually constructive communication patterns, reciprocal avoidance, expectation / withdrawal) (p<0/000).

brief self-regulatory couple therapy (SRCT) reduced latent marital communication aggression and emotional insufficiency and improved couples communication patterns. Based on the results of the present study Psychologists working in training and counseling centers to use this treatment.

According to studies, emotional self-regulation and ego power are effective variables on anxiety, which is effective in organizing adaptive behavior and preventing negative emotions. Metacognitive therapy is effective on beliefs related to thought control, self-regulation strategies and increasing my strength in anxious people, but there is a research gap in the group effectiveness of this treatment.

This study aimed to determine the effectiveness of group metacognitive therapy on emotional self-regulation and ego strength of anxious students.

This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population of the present study consisted of all students of Allameh Tabatabai and Shahid Beheshti Universities of Tehran in the academic year 2020-2021, from which 30 students were selected by sampling method and according to the inclusion and exclusion criteria as a sample. They were randomly divided into experimental (n = 15) and control (n = 15) groups. The experimental group received group metacognitive therapy wells and cartwright (2008) in 10 sessions of 45 to 60 minutes in the Green Way Psychology Clinic. The control group was also placed on a waiting list. The Psychological Inventory of Ego Strength (PIES) of Markstrom et al (1997) and emotional self-regulation questionnaire og the Hoffman et al (2010) were used to collect data. Data analysis using multivariate analysis of covariance.

The results showed that group metacognitive therapy significantly increased hope (28.48), desire (59.05), goal (24.16), competence (44.64), loyalty (48.50), love (9.83), care (72.74), wisdom (10.24), adaptation (92.90), secrecy (27.65) and tolerance (33.95) of anxious students were effective (p≤0.001).

Overall, group metacognitive therapy can reduce anxiety by modifying misconceptions about uncontrollable anxiety, negative beliefs, and increasing self-esteem.

So far, several interventions in the field of non-suicidal self-injury(NSSI) have been carried out under the title of schools silent crisis, however, no research has been found to develops and validates the integrated interventions approach on NSSI and its important consequences.

The aim of the present study was to develop and validate an integrated interventional approach for NSSI, emotion regulation difficulties, mother-daughter relationship and negative automatic thoughts of adolescent girls.

A quasi-experimental and pre-test,post-test research design with a control group were applied. The statistical population of the study was all first and second year high school students with NSSI. Using chain sampling, 32 participants were selected and randomly assiged to control and experimental groups in Ardabil in 2019-2020. Both groups were pre-tested and post-tested by Sansone, Wiederman, & Sansone Self‐harm inventory (1998), Gratz & Roemer Difficulties in Emotion Regulation Scale (2004), Hollon & Kendall Automatic Thoughts Questionnaire (1980), and Fine, Moreland & Schwebel Parent-Child Relationship Survey-Mother (1985).

The results showed that the integrated interventional approach is effective in reducing the difficulties of emotion regulation, improving the mother-daughter relationship, reducing negative automatic thoughts, then reducing NSSI in adolescent girls )p<0.05(.

The approach of integrated interventions is effective on research variables and could be used as an appropriate intervention by school counselors and therapists for adolescent girls with NSSI.

Various studies have investigated the effectiveness of Exposure and Response Prevention (ERP) on obsessive-compulsive disorder and depression, but few studies have examined ERP in a competitive trial with other methods such as mindfulness-based cognitive-behavioral therapy (MBCBT).

The purpose of this study was to compare the effectiveness of two methods of mindfulness-based cognitive-behavioral therapy (MBCBT) and Exposure and Response Prevention (ERP) on obsessive-compulsive disorder and comorbid depression in women with obsessive-compulsive disorder.

This study was designed as an “applied and quasi-experimental research” with pretest-posttest and follow-up design with two experimental groups 1 and 2 and control group. The statistical population in this study included all women in the age group of 20 to 45 years who referred to Amina and Rayen Psychological Services and Counseling Center in Tehran in 2018, 36 of whom were selected through purposeful sampling and were divided into three groups: 1) MBCBT group (n = 12), ERP group (n = 12) and control group (n = 12). Research tools included the Yale Brown Obsessive-Compulsive Disorder Questionnaire (Goodman, 1986) and the Beck Depression Inventory 2 (Beck, 1979). Data analysis was performed using repeated measures analysis of variance test by SPSS-21 software

In the post-test phase, both interventions had a significant effect on obsessive-compulsive disorder and depression (p >0.05). In the follow-up phase, two interventions significantly reduced obsessive-compulsive disorder and depression, but MBCBT was more effective.

Based on the findings of this study, it can be concluded that MBCBT and ERP can be used to reduce the rate of obsessive-compulsive disorder and depression in women with obsessive-compulsive disorder.

High blood pressure is one of the most common and important factors threatening individuals’ mental health and quality of life. Accordingly, the study of important psychological factors such as cognitive regulation of emotion and defense styles used by patients with high blood pressure, and the impact of these variables on their quality of life can help them improve their psychological state.

The purpose of this study was to investigate the structural model of the relationship between cognitive emotion regulation and defensive lifestyles with quality of life mediated by Alexithymia in patients with hypertension.

The present study is descriptive and of correlations and structural equations type. The statistical population includes 700 patients with hypertension who referred to Shiraz Heart Hospital in the spring and summer of 1398. 480 patients were selected from among them. The research instruments included the Cognitive Emotion Regulation Questionnaire of Garnefski et al. (2007), the Defense Styles Questionnaire of et al. (1993), Quality of Life Questionnaire of the World Health Organization (1996) and the Toronto Alexithymia Scale-20 Questionnaire by Tyler et al. (1994). Data were analyzed by Kolmogorov-Smirnov test , linear regression and structural equation modeling using SPSS 25 and LISREL 8/8 software.

The relationship between emotional cognitive regulation variables and defense styles with quality of life variable mediated by alexithymia in patients with hypertension is significant
(P< 0.001).

Applying cognitive emotion regulation strategies and defensive styles to overcome alexithymia by patients with high blood pressure can affect the quality of life of these patients.

Numerous studies have predicted the readiness for academic performance and metacognition and mindfulness and screen time and self-esteem. But research that has developed a model for predicting academic performance based on metacognition and mindfulness and screen time: the mediating role of the self-esteem factors has been overlooked.

The aim of this study was to determine the relationship between mindfulness, metacognition and screen time on academic performance with mediating role of self-esteem in male and female students in Tehran.

The present study was descriptive and of correlation and structural equations. The statistical population of this study included girl and boy high school students in Tehran in the academic year 1398-1399, from which 517 people (260 boys - 257 girls) were selected by available sampling method as a sample. Freiburg Mind fulness questionnaire (2006), Dortaj Academic Performance questionnaire (2004), Coopersmith Self-Esteem questionnaire (1967), Wells Metacognition questionnaire (1997) and Tirgar Screen Time Scale (1397) were used to collect the required data. Data were analyzed using Pearson correlation test and path analysis.

The results showed that the research model was Direct paths of metacognition, mindfulness and screen time have meaningful relationship with academic performance(p< 0/01). It also indicated that the Direct and indirect effects of metacognition and academic performance mediated by self-esteem (p= 0.20), mindfulness and academic performance mediated by self-esteem (p= 0.03) and screen time and academic performance mediated by self-esteem (p< 0.01) have meaningful relationship with each other.

Screen time and metacognition and mindfulness, along with other factors, such as self-esteem, play a key role in academic performance, and the need to pay attention to these factors is essential in improvment programs.

Many studies emphasize the impact of child-parenting relationships and family interactions on future compromises, including commitment after marriage. Meanwhile, the development of the concept of self-differentiation within the family, which means emotional regulation and anxiety management, can affect the relationship between spouses. However, the relationship between these variables in a structural model has not been studied in research.

The purpose of this study was to develop a structural model of the quality of the main family and the tendency to infidelity the through the mediation of self-differentiation.

This was a correlational study and the statistical population of the study included all married people in Tehran city at 1999 year. The sample consisted of 349 people who were selected by random sampling method. Research instruments included the Stout et al.'s Family Quality Scale (1985), the Scorne and Friedlander Self-Differentiation Scale (1989), and the Mark Watley (2006) Infidelity Scale, which were completed by participants. Also, in order to investigate the relationships between variables, the method of structural equations, correlation test between variables and bootstrap test were used.

Evaluation of the hypothetical model of the research showed that the hypothetical model fits with the measurement model (CFI = 0.98, IFI = 0.98, RMSEA = 0.056). Also, the quality of the main family is not directly related to the tendency to breach of contract (0.03) and indirectly affects tendency to infidelity through self-differentiation (0.20). In other words, self-differentiation plays a mediating role in the relationship between the quality of the main family and tendency to infidelity (-0.24).

Poor family quality, which leads to low levels of differentiation in individuals, is likely to lead to tendency to infidelity in the next life with the spouse. More research is needed to improve the quality of parenting relationships.

Because dysfunctional motivational beliefs cause problems in student's academic life. Understanding its constituents is very important. The question is, what are the factors involved in students' dysfunctional motivational beliefs?

The purpose of this study is inquiry of dysfunctional motivational beliefs based on data foundation theory

The method of the present study was based on the data of the Foundation Strauss and Corbin (2015). Statistical population of the present study was all male and female high school students in Ferdos city who were studying in the 98-99 academic year and had poor academic performance were selected using purposive sampling (theoretical sampling). Who were interviewed using semi-structured Descriptive / interpretive (Walsh, Edwards, & Fraser, 2007) interviews. Data analysis was performed based on three methods of open, axial and selective coding Strauss and Corbin (2015).

The findings showed Factors affecting dysfunctional motivational beliefs are behavioral, motivational, emotional, cognitive and personal, school and family factors, some of which appear as contextual, causal and others in the role of environmental variables. Appropriate attitude of parents and school staff to the student, proper assessment of stressful situations related to the exam, use of cognitive and metacognitive strategies as strategies to deal with dysfunctional motivational beliefs and adverse school, family and individual components are the main consequences of the phenomenon. The subject was dysfunctional motivational beliefs of students.

It seems that the results of this study can be useful in developing tools to identify dysfunctional motivational beliefs and develop intervention programs to Improvement these beliefs