فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 70 (زمستان 1400)

This study aimed to investigate the Psychopathological Explanation of Obesity in Adolescents Girls based on Sensory Processing Patterns. The research method was descriptive and used a causal-comparative design and the sample consisted of 15 to 19-year-old girls living in Tehran. Participants in this study consisted of 50 girls whose body mass index was above 95 percentiles for the obese group and 50 girls with BMI between 25 and 75 percentiles for the normal-weight group (according to the World Health Organization’s tables illustrating cut-offs and BMI domains). Adolescents/Adult Sensory Profile (Brown & Dunn, 2002) was chosen as the data collecting instrument. Results from the MANOVA and chi-square test showed that the sensory avoiding pattern was a pattern with the most frequency and higher mean among obese adolescents. The sensory sensitivity style demonstrated a marginally significant difference between the two groups. The sensory seeking style was the dominant pattern in the non-obese group. The low registration style was not dominant in any of the groups. Findings showed that by identifying sensory processing patterns, the threshold of receiving stimuli, and common way of responding, predicting of behavioral patterns, and designing suitable strategies could be attainable.

The purpose of this Study was to examine the effect of mindfulness-based stress reduction training program on academic procrastination and academic buoyancy of adolescent female students. In a experimental study using a pretest-posttest followup design with a control group, 60 female students were selected according to the inclusion and exclusion criteria and then in the secondary screening using a clinical interview form, 30 people were selected and they were randomly assigned to the experimental group and the control group. In the pretest stage, Participants completed scales of academic procrastination and academic buoyancy and then during the intervention process, the experimental group received mindfulness -based stress reduction training program and the control group received study skills training program for 8 sessions. After the intervention, both groups again responded to both scales in posttest and fallowup stages. The results of the mixed analysis of variance test showed that the group receiving the mindfulness-based stress reduction training program showed not only a generally decrease in academic procrastination and a greater improvement in academic buoyancy than the control group; rather, over time, this effect was maintained for the experimental group, which shows the stability of the intervention effect. In general, the results of this study supported the influence of mindfulness-based stress reduction training program on academic problems and documented the use of this program by academic therapists and counselors/advisors in the educational settings.

This study aimed to investigate the mediating role of psychological capital in relationship between psychological control parenting and flourishing. Participants were 298 undergraduate students (158 women and 140 men) of Dehaghan Islamic Azad University selected by a random multistage cluster sampling method. To collect data, Dependency-Oriented and Achievement-Oriented Psychological Control Scale (Soenens, Vansteenkiste & Luyten, 2010), Psychological Capital Questionnaires (Luthans & Avolio, 2007 (and Flourishing Scale (Diener et al, 2010) were used. The findings showed that psychological control parenting predicts flourishing negatively. Psychological control parenting could predict psychological capital negatively and significantly. Psychological capital played a mediating role between variables of psychological control parenting and flourishing negatively. According to these findings, increasing psychological control parenting leads to reduce children’s psychological capital and flourishing.

This study aimed to investigate the mediating role of causal attributions on the relationship between perfectionism and academic well-being among male and female gifted adolescents. The research method was discriptive-correlational and the statistical population included 352 gifted students (152 male and 200 female) was selected by a convenience sampling method and responded to the Multidimensional Perfectionism Cognitions Inventory (Kabori, 2006), the Attributional Style Questionnaire (Peterson, Semel, von Beayer, Abramson, Metalsky & Seligman, 1982), the School Engagement Inventory (Salmela-Aro & Upadaya, 2012) and the School Burnout Inventory (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted student. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being fitted well with the data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model’ predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. According to the findings, the positive and negative perfectionism.

The aim of current study was to investigate the mediating role of rumination in the relationship between mindfulness and sleep quality. The research design was descriptive – correlational. From the male adolescents’ population of Nourabad in academic year of 1398-1399, a total of 331 students were selected via multistage cluster sampling method and were tested using Pittsburgh Sleep Quality Index (Buysse, Reynolds, Monk, Berman & Kupfer, 1989), Ruminative Response Scale (Nolen- Hoeksema & Morrow, 1991) and Five Factor Mindfulness Questionnaire (Baer, Smith, Hopkins, Krietemeyer & Toney, 2006) To analyze the data Pearson correlation and structural equation modeling were conducted. The results showed that direct effect of mindfulness on rumination was significantly negative; direct effect of rumination on sleep quality and the direct effect of mindfulness on sleep quality were significantly positive. Also, results showed that the mediating role of rumination in the relationship between mindfulness and sleep quality was significant. Based on the findings, it can be concluded that mindfulness and rumination are two important factors affecting adolescents’ sleep quality.

The aim of this study was to compare the effectiveness of training protocol for treating with children of divorce for mothers and children of divorce intervention program on the emotion management of divorce children. The method of the study was quasi-experimental with pre-test, post-test and three-month follow-up. From divorced mothers referring to a psychological clinic in Tehran for parenting education in 2021, 45 of them were selected by available sampling (Three groups of 15 people). The research instruments included the Emotion Regulation Checklist of Shields & Cicchetti (1998). The results mixed analysis of variance showed that adaptive emotion regulation and instability/negativity in the post-test and follow-up stages showed significant changes compared to the pre-test and in the instability/negativity variable, the child-specific intervention group showed significant results compared to the control group. However, no significant results were observed for the training protocol for treating with children of divorce for mothers. According to the results, it can be concluded that the child-specific intervention program for divorce children is effective on managing the emotions of divorced children.

The aim of this study was to investigate the psychometric properties of behavioral emotion regulation questionnaire (BERQ). The research was a correlational study and the validation of the test. Participants were 291undergraduate students (121 male, 170 female) of Shiraz University in 1398-99 academic year, selected by random multistage cluster sampling method and completed Behavioral Emotion Regulation Questionnaire (Kraaij & Garnefski, 2019), Cognitive Emotion Regulation Questionnaire (Garnefski, Kraaij, & Spinhoven, 2001), Basic Psychological Needs Satisfaction and Frustration Scale (Chen, Vansteenkiste, Beyers, Boone & Deci, 2015) and Neuroticisim scale (Costa & McCrae, 1992). After translating the Behavioral Emotion Regulation Questionnaire, Correlation and Confirmatory factor analysis with other scales were used to determine the validity. Cronbach’s alpha method was also used to evaluate the reliability. The results of confirmatory factor analysis confirmed the five factors of Seeking Distraction, Withdrawal, Actively Approaching, Seeking Social Support and Ignoring. The results of correlation with other tests also confirmed the convergent validity of the scale. Also, all Cronbach’s alpha coefficients indicated a high internal consistency of the factors. The results show that the Behavioral Emotion Regulation Questionnaire has a very good validity and reliability in Iranian students, and is effective in measuring behavioral emotion regulation in the five dimensions mentioned.

This study aimed to investigate the mediating role of self-esteem in the relationship between perfectionism dimensions with depression and aggression. The statistical population included 301 (129 males, 172 females) who were selected by the convenience sampling method. They completed Tehran Multidimensional Perfectionism Scale (Besharat, 1386), Aggression Questionnaire (Buss & Perry, 1992), Beck Depression Inventory-II (Beck et al 1996) Multidimensional Self-Esteem Inventory (Obrien & Epstein, 1998). Based on Pearson Correlation Test, the results showed that there was a significant negative relationship between perfectionism dimensions (other-oriented, and socially-prescribed) with self-esteem and a significant negative relationship between self-esteem with depression and aggression. The results of path analysis showed that perfectionism explains 53 percent of the variance of self-esteem, perfectionism, and self-esteem explains 63 percent of the variance of depression, and perfectionism and self-esteem explain 44 percent of the variance of aggression. According to the Findings, it can be concluded that the relationship between perfectionism dimensions with depression and aggression is not a simple linear one and self-esteem can play a mediating role in the relationship between them.