فصلنامه علوم روانشناختی
پیاپی 112 (تیر 1401)

The difference between the performances of Sports Champions more than other times relates to their mental fitness and one of the important factors affecting mental fitness, physical fitness and even performance is Stressor conditions. Given that tDCS provides potential tools for enhancing performance in many areas, there is limited exploration for complex skills.

The aim of this study was evaluate the effect of direct transcranial electrical stimulation (tDCS) in the DLPFC area on performance and visual attention of sitting volleyball players under Stressor.

In this blind randomized control trial with pre-test-post-test research plan and follow-up period of 2, 4 and 6 days, 24 athletes of the Premier League and national sitting volleyball team of the country were selected as a voluntary participation, and they randomly located in 2 groups of TDCS in the DLPFC region and sham stimulation. The task of the current study was the test of the modified Volleyball Service, in which the participants performed 10 attempts in the pre-test, which visual attention were recorded using the eye tracking device. The intervention phase was performed on 6 consecutive days, in which the participants performed 10 volleyball services every day after the desired exercises. Post-test phase was performed immediately after the intervention. 48 hours after the post-test phase, the first retention phase, 48 hours after the first retention phase, the pressure test phase and 48 hours after the pressure test phase, the second retention phase which was performed in which the participants performed 10 attempts in the pre-test, which visual attention were recorded using the eye tracking device.

The results of mixed variance showed that tDCS exercises in DLPFC area have a significant effect on improving service accuracy under normal conditions and pressure test (P<0/01). It also showed that tDCS exercises in DLPFC area have a significant effect on increasing participants' visual attention under normal conditions and pressure testing (P<0/01).

In general, the results of the current study emphasize the importance of tDCS in the DLPFC area in improving performance and visual attention and maintaining performance and visual attention in stressful conditions.

The experience of trauma during childhood is due to decrease in children's psychosocial functions, which continues during adulthood. Children's coping and reactions play the important role in adapting to traumatic events and can lead to post-traumatic disorder or post-traumatic growth. Previous research studies have quantitatively and sporadically shown some of the factors affecting coping styles, but so far, focus as depth research in this area, especially on Iranian children, has been influenced.

The present study evaluated the contextual factors in selecting the effective coping strategies by children exposed to the Kermanshah earthquake in 2017

This research was the qualitative type with an approach to conventional content analysis. The participants consisted of 23 girls aged 10 to 12 years who were selected by purposive sampling, and semi-structured interviews. Data were analyzed by the 5-step method of Graneheim, & Lundman (2004).

The results indicated four main categories and fourteen Subcategories as the contexts of selecting coping styles. These categories include a) influence (previous life experiences, modeling), b) individual skills (responsibility to others "external commitment" and "commitment to oneself," time management, emotion control, tolerating failure and compassion with others), c) family members' relationship with the child (intimacy with family members, support of family members and how parents deal) and d) social skills (trust in peers, valuing relationships and the level of ability to make and maintain friendships).

The findings demonstrate the effect of intrapersonal and interpersonal factors in selecting various strategies among children encountered with earthquake trauma.

Obsessive-compulsive personality disorder is characterized by a pervasive pattern of mental occupation with order, finalization and individual and interpersonal mental control. These traits lead to a loss of flexibility and openness Research background shows that the dominant therapies in the treatment of this disorder have led to a reduction in anxiety and depression rather than symptoms of obsessive-compulsive personality disorder. One of the new approaches in explaining and treating personality problems, including OCPD, is the therapeutic schema, which treats personality problems by distinguishing between early maladaptive schemas and coping styles.

This study assesses the assumption that early maladaptive schema therapy is an effective way to change obsessive–compulsive personality disorder.

In this study, a single case experimental design of multiple asynchronous baselines with different subjects was used. For this purpose, three patients with OCPD were purposefully selected from the clients of the Psychological Center in 2019-2020. The instruments used in this study were SCID-5-PD (2016), Millon Clinical Multiaxial Inventory (MCMI-III) (1990), early maladaptive schemas questionnaire (2006), obsessive–compulsive personality disorder questionnaire (OCPDQ) (2004) and individual protocol of Yang’s schema therapy (2003). The effect of conducted interventions was measured with the help of visual inspection, reliable change index (RCT), percentage of improvement formula, significant clinical improvement and operational assessment with one, three and six month fallow ups.

The obtained data showed that the reduction of clinical symptoms and modification of early maladaptive schemas in patients with OCPD are statistically (P <0.05), clinically and operationally significant.

Results indicated that schema therapy with emphasizing on cognitive, experimental and therapeutic relationship techniques can be effective on decreasing schemes dominant in patients with obsessive–compulsive personality disorder.

Post-traumatic growth refers to the positive changes experienced after the traumatic events.

The aim of this study is to explain the post-traumatic growth model of divorced women.

This research was conducted in a qualitative method based on grounded theory in 2020. The sample group reached theoretical saturation by selecting 19 divorced women (by acknowledging the growth experience by participants and Earned a score of two standard deviations above the average in Tedeschi and Calhoun Post-traumatic Growth Inventory). The sampling method was initially purposeful and then the theoretical sampling method was used to saturate the categories. Semi-structured interview method was used to collect data. Then the data were analyzed by the systematic method of Strauss and Corbin.

The analysis of the interviews led to the identification of 133 conceptual phrases, 13 main categories and 40 subcategories. Growth and prosperity after divorce is a central category of the post-traumatic growth pattern. Achieving growth and prosperity, in general, can be the product of facing suffering and accepting it, spirituality and love for children. Time was extracted as a mediating factor. Support resources, personality traits and internal factors along with educational and family backgrounds contribute to growth and prosperity as underlying factors. Extracted growth strategies include Asking for help, problem solving, managing thoughts and emotions, doing soothing and self-care activities.

The present study, by identifying the factors affecting post-traumatic growth, can pave the way for psychologists and counselors to reduce the negative consequences of divorce and promote post-divorce growth.

Specific learning disabilities are a set of heterogeneous disorders that are severely manifested in the learning and application of listening, speaking, reading, writing, and math skills and can have neurological roots. One of the therapies used in this field is neurofeedback, but a review of the history of neurofeedback and learning disabilities shows that there are many contradictions about the effects of neurofeedback on brain waves in children with special learning disabilities.

The aim of this study was to evaluate the effect of neurofeedback on the modulation of brain waves and basic executive functions in children aged 8 to 12 years with special learning disabilities.

This research was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of this study included all boys and girls with dyslexia and dysgraphia introduced to centers for learning disabilities in Kermanshah. Sampling Method of this study is convenience sampling. For this purpose 20 students aged 8 to 12 years were selected and randomly divided into two groups of 10 people. The experimental group received neurofeedback intervention for 20 sessions of 40 minutes. In order to record the brain waves, a two-channel neurofeedback device was used and to measure the active memory, change the attention and inhibit the response, Wechsler memory software(Khodadadi, Amani, 2014), Wisconsin(Khodadadi et al, 2014) and Stroop cards(Khodadadi et al, 2014) were used. In order to analyze the data, univariate analysis of covariance and multivariate analysis of variance were used.

the present protocol can suppress the ratio of theta waves to alpha(η2= 0.821) and improve the executive functions of attention change(classes(η2= 0.320), in place(η2= 0.544)), response inhibition(Concordant Time(η2= 0.434), Inconcordant Time(η2= 0.536)) and active memory(Auditory memory Span (η2= 0.515), Visual memory Span(η2= 0.536) in children with dyslexia and dyslexia.

Neurofeedback through the conditioning is likely to lead to the formation of new synaptic connections, ultimately modulating brain waves and improving basic executive functions.

The paramount role of parent-child relationships has always been recognized in the emergence of personality traits and the formation of early maladaptive schemas. Early maladaptive schemas and perfectionism can raise in a family atmosphere, but the researches had less attention on the role of family in gifted students’ perfectionism.

The purpose of this study was to test the relationship between popularity of parents and the creation of early maladaptive schemas with the perfectionism of gifted adolescents based on multilevel analysis.

The research is a multilevel correlational study. The statistical population of the present study included girl gifted students of Tehran’s gifted high schools at individual level, and their parents at the environmental level. In this study, for each higher level variable (father or mother), three individual level variables (student) were considered. Plus, 100 people (50 fathers and 50 mothers) were chosen as the higher level sample, and 300 students were selected as the individual level sample. The sample were asked to fill 3 sets of questionnaires, popularity of parents’ questionnaire (Afrooz et al., 2013), Perfectionism Scale (Heel et al, 2010) and schema inventory for children (Rijekboer & De Boo, 2010).

Implementing two-level analysis, the positive effect (.001) of rejection and exaggerated expectations on negative perfectionism in student level variables were identified. In family level variables, the effect of father popularity on negative perfectionism was significant (.05). Also, the reliability value of the model (.70) confirms the proper fitting of the first and second models.

These findings generally suggested that student and family level variables are associated with predicting negative perfectionism and the role of environmental variables such as family, school, culture and society in the perfectionism of gifted adolescents should be surveyed to reduce the prevalence of this issue.

Much research has been done on the factors affecting students' academic self-regulation, but no study has been conducted that simultaneously examines the interactive effect of family functioning, school climate, psychological hardiness and academic self-efficacy variables on students' academic self-regulation.

Students' academic self-regulation was modeled based on family functioning, school climate, and psychological hardiness as mediating academic self-efficacy.

The present study was a correlational study using structural equation modeling. The statistical population of the present study included all male students studying in the second year of high schools in Tehran in the academic year 1399-1400 and 385 people were selected by available sampling method and given to motived strategies learning questiones (MSLQ) of Pintrich and Degroot (1990), McMaster model of family functioning (MMFF) of the Epstein et al., (1983), the school climate of Zullig et al., (1982), and academic self-efficacy of Gafoor and Ashraf (2007), responded.

The results showed that the hypothetical model of the research had a good fit with some modifications (GFI =.907, NFI =.901, CFI =.929, cmin / df = 2.150, RMSEA =.059). Also, the direct path coefficients between family functioning and school climate with academic self-regulation were significant, but the direct path coefficient between psychological hardiness and academic self-regulation was not significant. The results also showed that the indirect path coefficients between family functioning, school climate and psychological hardiness with academic self-regulation were significan

Students' academic self-regulation can be enhanced by improving family communication processes, improving relationships within the school, and increasing students' psychological hardiness.

Although many studies focus on general or psychological resilience, few studies in Iran have addressed the issue of academic resilience, nor has an intervention that practically increases students' school affiliation been considered. Accordingly, the main question of the research is whether mindfulness training can affect the improving academic resilience and sense of belonging?

The purpose of this study was to effectiveness of mindfulness training on academic resilience and sense of belonging of female student’s high school.

This was a quasi-experimental study with pre-test, post-test, follow up with control group. The statistical population of the statistical population was all first grade high school girls in Tehran in 2017-2018. Thirty people were selected by multi-stage cluster random sampling method and 15 people were replaced by random assignment in an experimental group and a control group. The research instruments included the Academic Resilience Questionnaire (Samuels, 2004), the School Belonging Questionnaire (Barry et al., 2004) and the Mindfulness Education Treatment Sessions (Segal et al., 2002). Data were analyzed using mixed analysis of variance test.

The results showed that mindfulness training significantly increased academic resilience (p <0.01) and sense of belonging to the school (p <0.01) of the experimental group compared to the control group. This effect has also remained stable in the follow-up phase.

Based on the above findings, it can be concluded that mindfulness training increased students 'academic resilience and sense of belonging to the school by raising students' awareness of the present. Repeat research with more samples in different areas is required.

Many studies have been conducted on the identity of employees in the country. But research that examines the ethical identity of sports workers as a moderating role in the impact of high-performance work systems and unethical Unethical pro-organizationalbehaviors has been neglected.

The aim of this study was to investigate the moderating role of moral identity in the effect of high-performance work systems on immoral Unethical pro-organizationalbehaviors of sports employees.

The present study is a correlation study that was conducted with a structural equation modeling approach. The statistical population was the staff of the Ministry of Sports and Youth, from which 324 people were selected as the research sample. The measurement instrument was a standard questionnaire for research variables, the validity of which was assessed using confirmatory factor analysis. The collected data were analyzed using the Partial Least Squares (PLS) method.

The results obtained from the structural equation model showed that work systems with high-performance and ethical identity can have a direct positive effect on unethical Unethical pro-organizationalbehaviors of employees. Ethical identity can also be used as a moderator variable to increase the impact of work systems on Unethical pro-organizationalbehavior by 0.184.

Considering the effect of the variables studied in this study, it is suggested that the managers of the Ministry of Sports and Youth provide the necessary support to increase the identity and especially the moral identity of their employees so that the employees do their best to handle positive organizational activities.

Adolescent delinquency is associated with a set of abnormal behavioral patterns and poor emotional self-regulation skills, including self-injurious behaviors and experiences of anger and aggression. Studies show that the components of compassion therapy in form of group therapy are effective on hope, life satisfaction and mood disorders of delinquent adolescents and also improve positive emotional cognitive regulation and increase mindfulness skills, and reduce the experience of shame and guilt in clients. Anxiety disorders, depression, and increased anxiety tolerance and decreased emotion regulation have been negative, but there is a research gap in the application of this treatment to delinquent adolescents in the target population.

This study aimed to investigate the effectiveness of compassion-focused therapy on aggression, self-harm behaviors, and emotional self-regulation in juvenile delinquents of the Correction and Rehabilitation Center in Tehran.

The method of this quasi-experimental study was a pretest-posttest plan with a one-month follow-up. The statistical population of study included all clients residing in Tehran’s Correction and Rehabilitation Center in 2019; 13 people were selected from them as the sample of this research. Klonsky & Glenn inventory of statements about self-injury (ISAS), Hoffman &Kashdan emotional self-regulation questionnaire and Bass & Perry aggression questionnaire were used in pre-test, post-test, and follow-up steps; compassion-focused training program was conducted in twelve 90-minute sessions (one session per week). To evaluate the effectiveness of the intervention and to control the effect of pretest, a complex analysis of variance with repeated measures was used.

The results showed that compassion-focused therapy consistently led to significant effect in reducing the symptoms of aggression and self-harm behaviors (p<0/05) and this effectiveness has been consistently continued in follow up phase. Regarding the effectiveness of compassion-based therapy on the components of emotional self-regulation, the results showed that the implementation of the independent variable improved adaptation and tolerance (p <0.05) and this effectiveness was persistent in the follow-up phase.

It can be concluded that compassion-focused therapy is effective in reducing self-harm behaviors, aggression, and improving emotional regulation in delinquent adolescents. These results can be used in planning for preventing harmful behaviors in adolescents and reducing these behaviors, especially in delinquent adolescents.

Inflexibility is an inappropriate response children with autism disorder to environmental changes. A tool with appropriate reliability and validity is needed to measure the behavioral inflexibility of different age groups of children with autism disorder.there is a research gap due to disagreement on the relationship between behavioral inflexibility and age. So, the question is whether the factor structure of the Lecavalier Behavioral Inflexibility Scale is invariant. In different age groups.

The present study aimed to investigate the validity and invariance of the factor structure of the Lecavalier Behavioral Inflexibility Scale in children with autism disorder aged 3-6 and 7-12 in Isfahan.

The research method was descriptive-survey and applied in terms of purpose. The statistical population was children with autism disorder aged 3-12 in Isfahan, of whom 450 children were randomly selected, and the data obtained from 430 of them (230 for exploratory factor analysis and 200 for confirmatory factor analysis) were analyzed. The GARS Autism Symptoms Diagnostic Scale (GARS) (2012) with Cronbach’s alpha of 0.89 and the Lecavalier Behavioral Inflexibility Scale (BIS) (2020) with Cronbach’s alpha of 0.97 were used.

Data were analyzed by Cronbach’s alpha, exploratory and confirmatory factor analyses. The Behavioral Inflexibility Scale (CVR> 0.62 and CVI> 0.79) had acceptable internal consistency in the two age groups (α> 0.70). ∆x2 of the restricted and unrestricted models of the measurement residues were equal in different age groups [∆x2 (90)= 108.51, p= 0.089].

The Persian version of the Lecavalier Behavioral Inflexibility Scale has acceptable validity and reliability for both age groups, and its factor structure is invariant.

Numerous studies have shown that self-efficacy and perfectionism are associated with academic procrastination; But research that has developed a model for predicting academic procrastination based on social self-efficacy and perfectionism: the mediating role of the achievement emotions has been overlooked.

The aim ot this study was to develop a predictive model of Academic procrastination modeling based on social self-efficacy and perfectionism: The mediating role of achievement emotions

The present study was descriptive and of correlation and structural equations. The statistical population was all Twelfth grade male students in Mashhad in the academic year 2020-21. Out of 1200 people, A total of 290 individuals were selected by multi-stage cluster sampling. The research instruments included the Solomon and Rothblum (1984) Academic Procrastination Questionnaire, the Packran et al. (2007) Emotions Progress Questionnaire, the Kobori Perfectionists (2006) and Self- Efficacy dimensions Questionnaire of Muris. Data were analyzed using Pearson correlation test and path analysis in SPSS-22 & AMOS-24.

The results showed that there was a negative and significant relationship between social self-efficacy, individual standards and positive achievement emotions with academic procrastination (P<0.05). There was also a positive relationship between excessive worry about mistakes and negative progress emotions with academic procrastination (P<0.05). The results of the path analysis indicated that the model fits appropriately, and that social self-efficacy, both directly and achievement emotions (positive & negative); and excessive worry about mistakes, could indirectly academic procrastination through achievement emotions (positive & negative).

social self-efficacy and perfectionism along with other factors, such as achievement emotions play a key role in academic procrastination and the need to pay attention to these factors is essential in prevention programs.