فصلنامه علوم روانشناختی
پیاپی 113 (امرداد 1401)

Research has shown that music art as a kind of language has its areas in the brain and conveys human feeling, emotion, and perception without speaking, but still understanding it requires education to benefit from social-intellectual abilities. Many studies also introduce music as a powerful tool to strengthen and develop creativity with the easiest and enjoyable performance and least complications. Therefore, the research question is to what extent music education causes creativity or its related components based on the research background.

This article aims to review the background of related research on the causes and factors of the effectiveness of music education to create and develop creativity.

The present article uses a descriptive-analytical method, in line with the Prisma principle, to identify 23 crucial factors as mediators between creativity and music, among 45 articles related to the subject of creativity and music, and finally introduced and analyzed to identify the direct impact of the music education process, the contexts needed to develop creativity.

The components of individual and social growth, self-confidence, motion skills, patience and interaction, thought growth, brain growth, compatibility and impressibility, imagination and dreaming, phonology, harmony and empathy, intelligence, strengthen auditory powers, responsibility, memory strengthen, persistence, mental growth, improvisation, verbal memory, word memorization, understanding the concept of language, concentration making, strengthen romantic feelings and emotions, and the facility of reading, writing, counting, and interface for learning can provide the context for the emergence, development and expansion of people's creativity under the influence of enhanced music education.

Through music education, the 23 introduced variables can be improved in learners and their creativity is expanded, developed, and updated as a result of the growth of these components.

Remarriage is a new opportunity to experience married life, but the theoretical and experimental backgrounds in this field indicate that this group experiences a lot of psychological, communication, and family stress. Also, the divorce rate is high among them. However, this group’s perceptual challenges and educational needs have not been comprehensively identified in specific research, and there is a research gap in this regard.

This study aimed to identify pre-marital educational needs.

The research was qualitative and grounded theory. The researcher selected men and women with experience of remarriage in Tehran. For this purpose, 16 men and women (identified by virtual call) and 12 professionals (identified by marriage and family association) were selected by purposive sampling. Interviews were recorded and analyzed using Strauss and Corbin (1998).

The analysis of the interviewees’ statements led to the design of a remarriage readiness model, with one primary theme (realistic selection and secure entry into a challenging relationship), four causal factors (clarification of remarriage criteria, analysis of individual readiness, having knowledge to find the appropriate match, and examining the possibility of unhealthy reasons for remarriage), three underlying factors (awareness of the role of family barriers, insight into marital and parenting challenges), four interfering factors (facilitating the release of the individual from the previous relationship, strengthening intrapersonal capabilities, strengthening marital skills and teaching communication requirements in interaction with children), four actions (participatory solution of challenges related to children, accepting the couple’s challenges and participating in addressing, defining the parent-child relationship based on affection, and defining marital relationship based on love) and a consequence (quality remarried life).

The research results provided the basis for designing pre-remarriage education programs that increase the likelihood of a quality remarriage.

Scoring and analysis of Forced Choice(FC) scale has caused a great deal of controversy among researchers. Most of the discussions are related to the superficiality of the obtained results due to the ipsative nature of FC scale datas.

The aim of this study was to use the Thurstonian Item Response (T-IRT) approach in scoring and examining the factor structure of FC scales.

The statistical population of this study was students of Allameh Tabataba'i University of Tehran. The T-IRT model was used to score and analyze the data obtained from the Kolb Learning Styles Questionnaire (LSI), which is a Forced Choice approach.

The results of the T-IRT model in examining the factor structure of the LSI showed that the four-factor model fit well with the data and also, although the correlation structure between the factors in the orthogonal bipolar bifactor model was consistent with the proposed Kolb structure; but this model did not fit well with the data. The results of Multinomial logistic regression model in examining the relationship between learning styles of gender and field of study of students showed that the gender variable has no Share in predicting learning styles (CH:4.87, P>0.05); but the model related to the field of study was significant (CH:305.26, P<0.001). Also, the results of beta coefficients and significance of the model showed that students of psychology (Sig=0.01, β=-1.69 ) and law (Sig=0.01, β=1.48 ) have more Divergent and Assimilator learning style.

These findings indicated that the T-IRT approach works well in solving problems related to scoring and analyzing FC scales, and this could expand the use of these scales. Also, the results of studying learning styles indicate that in teaching and education, more attention should be paid to students' learning styles and teaching methods appropriate to their learning styles should be used.

The research has shown that the psychological distress is an important risk factor in pathogenesis of the functional dyspepsia. It severely affects the quality of patients’ life regarding psychological processes in the field of pain and visceral stimuli. However, there is a lack of structural models among the literature for predicting the quality of life based on psychological distress considering the effect of mediating roles of pain self-efficacy, visceral sensitivity, pain-related mental imagery, and pain catastrophizing.

The purpose of this study is investigating the relationship between the psychological distress and the quality of life in functional dyspepsia considering the effect of the mediating roles of pain self-efficacy, visceral sensitivity, pain-related mental imagery, and pain catastrophizing.

The method used in this research is the model of “correlation of structural equation modeling”. The statistical population of the model consists of 363 patients with functional dyspepsia who referred to gastrointestinal clinics in Isfahan selected using the “convenience sampling method”. Nepean dyspepsia index (Talley et al., 1999), depression, anxiety and stress scale (Sahebi et al., 2005), chronic pain self-efficacy questionnaire (Besharat, 1387), short form -McGill pain questionnaire (Kachooei et al., 1394), visceral sensitivity index (Pourtavakoli et al., 1397) and pain catastrophizing scale (Sajjadian et al., 1391) are used to acquire data. The data are analyzed using the developed structural equation model and the smart-PLS software.

The results obtained by the developed model shows a strong overall fit (GOF= 0.857) and the general structure of the tested relationships is confirmed by the obtained data (NFI= 0.907 and SRMR= 0.056). All indirect coefficients in the model are considered as significant with t≥ 1.96 and p≤ 0.05. Also, all direct coefficients are significant excepts the direct effect between the quality of life and both the visceral sensitivity and the pain self-efficacy with t≥ 1.96 and p≤ 0.05.

The results of the present research demonstrate that the quality of life has significant relations to the psychological distress through pain self-efficacy, visceral sensitivity, pain-related mental imagery, and pain catastrophizing. The findings of this model help to understand the effect of psychological distress on the quality of life of patients with functional dyspepsia and considering these relationships can be of great importance in the etiology and treatment of patients.

Former studies have demonstrated that coronary artery disease is a major cause of death and in Iran is the top cause of death and causes 45 percent of fatalities. After coronary artery bypass surgery (CABG) patients face psychological problems such as depression, anxiety, and stress. Progressive counting method is an effectiveness method in providing mental exposure and desensitize traumatic memories to lower anxiety and enhance a sense of mastery over spontaneous memories. But there is lack of research on the progressive counting method in Iran.

This study aimed to evaluate the efficacy of PC method on emotional symptoms (depression, anxiety & stress), which exist in CABG patients according to the literature.

In this quasi-experimental research, we used a pre-test-post-test design. Patients included those who were referred to the Rehabilitation Clinic of Tehran Heart Center within a 4 to 6-week period after coronary artery bypass surgery. Among them, 24 patients were selected. Having consented to participate in the study, all 24 participants were randomly placed in intervention and control groups. DASS-21 and IES-R were used for measurement. Assessments were performed in three stages pre-test, post-test, & follow-up in both groups.

Progressive counting method significantly reduced anxiety & stress symptoms in the intervention group (α=0.05). This method did not make a significant difference in the rate of depression. The amount of depression during the follow-up period is largely determined by these values during the pre-test period (α=0.05).

Progressive counting method probably influences the perception of the impacts of the trauma on the life of the individual and treats the implications of the trauma on the patient's life and decreases the probability of re-traumatization. It is recommended to study with more samples.

Latest neuro-cognitive frameworks claimed that working memory and cognitive flexibility as the main feature of executive functions (EF), were affected by worry and intolerance of uncertainty. Considering that the role of cognitive functions in understanding and treating emotional disorders has received less attention of researchers, it seems to be a major research gap to focus on these novel aspects.

The purpose of this study was to compare the working memory and cognitive flexibility in individuals with high/low levels of worry and intolerance of uncertainty.

The method of this study was causal-comparative. A sample of 500 individuals were chosen availably and were screened with Pen-state worry questionnaire (PSWQ) (Meyer et al, 1990) and intolerance of uncertainty scale (IUS) (Freeston et al, 1994) and 50 individuals were selected by targeted sampling in high levels of worry and intolerance of uncertainty, as well as 50 other individuals in low levels. Finally, they undertook computerized Stroop (Ridely, 1935) and N-Back tests (Kirchner, 1958).

The multivariate analysis of variance results, indicated a significant difference between working memory with F=417/49 and cognitive flexibility with F= 30/27) P= 0.001(.

The findings revealed that working memory and cognitive flexibility in individuals with high levels of worry and intolerance of uncertainty had a significant drop. Therefore, further considerations on this issue can be effective in treatment plans.

Self-efficacy and resilience are among the most important concepts related to psychological capital that consists of various dimensions and considering the multidimensional nature of peace education, examining its impact on increasing self-efficacy and resilience is the main issue of the present study.

The aim of this study was to determine the efficacy of peace education on self-efficacy and resilience of junior high school students.

The present study was conducted as a quasi-experimental method with a pretest-posttest design and considering three experimental and control groups with a two-month follow-up. The statistical population of the study consists of first grade high school students in District 3 of Tehran. 60 samples were selected by multi-stage cluster sampling method. The data collection tool was a psychological capital questionnaire that was used to test the two items of self-efficacy and resilience. After performing the pre-test, the experimental group received peace training in 8 sessions of 120 minutes in 8 consecutive weeks and the control group did not receive any training in this field. At the end of the experimental group, post-test and after two months, follow-up test was performed. Mixed analysis of variance in SPSS-22 software was used to analyze the data.

The results showed that the effect of peace education on the components of self-efficacy and resiliency, is significant at the level of 0.01. Also, peace education compared to the control group has led to an increase in the mean scores of the components of self-efficacy and resiliency in the post-test and follow-up stages.

Due to the significant effect of peace education on students' self-efficacy and resiliency, this method can be used in their academic success.

Although the role of attachment styles, self-esteem, and sensitivity to rejection in smartphone addiction has been confirmed, there are still many ambiguities in how these factors affect smartphone addiction; In some cases, research results are even contradictory, perhaps because they have often been examined independently.

This study investigates the mediating role of self-esteem and sensitivity to rejection in the relationship between attachment styles and smartphone addiction

Structural equation modeling (SEM) was used to test the indirect relationship between attachment styles and smartphone addiction through self-esteem and sensitivity to rejection. The statistical population of this study included all smartphone users aged 20 to 34 years old. The participants included 452 individuals aged 20 to 34 years (49.1% women and 50.9% men). The following questionnaires were administered to the participants: Adult Attachment Style Questionnaire (Besharat, 2011), smartphone Addiction (Sevari, 2014), Rosenberg's Self-Esteem (1965), and the adult version of Rejection Sensitivity Questionnaire (Branson et al.,2009). The path analysis method was used for data analysis.

The results of the bootstrap method showed that self-esteem and sensitivity to rejection partially mediated the relationship between secure and avoidant attachment styles and smartphone addiction. The results also indicated their full mediating role in the relationship between anxious attachment style and smartphone addiction. Furthermore, results showed gender's moderating role on the direct path between avoidant attachment style and smartphone addiction, And the indirect path between anxious attachment style and smartphone addiction.

This study's findings suggest that to solve the smartphone addiction issue, especially in women, paying attention to the components of self-esteem and sensitivity to rejection can be helpful.

Researchs shows that the physical and psychological effects of obvious skin conditions such as vitiligo, affect the quality of life of patients. Although in the past, compassion-focused therapy has led to positive emotional regulation, reduction of negative emotions, and self-blame, as well as acceptance - commitment therapy led to mindfulness, acceptance of feelings, and calmness in the face of illness, but there is a research gap exists in the impact of these therapies on the quality of life of women with vitiligo.

This research was performed to compare The Efficacy of compassion focused therapy and acceptance and commitment therapy on quality of life in women patient with vitiligo.

The research method was quasi-experimental with pre-test and post-test and follow-up with control group. The study population consisted of all women with vitiligo who referred to Razi Hospital in Tehran in 2020, which 45 people were purposefully selected after controlling the entry and exit criteria and randomly divided into 3 groups of 15 people (two experimental groups and A control group). The measurement tool was the World Health Organization Quality of Life Questionnaire (1993). For the first experiment group, the acceptance and commitment ‌therapy ‌of hyse et al(2016), and for the second experiment group, the compassion focused therapy (Gilbert, 2009, 2014) were delivered in groups and in eight 120-minute sessions, but the control group received no intervention. In order to test the research hypotheses, descriptive statistics and mixed analysis of variance were used by SPSS20 software.

Showed that all three groups in the pre-test stage were not significantly different from each other except that the physical health of the control group was higher than the compassion group. Also, the difference between the acceptance-commitment and compassion-based therapy group with the control group in quality of life and all its components in the post-test and follow-up stages was significant (p <0.01) except for one case in the living environment component, it was not significant with the control group in the post-test. In physical health and social relationship, the difference between the two experimental groups of acceptance- commitment and compassion group in the post-test and follow-up stages was not significant (p <0.01). In mental health, living environment and overall quality of life in the post-test and follow-up stages, the difference between the two experimental groups was significant and showed a more effect of acceptance and commitment therapy. Except for the overall quality of life, there was no significant difference between the two experimental groups in the post-test.

According to the obtained results, it is concluded that the therapy is based on acceptance and commitment by accepting emotions and preventing the avoidance of experience and shaping committed practice and healthy habits and Compassion-focused therapies by changing mental interpretations of blame and criticism and enhancing kindness to themselves and others, improve patients' quality of life.

Academic Adjustment refers to the ability to adapt to new information, experiences, and learning environments. Among the important features that can affect academic adjustment is the ability of emotional self-regulation and orientation of tendency-dominance with the mediating role of academic flourishing in students. However, so far, no research has examined the integration of the relationships of these variables in the form of a comprehensive model.

This study was conducted to develop a causal model of academic adjustment based on emotional self-regulation and orientation of tendency-dominance and the mediating role of academic flourishing in students.

In this descriptive-correlational study, the statistical population included 384 people consisted of all high school second-grade students in Mahabad in 2019-2020, which were selected by multi-stage cluster sampling. Research instruments include the Achievement Goal Questionnaire (Elliott & Murayama) (AGQ-R), March's Emotional Self-Regulation Questionnaire (1998), the Diner and Biswas Academic Flourishing Scale (2008), and the Baker and Cyriac Standard Adjustment Questionnaire (1984). The evaluation of the proposed model was performed using the path analysis method.

The results showed that the variables of emotional self-regulation (P= 0.001), orientation of tendency-dominance (P= 0.004) and academic flourishing (P= 0.001) predicted academic adjustment directly. Also, emotional self-regulation (P= 0.001) and orientation of tendency-dominance (P= 0.001) have a direct relationship with academic flourishing. Emotional self-regulation and orientation of tendency-dominance have an indirect relationship with the mediation of academic flourishing on academic adjustment (P= 0.001).

According to the findings of this study, academic flourishing (in the meaning of the desire to progress and get better) plays a significant mediating role in the relationship between emotional self-regulation, orientation of tendency- dominance and academic adjustment.

A systematic review of research suggests that different variables affect the explanation of adolescent academic anxiety, but the role of mind theory and compatibility have been neglected as an integrated model.

The purpose of this study was to evaluate the structural equation model of academic anxiety explanation of female adolescents based on mind theory with the mediating role of compatibility.

The present study was a descriptive correlation and structural equations. The statistical population of the present study consisted of all ninth grade female adolescents in the first secondary schools during 2019-2020 in Ghaemshahr. In this study, 300 people were selected by two-stage cluster sampling to determine the sample size. Sinha and Singh’s (1993) Student Compatibility Questionnaire, Albert and Haber’s (1960) Academic Achievement Anxiety Questionnaire, and Stirman's Mind Theory (1994) were used for data collection. Structural equations with SPSSV18 and AMOSV23 software were used to analyze the data.

The results showed that the variables of mind theory and compatibility have a direct and significant effect on academic anxiety (P<0.01). The indirect effect of mind theory on academic anxiety through compatibility mediation was also confirmed. In general, the research model was approved and the research variables were able to predict 67% of the academic anxiety variable.

Based on the results of this study, mind theory variable has an indirect effect on the academic anxiety of female adolescents due to compatibility, and therefore the knowledge of teachers, principals, parents, students and other experts in the field of education could be helpful in reducing the academic anxiety of female adolescents.

Current statistics show that cognitive couple therapy and schema therapy have an effect on controlling emotions and conflict resolution styles in couples with marital conflict.The existence of several studies on the effectiveness of McKay cognitive couple therapy and schema therapy on reducing marital conflicts, the above differences led to the present study to compare the effectiveness of these two therapeutic approaches.

The aim of this study was to compare the effectiveness of McKay's cognitive couple therapy and schema therapy on controlling emotions and conflict resolution styles in couples with marital conflict in Qom.

The design of this study is quasi-experimental and pre-test-post-test-follow-up with a control group. The statistical population of the present study is all couples with marital conflict who visited Qom's psychological clinic to resolve their issues. 45 of these couples are placed in three groups of schema therapy (15 couple), acceptance and commitment (15couple) and control groups (15 couple) using simple random sampling method.Experimental groups underwent Young schema therapy(Young,closco, vichar,2003), (ten ninety-minute appointment) and McKay's cognitive approach(Mckay,fanting,Patrick,Palg,Kim,2007), (ten ninety-minute appointment). Within this period, there was no schema therapy and McKay's cognitive approach intervention for control group and remained on the waiting list. In this study, the Emotion Control Scale (ACS) questionnaires were used by Williams, Campbell and Ahrens (1997) and Rahim (1983) conflict resolution styles..

The results indicate that McKay cognitive couple therapy and schema therapy have been effective on controlling emotions and conflict resolution styles in couples with marital conflict in Qom. The overall effect was found to be significant and further detailed results and post hoc test showed that there was no difference between the experimental groups and the differences between each experimental group and the control group caused the overall F significance. The effectiveness of these two treatments was significant at this level and then a closer look at the data based on Benfroni post hoc test showed that there was a significant difference between the experimental groups and the control group, but there was a difference between the two experimental groups. The main effect of the stage (p <0.000 and F= 473.90), the interaction of the group with the stage (P<0.001 and F= 130.84) turned out to be significant. The interaction of the variable with the group, stage (P<0.001 and F= 10.82) and between the groups (P <0.008 and F= 5.91) significant.

Finally, from the analysis of research findings, it can be concluded that by teaching McKay Cognitive Couple Therapy and Schema Therapy, it is possible to improve the control of emotions and conflict resolution styles in couples with marital conflict.