فصلنامه روش ها و مدلهای روان شناختی
سال سیزدهم شماره 48 (تابستان 1401)

Studying students' emotional and behavioral problems through life skills in the elementary school, which is the most important period of personality formation, can play an important role in preparing for life in later life. Therefore, the purpose of this study is to develop a model of structural equations for self-concept prediction based on behavioral-emotional problems mediated by life skills in elementary school students.

The method was descriptive-correlation and data collection was field and applied in terms of results. The statistical population includes all primary school students in Tehran, which was analyzed according to Morgan sample size table of 253 people. For data collection, Yessen Chen (2004) self-concept scales, Seattle Behavioral-Emotional Problems Questionnaire (1999), Saatchi et al.'s Life Skills Questionnaire (2010) were used. And were analyzed using correlation matrix, regression and path analysis tests. It should be noted that in this study, SPSS software version 25 and Amos software were used.

The results show that the self-concept predictive model based on behavioral-emotional problems of elementary school students, the self-concept predictive model based on life skills of elementary school students, the behavioral-emotional problem model on elementary school life skills and the self-concept predictive model Based on behavioral-emotional problems mediated by life skills in elementary school students have a good fit.

It can be said that self-concept based on behavioral-emotional problems mediated by life skills has a significant positive effect that should be considered by psychologists.

The purpose of this study was to present a structural relationship model between dysfunctional attitudes and spiritual intelligence with corona anxiety through mediation role psychological hardiness.

The research method was correlation of the type path analysis. The population of this study included all Undergraduate students Poldokhtar Higher Education Center who were studying in the academic year 2020-2021. The statistical sample size was determined based on the rules of thumb Kline equal to 210 people, which was done by available sampling method and online questionnaire. The instruments used in this study were Corona Disease Anxiety Scale (CDAS), Dysfunctional Attitude Scale (DAS), Integrated Spiritual Intelligence Scale (SISRI) and Lang and Goulet Hardiness Scale (LGHS). Data analysis was performed using Path analysis statistical method and by the SPSS-22, and AMOS-24 software.

Findings showed that dysfunctional attitudes and psychological hardiness have a direct effect on corona anxiety (P<0/01); but spiritual intelligence had no direct effect on corona anxiety (p>0.05). Also, proposed model had an acceptable fitness to the data (X2/2= 1/22, AGFI=0/97, GFI=0/99, CFI=0/99, RMSEA=0/03) and indirect pathways of dysfunctional attitudes and spiritual intelligence were significant through mediating role of psychological hardiness on corona anxiety.

Dysfunctional attitudes were effective both directly and through psychological hardiness on corona anxiety; but spiritual intelligence could only reduce the anxiety of Corona through the mediation of psychological hardiness. It seems that paying attention to the presented model will be useful in the treatment program and counseling of students.

The aim of this study was to investigate the mediating role of reward sensitivity in the relationships between mania-related memory bias and working memory on recovery from bipolar I disorder.

This cross-sectional study was performed by available sampling method on 126 patients with bipolar I disorder in the manic phase who were referred to psychiatric offices. Sample subjects were reassessed for mania severity 30 days after completing the questionnaires and initial assessment. A researcher-made questionnaire, Clinical Global Impressions Scale for Bipolar Disorder, Young Mania Rating Scale, Emotional Auditory Verbal Learning Test, Daneman & Carpenter Working Memory Test, and the Sensitive to Reward and Sensitive to Punishment Scale were used to assess individuals. Data were analyzed using structural equation modeling and Smartpls-3 software.

The results show that mania-related memory bias has no significant effect on recovery from the disorder but has a positive and significant effect on reward sensitivity. Also, working memory does not have a significant effect on reward sensitivity, but it has a significant and positive effect on recovery from the disorder. Reward sensitivity under the influence of mania-related memory bias has a significant and negative effect on recovery from the disorder.

Strategies for reducing reward sensitivity and increasing working memory can be used to recovery from bipolar I disorder.

Most behavioral maladaptations and disorders in adolescence and adulthood are caused by ignoring the emotional-behavioral issues and problems of childhood and not guiding the developmental process of the child. The aim of this study was the effectiveness of play therapy on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities in the first period elementary school of Jam city.

This quasi-experimental study was a pre-test, post-test with a control group and a follow-up period. The statistical population of the present study included all first grade elementary students in the city of Jam in the academic year 2021-2022. Statistical samples of 51 people were purposefully divided equally between experimental and control groups. The instruments used were the Connors Teacher Form Attention Deficit Hyperactivity Disorder (CADHDQ) Questionnaire (1990) and the Springer et al Protocol (2012) and Mohammad Ismail (2008).

The results showed that play therapy was effective on attention deficit in students with attention deficit / hyperactivity disorder and students with learning disabilities and the observed difference compared to the control group was statistically significant (p <0.01).

According to the research results, it can be stated that by equipping education counseling clinics with playrooms, therapy and play therapy, a step can be taken to reduce the symptoms of attention deficit / hyperactivity disorder in hyperactive children.

Reading disorder is the most common learning disorder that accounts for the largest number of special education services and specialized intervention programs. The overall purpose of this study was to determine the effectiveness of educational interventions in listening cognitive games on phonological awareness of dyslexic children Research.

 Five students with reading disorders in the first grade of elementary school from a clinic under the supervision of Yazd Education were selected as participants in the study. The research design was a single subject of multi-line design with different subjects.To diagnose reading disorder, phonological awareness test and revised Wechsler children's IQ scale were used. The required data were collected in different baseline conditions, intervention, and follow-up. In the case of experimental intervention, each subject received at least twelve sessions of effectiveness of listening cognitive games training on the vocabulary of dyslexic children for 45-60 minutes, but in the baseline and follow-up conditions, none of them received cognitive games training. They did not receive phonological hearing from dyslexic children. Comparison of subjects' performance in baseline, intervention and follow-up conditions showed that direct instruction in listening cognitive games had a positive effect on the vocabulary of reading dyslexic children of all five subjects and this learning remained stable over time.

The effectiveness of teaching cognitive listening games has a positive effect on the phonology of dyslexic children in primary school and increases their reading skills.

The aim of this study was to evaluate the effective of short _term psychoanalysis on the fear of negative evaluation and body dissatisfaction and reduction of symptoms in body dysmorphic disorder in Isfahan in 1399. The research is a case study. In this study, subjects were selected purposefully. A single case method (A-B-A) was used to analyze the data. The baseline of the intervention was eight one-hour sessions performed on each of the sample individuals according to the patient's condition. Finally, in order to determine the effectiveness of short-term psychotherapy treatment on the fear of negative evaluation and physical dissatisfaction and reduce the symptoms of people with body dysmorphic disorder, the patients were re-evaluated by the criteria of body dysmorphic disorder ,physical dissatisfaction and negative evaluation. Results Regarding the fear variable of negative evaluation of short-term psychodynamic therapy with a very good effect for the first, second and third cases (PND = 100%) has given results. In relation to the physical dissatisfaction variable, short-term psychodynamic therapy has a very good effect for the second case (PND = 100%) and a relatively good effect for the first and third cases . Regarding the variable of physical deformity, short-term psychodynamic therapy with a good effect for the first, second and third cases (70% <PND <90%) has yielded results. Finally, based on the results, it can be said that short-term psychosis has an effect on the fear of negative evaluation and physical dissatisfaction and reduce the symptoms of people with physical deformity.

The present study investigated the mediating role of school quality of life and academic procrastination in the relationship between epistemological beliefs and English academic achievement in students.

The study was a descriptive correlation based on structural equation modeling. The statistical population consisted of male high school students. To determine the sample size according to the number of observed variables and assigning a coefficient of 10 for each variable, 260 students were selected as the sample size by the three-stage cluster random sampling method, and responded to Schumer's epistemological beliefs questionnaire (1990), Anderson & Brooke’s school quality of life (2000), and Savari’s academic procrastination (2011). Students' English language grades at the end of the semester were used to measure the variable of academic achievement in English. Structural equation modeling with SPSS 24 and 23 Amos software was used to analyze the data.

The findings showed that epistemological beliefs, quality of school life and academic procrastination have a significant direct effect on English academic achievement, and epistemological beliefs mediated by school quality of life and academic procrastination have an indirect effect on English academic achievement. Also, the research model was approved and in general, 70% of English academic achievement can be explained by research variables.

The results of this study emphasize the need for the role of cognitive beliefs in the language learning process, as well as increasing the quality of school life and reducing academic procrastination that can improve the language learning situation.

Therefore this study was conducted to investigate the effectiveness of perfectionism education on growth of self-efficacy in students of special schools. The present study is an experimental study. The research method was quasi-experimental pretest-posttest with a control group. The statistical population of the study included all perfectionist female students referred to Imam Hossein Counseling Center in Yazd, studying in special schools. Students who completed the Hill Perfectionism Questionnaire and obtained the Perfectionism Score were selected by purposive and convenience sampling. The researcher randomly selected 24 perfectionist female students and then assigned them to the experimental and control groups . Participants in the experimental group received perfectionism-based dimensions of perfectionist students' training in 9 sessions of 90 minutes, but the control group did not receive any intervention.The results of data analysis showed that the curriculum based on lived experiences of perfectionist students had a significant effect (p <0.05) on the dependent variable of self-efficacy, the special intervention program of perfectionists has had an effect on increasing the academic, social and emotional self-efficacy of students. it should be said that the program developed in this study is based on the real experiences of perfectionist students (the first qualitative stage of the research) and has been developed specifically for perfectionist students and the psychometric properties of the program by experts in this The field has been approved and has somehow dealt with both academic issues and the behavioral and emotional problems of perfectionist students, it has had the necessary effectiveness on self-efficacy.

The aim of this study was to validate the Persian version of the Disease Acceptance Scale (PDAS) among women 18 years and older during the outbreak of Covid-19 in the autumn of 2021. The instrument used was a modified version of the Disease Acceptance Scale (Leung et al., 2021). Data analysis method Exploratory factor analysis; Confirmatory factor analysis; Cronbach's alpha coefficient. The results showed that the fitness indices in the factor structure obtained during the exploratory analysis had NFI, NNFI, GFI, CFI, IFI, RFI in the range of 0.9, which was approved at the RMSEA level. This article has confirmed the validity of the structure of the Persian version of the tool under study. Cronbach's alpha coefficient for each subscale as well as the total scale was higher than 0.7. Group factor analysis also showed that this scale is not affected by gender. Regarding the levels of disease acceptance, the findings showed that 48.8% have a low level of disease acceptance, 43.8% have a moderate level of disease acceptance and 7.5% have a good level of disease acceptance. Given that the validity of this tool has been confirmed, the use of this tool in family counseling centers, care centers for people with underlying diseases, patients with incurable diseases or people with special needs to measure the acceptance of the disease is recommended.

The aim of this study was to investigate the relationship between mothers’Difficulties in Emotion Regulation and parenting methods and their elementary school children's disruptive behaviors. The statistical population consisted of mothers of elementary boys’ school in Shiraz. Four state elementary boys’ schools were selected by multi-stage cluster sampling. Then, through screening procedure, 105 mothers of children with disruptive behaviors (oppositional defiant behaviors and conduct behaviors) were selected based on the teacher and parents' Child Symptom Inventory. Participants completed the Parent’s form of Child Symptom Inventory-4, Alabama Parenting Questionnaire, and Difficulties in Emotion Regulation Scale. Findings of correlation showed that there is a positive and significant relationship between Difficulties in Emotion Regulation, behavioral inconsistency, weakness in the supervision of mothers and children’s symptoms of oppositional defiant disorder and conduct disorder. Also, mothers’ positive parenting methods have a negative and significant relationship with children’s symptoms of oppositional defiant disorder. In addition, the results showed that Difficulties in Emotion Regulation of mothers have a positive and significant relationship with their behavioral inconsistency and weakness in supervision and guidance. Regarding the results of regression, the strongest predictor of children’s oppositional defiant disorder and conduct disorder is the weakness of maternal supervision. According to the results, Difficulties in Emotion Regulation and parental parenting methods have significant relationships with oppositional defiant disorder and conduct disorder. These findings can be routinely addressed in the therapeutic field or in the education of parents and children with risks.