فصلنامه روان شناسی کاربردی
سال شانزدهم شماره 4 (پیاپی 64، زمستان 1401)

Cognitive estimation attribiution of numeric value to a matter without a exact information about it. The purpose of present study is preparation of cognitive estimation test and evaluation of validity, reliability and normalization of it.

in present cross sectional study, 634 students of Shahid Beheshti University evaluated with cognitive estimation test, Wisconsin Card Sorting Test, color- word Stroop Test and N- Back working memory test was used as executive function was used as golden tests. Pearson correlation test, T-Test, Chronbach Test were used for analysis.

Findings show that estimation in different modality is correlated to each other. There are some gender differences in cognitive estimation. Cognitive estimation is correlated with Wisconsin Card Sorting Test and N- Back test and is not correlated to Stroop Test variables.

Cognitive estimation test is a reliable and valid test. Cognitive estimation is unrelated to the modality of information.Key Words: Cognitive Estimation, Executive Function, and PsychometryKey Words: Cognitive Estimation, Executive Function, and PsychometryKey Words: Cognitive Estimation, Executive Function, and Psychometry

The aim of this study was to compare emotional reactivity and children's theory of mind based on their mothers' emotional expression styles. The research method was descriptive causal-comparative and was conducted online in two steps. First, using available sampling method, 105 mothers whose scores were a standard deviation above average in each of the emotional expressiveness (King and Emmons, 1990), Ambivalence over emotional expressiveness (King and Emmons, 1990) and Emotional Control (Roger and Nashvor, 1987) questionnaires (35 people in each group), entered the second step. In the second step, for the 10-12-year-old girls of these mothers, the Theory of Mind (Muris, 1999; Baron Cohen, 2001) and Emotional Reactivity (Nock, 2008) Questionnaires were administered. Data were analyzed by analysis of variance and Pearson correlation coefficient. The results showed that children's emotional reactivity with mothers with control and emotional ambivalence styles are order higher than emotional expressiveness style and the scores of children's theory of minds (p = 0.001) with mothers with emotional control and emotional ambivalence styles are order lower than emotional expression style. The explanation of the findings shows that in the emotional control style due to the suppression of emotions, children have more emotional reactivity and the ability to process of emotions in them is lower, while in the emotional expression style, the balance of emotional expression makes the child has high emotional awareness and can better communicate with others.

The aim of this study was to determine the interactive role of couples' self-compassion in cognitive emotion regulation of themselves and their spouses using Actor-Partner Interdependence Model. This study is of descriptive method and the design is correlational using structural equation modeling. The statistical population of the study included all couples living in Tehran in 2020, of whom a sample of 167 couples (334 participants) were selected via available sampling method. Short form of Cognitive Emotion Regulation Questionnaire Garnefski, Kraaij, 2006 and Self-Compassion Scale Neff, 2003 were used to collect the data. the data were analyzed using structural equation modeling. The results indicated that the path coefficient of the actor effect of self-compassion had a positive and significant relationship with adaptive emotion regulation strategies (p <0.01, β=0/83 for females, β=0/60 for males) and a negative and significant relationship with maladaptive emotion regulation strategies in females (p <0.01, β=-0/62) and males (p <0.05, β=-0/60). In terms of partner effect, there was a positive and significant relationship between males' self-compassion and adaptive emotion regulation strategies of their spouses (females) (p <0.05, β=0/19). It should be noted that, both conceptual models of the present research had goodness of fit. Based on the results, it can be said that self-compassion plays an important role in predicting cognitive emotion regulation strategies. Males' self-compassion also plays a role not only in regulating their own emotions but also in their spouses' adaptive emotion regulation strategies.

The aim of this study is to identify the components of parental psychological annoyance transmitted to children based on parents’ life reviews.

Present study is qualitative research based on grounded theory through purposeful and theoretical sampling. The population of the study was selected among Iranian parents aged 35 to 50years with adolescent children [boys or girls aged 13 to 18 years] living in Tehran city who had participated in an in-depth and semi-structured interview voluntarily for data gathering. After the realization of theoretical saturation in the eighteenth interview, the Glaser method was used to analyze the data.

The analysis of annoyance types was divided into four components with its perceptual factors as annoyance caused by communication space, annoyance caused by interactions, annoyance caused by parenting style, and annoyance caused by living conditions.

In addition to the increase of insight and deep understanding of the areas and components of annoyance and its transmission in the family, The results of the study can provide the necessary content to design preventive programs.

Given the growing growth of virtual education and especially in the context of the spread of the coronavirus pandemic, the essential role of classroom management in improving the quality of education should be considered and The aim of this study was to develop a causal relationship model of purposeful classroom management in virtual education with students' psychological status and academic outcomes.

The research method was applied in terms of purpose and descriptive-correlational in nature. The statistical population of the study included students of different educational levels in public and Payame Noor universities in Tehran. The sample was selected based on Morgan table for unlimited communities and based on the number of dimensions of the studied variables equal to 384 people. Sampling method was available electronically due to coronavirus limitations. Data were analyzed using SPSS24 and LISREL8.8 software. Research tools included purposeful classroom management questionnaire in virtual education, Aschbacher et al.'s academic identity, Dehghanizadeh and Hosseinchari Academic buoyancy, Diener flourishing and Golparvar academic ethics questionnaire.

Findings showed that purposeful management of virtual classroom has a positive causal relationship with academic identity, academic buoyancy, flourishing and academic ethics.

As a result, the institutionalization of purposeful classroom management among Professors can be a practical tool in improving the quality of education in cyberspace and lead to the formation of positive academic, emotional and social consequences.

The purpose of this study was mediating role of maladaptive cognitive emotion regulation strategies in the relationship between metacognitive beliefs and test anxiety.

The method of this study was descriptive -correlational. The whole secondary school students in Tehran city in academic year 1401-1400 were constituted the statistical population of this study. 456 people from this statistical population were selected randomly by convenience sampling and participated in this study. The instruments were test anxiety inventory of Aboighasemi and et al (1375), metacognitions questionnaire for children of Bacow and et al (2009)) and cognitive emotion regulation questionnaire (CERQ) of Garnefski and Kraaij (2006). Data were evaluated and analyzed with the use of Pearson’s correlation and Structural Equation Model (SEM) by SPSS-24 and AMOS.

Results showed that metacognitive beliefs and maladaptive cognitive emotion regulation have significant direct and indirect relations with test anxiety in students (p<0.05). Also, maladaptive emotion regulation mediate the relationship between metacognitive beliefs with test anxiety in students (p<0.05).

To the result, focusing on the metacognitive beliefs and maladaptive cognitive regulation emotion can play on important role in student test anxiety. More interventions based on metacognitive and cognitive emotion regulation-based interventions in treatment for pathological test anxiety are suggested.

This study aimed to present a model of challenges in raising preschool children with hearing loss from the perspective of mothers and professionals based on the grounded theory.

The sample of this study was 15 mothers of children with hearing loss aged 4 to 6 years from the association of parents of children with hearing loss in Tehran and 5 professionals in the field of deaf and hard of hearing children who were selected in 2021 using purposive sampling method. The challenges of raising children with hearing loss were collected through in-depth semi-structured interviews to achieve theoretical saturation and analyzed by theoretical coding (open, axial and selective coding).

Based on the results of the research, open codes around 290 concepts, central codes including 51 concepts and selective codes in fourteen concepts including systemic and religious challenges, couple challenges, relationship challenges, various topics, unfavorable parent-child, thoughts and feelings. Experiences of blame, anxiety about the future, isolationism, emotional and behavioral problems, emotional response to the child, problems in communication skills and independence, child neglect, transformation and constructiveness, growing parenting skills were identified and discovered.

Parents face special challenges in raising their children with hearing loss, so it is important to pay special attention to the challenges ahead in raising a child with hearing loss.

The aim of this study was to compare the effectiveness of schema-therapy and reality-therapy on psychological flexibility and emotional self-regulation of preschool teachers in Shahrekord.

The statistical population was all preschool teachers in Shahrekord, from which 45 people were selected by available sampling and randomly assigned to 2 experimental groups and 1 control group (15 people each). The research measurement tools included questionnaires of psychological resilience (Bond et al., 2011) and emotional self-regulation (March, 1983) which were completed in three stages: pre-test, post-test and 3-month follow-up. Data were analyzed using repeated measures analysis of variance.

The results showed that only schema therapy had a stable effect on adjusting the mean scores of psychological flexibility (P<0.05); However, both schema therapy and reality therapy methods had a stable effect on increasing the mean scores of emotional self-regulation (P <0.05).

It was concluded that two methods of group schema therapy in the first place and group reality therapy in the second degree can be used to improve the psychological flexibility and emotional self-regulation of preschool teachers.

The aim of this study was to construct and validate an inventory of adolescent psychological pathology in cyberspace.

The research method was exploratory (qualitative-quantitative). For this purpose, by using the thematic analysi, by studying articles and interviewing professors and active adolescents in cyberspace, damages were identified and based on that, an inventory was constructed and validated. The statistical population in the qualitative section included available articles, professors of Arak, Isfahan, Qazvin Imam Khomeini universities and active adolescents in cyberspace in Arak. The sample was selected by purposive method. The statistical population in the quantitative section included active adolescents in cyberspace in Arak, 800 individuals of them (400 for exploratory factor analysis and 400 for confirmatory factor analysis) were selected by multi-stage cluster sampling method. The research instruments were a demographic information sheet, a researcher-made questionnaire on how to use cyberspace, and a semi-structured interview.

The content and face validity of the inventory were confirmed. In construct validity by exploratory factor analysis, 10 factors were extracted, which explained 78.43% of the variance. In confirmatory factor analysis, fit indicators were desirable. The reliability of the inventory was 0.98 with Cronbach's alpha and 0.82 with retest.

It can be concluded that the constructed inventory has good validity and reliability and can be used to assess the psychological damages of adolescents in cyberspace.

The aim of this study was to test the hypothesized model of structural relationships between coping styles and occupational coping self-efficacy with health professions stress among a group of nurses.

In this correlational study, 151 nurses working in the oncology departments of Tehran University of Medical Sciences responded to the Occupational Coping Self-Efficacy Scale for Nurses (Pisanti, Lombardo, Lucidi, Lazzari & Bertini, 2008), the Coping Inventory for Stressful Situations-Short Version (Cohan, Jang & Stein, 2006) and the Health Professions Stress Inventory (Wolfgang, 1988). In this study, the structural equation modeling method was used to test the causal relationships in the hypothetical model.

The results showed that the relationship between task-based coping style and occupational coping self-efficacy with health professions stress was negative and significant, and the relationship between emotion-oriented and avoidance coping styles with health professions stress was positive and significant. In addition, the results showed that the hypothesized model had a good fit with the data and the variables of occupational coping self-efficacy and coping styles explained 37% of the variance of health professions stress.

The results of this study emphasize the need to apply psycho-educational interventions aimed at enriching the coping skills of people working in health-oriented professions.