فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 71 (بهار 1401)

he aim of this study was to investigate the development of identity of Iranian male adolescents in the context of counter-narrativeof their lives. The research method was qualitative,correlational. In the qualitative phase,the population consistedof male adolescents aged 15-20 years old,as well as psychologists,sociologists in Tehran in 2020. The adolescents wereselected by the convenience sampling method,the process of sampling was continued until theoretical saturation (19 people).Also,6 specialists were selected by the purposive sampling. In the quantitative phase,the population consisted of adolescents aged15-20 years old in Tehran in 2020,from which 218 people were selected by convenience sampling. In the qualitative phase,data werecollected through the life story interview (McAdams,1995),in the quantitative phase by a researcher-made questionnaire. In thequalitative phase,data were analyzed through the content analysis method,in the quantitative phase through the confirmatory factoranalysis. The results of content analysis showed that the counter narrative model of Iranian male adolescents includes componentssuch as voluntary lifestyle,sense of uniqueness,independence-seeking,competitiveness. The results of first-order factor analysisindicated that the model has a good fit with the data. The results of second-order factor analysis also showed that the sense of uniquenesshas the most contribution in the counter narrative model of Iranian male adolescents. According to the research findings,it canbe concluded that the modern,individualistic values have gained a significant contribution in the structure of counter narrative ofIranian male adolescents

This study aimed to investigated The Effect of Short-Term Dynamic Psychotherapy Based on Core Conflictual Relationship Theme on Improvement of Mother-Child Interactional Patterns.The study was a quasi-experimental design. The participants included three mothers who lived in Tehran. All three participants took part in a 12 session that administered as one hour sessions per week and experienced brief psychodynamic psychotherapy. The participant were assessed eight times (2 baseline assessments, 5 during therapeutic session assessments, and 1 follow up assessment) by the Parent-Child Relationship Scale (Pianta, 2011) and the Maternal Caregiving Quality Scale (Ghanbari, Khodapanahi, Mazaheri, & Lavasani, 2012). Visual analysis Within-condition and Between-condition used to analyze the acquired information. The results revealed that the intervention improved the mother – child interactions. According to the research findings, many of the parent – child conflicts, rooted in the unconscious self-object mental representations of parents. 

his study aimed to determine the effectiveness of emotion regulation training on behavioral problems in children with intellectual disability. The study method was an experimental design (pretest, and post-test) with experimental and control groups. Participants comprised 10-18 year-old students from Exceptional Schools at Tehran City in 2018-1019 school year, selected by in convenience sampling method. Forty-four students who got 60 points and higher in the Children Behavior Check List (CBCL) (Achenbach, Dumenchi, & Rescorla, 2001) randomly selected and assigned to the experimental and control groups randomly and equally. The experimental group participated in 16 training sessions (each session was 50 minutes) and received an emotion regulation program but the control group only received the mainstream program in the school. All subjects were evaluated by the CBCL before and after the intervention sessions. The data were analyzed by the analysis of covariance. The findings showed that participation of the experimental group in emotion regulation training sessions has led to a significant reduction (P<0.001) of behavioral problems, internalizing, and externalizing problems in comparison to the control group. Therefore, planning and administration of emotion regulation training in exceptional centers can help students learn how to manage and express their emotions to prevent behavioral problems. 

he aim of present study was to examine the mediating role of self-esteem in relevance between attachment styles and parental warmth with depression. The research design was descriptive-correlational. Participants consists of 205 female primary school students who were selected by convenience sampling method in 2018-2019 academic year. All students completed the attachment styles classification questionnaire (Ricky Finzi-Dottan, 2006), Child Parental Acceptance-Rejection Questionnaire (Rohner, 2007), Culture-Free Self-Esteem Inventory (Battel, 2002), Children’s Depression Inventory (kovacs, 1992). Pearson correlation test results showed among depression with self-esteem, secure attachment styles and parental warmth had positive relation and with insecure attachment styles had negative relation (P<0/001). Also among self-esteem with secure attachment style and parental warmth had positive relation and with insecure attachment styles had negative relation (P<0/01).findings showed that, 25 percent of the variance in self-esteem can be explained by parental warmth and attachment styles. Also, attachment styles, parental warmth and self-esteem are able to account for 52 percent of the variance in depression among female students. In the relationship among attachment styles and parental warmth with depression, the self-esteem had a mediation role In general, the findings showed that by raising parenting skills and increasing self-esteem levels in children with avoidant attachment styles, depressive symptoms can be prevented.

he current study aimed to investigate road crossing behavior of three groups of children, namely; typically-developing children, children with internalized problems and children with externalized problems. A total of 79 children aged 7.5 to 10 years in three groups of typically-developing children, children with internalized problems, and children with externalized problems voluntarily participated in the study. Tools included a pedestrian virtual reality environment (Schwebel, Gaines & Severson, 2007) to assess road-crossing behavior and Barkley Deficits in Executive Functioning Scale-Children and Adolescents (Barkley, 2012) to measure the deficits in executive functions. The results of MANCOVA with age and scores in BDEFS-CA as the covariates showed that children with internalized problems waited longer on the sidewalk than typically-developing children and children with externalized problems; they had more missed opportunities, and after a traffic gap, they started crossing with more delay. Children with externalized problems had more hits than typically-developing children. Compared to typically-developing children and children with internalized problems, children with externalized problems also exhibited less safe behavior when crossing the roads. Therefore, it’s necessary for the specialists of child traffic injury prevention programs to focus on behavior modification-based interventions, taking into account the pattern of street-crossing behavior of at-risk groups.

his study aimed to investigate the mediating role of academic optimism in the relationship between mindfulness and counterproductive academic behavior. The research method was correlational and participants were (143 male and 160 female) secondary school students from Marvdasht city which selected via random multistage cluster sampling method. To examine research variables, all participants completed Mindfulness Scale (Droutman, Golub, Oganesyan, & Read, 2018), Academic Optimism Questionnaire (Tschannen-Moran, Bankole, Mitchell, & Moore ,2013) and Counterproductive Student Behavior Scale (Rimkus, 2012). Data were analyzed using structural equation modeling. The results showed that the direct effect of mindfulness on counterproductive academic behavior was not significant; but the direct effect of mindfulness on academic optimism and the direct effect of academic optimism on counterproductive academic behavior were significant; also, the effect of mindfulness on counterproductive academic behavior was mediated significantly by academic optimism. In general, the findings showed that the role of mindfulness and academic optimism in explaining counterproductive academic behavior. Based on these findings, it can be concluded that in order to reduce students’ counterproductive academic behavior, their academic awareness and optimism should be considered. 

he purpose of this research was to introduce and test a causal model of investigating wisdom behaviors. 440 undergraduate (281 women, 159 men) were selected by random cluster sampling method in Shiraz University in academic year 98-99. They completed Self-Assessed Wisdom Scale (Webster, 2003), NEO Questionnaire Short Form (Khormaei & Farmani, 2014), Successful Intelligence Scale (Sternberg & Grigorenko, 2002), Patience Scale (Khormaei, Farmani & Soltani, 2015), and Coping Self - efficacy (Chesney, Neilands, Chambers, Taylor & Folkman, 2006). The result of the present study supported the meditational effect of patience and coping self - efficacy. In this regards, agreeableness, conscientiousness, neuroticism and successful intelligence predicted wisdom indirectly by the mediation role of patience and coping self - efficacy. Accordingly, 45% of the wisdom variance were explained by these variables. Therefore, the big factor personality dimensions and successful intelligence increasepatience. So students who are patience to face the problems have more coping self - efficacy skills than those who are not patience; and finally result, they would behave wisely.

his study examined the mediating effect of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs amonn male and female gifted students. 366 students (182 male and 184 female) responded to the Achievement Goal Questionnainre- Revised (AGQ-R, Elliot & Murayama, 2008), Psychological Capital Questionnaire (PCQ, Luthans, Avolio, Avey & Norman, 2007), Achievement Emotions Questionniare-Revised (AEQ-R, Abdollahpour, 1394), Health-Oriented Academic LifeStyle Promoting/ Reducing Behaviors Questionnaire (HALSP-RBQ), School Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012), School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for male and female gifted students, the partially mediated model of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs had good fit to data. The results of the group specificity of structural relations showed that the hypothesized relationships were equivalent for both groups. In sum, on the one hand, these results showed that achievement goal theory in learners played an important role in explaining adaptive and maladaptive acheivement-oriented efforts. On the other hand, the complementary feature of the psychological capital construct was able to push the conceptual boundaries of motivation contemporary theories.