فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 72 (تابستان 1401)

he present study aimed to compare the effectiveness of teaching metacognitive skills and positive adolescent development on academic resilience and well-being of female students with behavioral problems. The research method was quasi-experimental with pretest- posttest design and quarterly follow-up. The statistical population consisted of all students with behavioral disorder at ninth grade in the academic year 2017-2018 at schools in Yazd, which were screened according to Achenbach’s Child’s Behavioral Checklist. Multi-stage random sampling method was used to select the sample and 54 students with behavioral problems were selected and randomly placed in two experimental groups and one control group. The research tools included Achenbach’s Child’s Behavioral Checklist (1991), Academic Resilience Questionnaire (Samuels, 2004) and Academic Well-Being Questionnaire (Pitrinen, Soini & Pyhalto (2014). The two experimental groups were trained with an adolescent positive development training package and metacognitive skills. Analysis of variance with repeated measures was used to analyze the data. The results showed that the adolescent positive development training package and teaching metacognitive skills have positive effect on academic resilience and well-being. The results also showed that there is no significant difference between the effectiveness of the adolescent positive development training package and Teaching Metacognitive Skills. The results of this research showed that the use of metacognitive training helps a person to go through a better thinking process when facing problems based on information processing, by decentralizing the problem and its consequences towards self-attention, and also teaching the positive development of adolescence with regard to Involving students increases the capacity and ability of students in facing problems as well as efforts towards success and academic progress.

he purpose of the present study was to investigate the mediating role of emotional schemas and emotional regulation in the relationship between child abuse, emotional vulnerability and borderline personality feature. The present study is a correlational study and structural equation modeling. Participants were 462 people of general population of West Azerbaijan province were selected by cyberspace sampling method. For data gathering, Child Abuse Self Report Scale (Mohammadkhani, Mohammadi, Nazari, Salavati & Razzahghi, 2003), Childhood Emotional Vulnerability (Sauer & Bauer, 2009), Emotional Schemas (Leahy, 2011), and Borderline Personality Feature (Mohammadzadeh, Godarzi, Taghavi,Mollazadeh, 2005) were used. The results showed that conformity emotional schemas and emotion regulation were significant positive predictors borderline personality Emotional schema have a mediating role by establishing a positive and significant relationship between child abuse and borderline personality feature. Emotional schemas also mediated between child abuse and emotional vulnerability with emotional dysregulation. Based on the findings of this study, it can be concluded that emotional schemas can increase borderline personality traits.

he purpose of this study was to determine the mediating role of emotion regulation in the relationship of maternal reflective function-ing and internalizing and externalizing problems of children. Participants included 289 mothers and children aged 6 to 12 years who were selected through convenience sampling method from different areas of Karaj. Mothers completed the Parental Reflective Func-tioning Questionnaire (Luyten et al., 2017), Emotion Regulation Checklist (Shields & Cicchetti, 1995), and Child Behavior Check-list (Achenbach & Rescorla, 2001). Data were analyzed using correlation and Structural Equation Modeling (SEM). The results showed that there were significant correlations between all subscales of reflective functioning and emotion regulation and externaliz-ing problems (P<0.01), and also between the pre-mentalizing mode (PM) and internalizing problems (P<0.01). Furthermore, the results of structural equation modeling indicated that emotion regulation plays a mediating role in the relationship between maternal reflective functioning and children’s internalizing and externalizing problems. In total, these findings suggested that mothers’ low reflective functioning is associated with emotional and behavioral problems in children.

he present study was conducted to investigate the effectiveness of play therapy with a filial approach on social behavior and self-control of primary school children with sluggish cognitive tempo. The present study was quasi-experimental with pretest, posttest, control group and two-month follow-up period design. The statistical population of the present study included the primary school children with sluggish cognitive tempo in the city of Isfahan in the In the spring of 2021. 40 children with Sluggish Cognitive Tempo were selected through multi-stage random sampling method and they were randomly accommodated into experimental and control groups (each group of 20 children). The experimental group received eight seventy-five-minute play therapy with a filial approach interventions. The applied questionnaires in this study included sluggish cognitive tempo questionnaire (McBurnet et al, 2014), social skills questionnaire (Matson, Rotatori, Helsel, 1983) and self-control questionnaire (Kendal, Wilcox, 1979). The data from the study were analyzed through Mixed ANOVA via SPSS-23 software. The results showed that play therapy with a filial approach has significant effect on the social behavior and self-control of primary school children with sluggish cognitive tempo (p<0.001) and this effectiveness has been stable in the follow-up phase. According to the findings of the present study it can be concluded that play therapy with a filial approach can be applied as an efficient method to increase the social behavior and self-control of primary school children with sluggish cognitive tempo through employing Empathetic and intimate reflection of the child’s feelings, encouragement and strengthening of parents and making communication problems with children natural.

he purpose of this study was to examine the effectiveness of the Combat Stress Now Program on university students ‘cognitive appraisal processes, cognitive emotion regulation strategies, achievement emotions and academic satisfaction. In this Quasi-experimental study with pretest-posttest control-group design in company with follow up stage, 50 students in experimental (25 students) and control (25 students) groups responded to the Stress Appraisal Measure-Revised (SAM-R), the Cognitive Emotion Regulation Questionnaire (CERQ), The Achievement Emotions Questionnaire-Revised (AEQ-R) and the Multidimensional Students’ Life Satisfaction Scale (MSLSS). The experimental group received 10 Combat Stress Now Program sessions (2 hours a session). The results statistical procedures of multivariate and univariate covariance analysis indicated that Combat Stress Now Program was effective in increasing positive cognitive appraisals, adaptive cognitive emotion regulation strategies, positive achievement emotions and academic satisfaction and in decreasing negative cognitive appraisals, non-adaptive cognitive emotion regulation strategies and negative achievement emotions in short term and long term. These findings suggest that Combat Stress Now Program by reducing or eliminating stressors, tolerating or adjusting to negative events or realities, maintaining a positive self-image, maintaining emotional equilibrium and continuing satisfying relationships with others could result in mental immunization in students.

he aim of this study was to describe the concept of self-deception and investigate the psychometric properties of Sirvent, Herrero, Moral, & Rodríguez›s self-deception questionnaire (2019) (SDQ-12) in undergraduate students at Shiraz University. The study participants were 315 students (185 girls and 130 boys) who were studying in the 2019- 2020 academic yea,and completed Sirvent et al.›s (2019) Self-deception questionnaire, Khoramie & Ghaemi›s (2018) Moral Character, and Bandura, Barbaranelli, Caprara & Pastorelli› s (1996) Moral Disengagement scales. The Data were analyzed using correlation coefficient, Cronbach›s alpha coefficient, and confirmatory factor analysis. The results of confirmatory factor analysis confirmed two factors of mystification and manipulation. The results of correlation with other tests and Cronbach›s alpha coefficient also confirmed the convergent validity and reliability of the questionnaire. The results showed that Sirvent et al.›s self-deception questionnaire has a very good validity and reliability in Iranian students, and it is effective in measuring self-deception in two dimensions mentioned.

his study aimed to compare the Object Relations and Integrative Self-knowledge between officially married couples and cohabitants. The statistical population of this causal-comparative study included all officially married and cohabitant couples between 18 to 40 years old living in Iran in 2021. 120 men and women were selected by convenience sampling method and filled out Bell Object Relations Inventory (Bell, 2007) and Integrative Self-knowledge Scale (Ghorbani, Watson & Harges, 2008). To analyze the data of this study, multivariate analysis of variance was applied. The results indicated that there was no significant difference in Object Relations and Integrative Self-knowledge components between cohabitants and officially married couples. Findings of this study can contribute to better psychological understanding of this emerging phenomenon in the transitional society of Iran, resolve partly the basic contradictions in the results of recent researches and open new horizons for future studies. 

his study aimed to determine the mediating role of intolerance of uncertainty in the relationship between positive and negative perfectionism and university students’ depression, anxiety and stress. A number of 240 undergraduate and graduate students of Islamic Azad University Kermanshah branch in 2019-20 academic year were selected by convenience sampling method and responded to Positive and Negative Perfectionism Scale (PNPS; Terry-Short et al, 1995), Depression, Anxiety and Stress Scale (DASS; Lavibond & Lavibond, 1995) and Uncertainty Intolerance Scale (IUS; Freeston et al, 1994). The results showed that maladaptive perfectionism had a significant positive correlation with depression, anxiety and stress, while adaptive perfectionism has a significant positive relationship only with stress and has no significant relationship with depression and anxiety. The results also showed that intolerance of uncertainty has a strong positive relationship with both adaptive and maladaptive perfectionism and depression, anxiety and stress. The results also indicated that the hypothesized model had a moderate fit with observed data and the mediating role of intolerance of uncertainty in the relationship between research variables was not confirmed. The findings of the present study showed that the transdiagnostic structures have a significant effect on mental health and increasing the severity these variables carries the risk of reducing the quality of university students’ mental health.