نشریه مطالعات اسلام و روان شناسی
پیاپی 32 (بهار و تابستان 1402)

A very important discussion in Islamic humanities is the "necessity of the establishment approach"; If we want to have an established approach, we must be able to consider Islamic humanities in a coherent and systematic manner along with other Islamic sciences; This research draws the epistemological geometry of Islam in such a way that humanities are also considered a part of it. The aim of this research is to outline the generalities of epistemological geometry and the formulation of Islamic macro concepts and different epistemological branches in the religious thought system. The main research question is "in the epistemological geometry of Islam, what place is drawn for Islamic psychology?" The findings of this research indicate that:. There is a systemic relationship in Islamic education; 2. Without drawing and explaining the epistemological geometry of Islam, it is not possible to express the relation of Islamic humanities with an established approach to other Islamic sciences; 3. This epistemological geometry can be represented in a symbolic form, the connection of its components with each other is clear. 4. Psychology is in the sixth row in the cognitive field, in the seventh row in the emotional field, and in the eighth row in the behavioral field of that symbolic form.

Political participation as one of the major indicators of development is a very important function of people's unique personality-interactive traits, particularly among students. The present research was conducted with the aim of examining the mediatory role of religious beliefs in the relationship between students' personality traits and their political participation. This descriptive-correlational research applied the methodology of structural equation modeling. The population included all the students of Ardakan University in the academic year 2020-2021. 300 students were selected among them by the convenience sampling as the sample. The NEO-Five Factor Inventory (NEO-FFI) (short form) (McCrae & Costa, 1992), the questionnaire of political participation (Farajzadeh, 2014), and the questionnaire of religious beliefs (Khodayarifard, 1995) were used for collecting the data. The data analyzed by descriptive and inferential statistics and showed that the personality traits of neuroticism, extroversion, agreeableness, and conscientiousness have a significant direct effect on political participation among students (P<0.05); while the personality trait of flexibility does not have a significant direct effect on political participation (P<0.05). In addition, religious beliefs have a significant direct effect on political participation (P<0.05). The personality traits of extroversion, agreeableness, flexibility, and conscientiousness also have a significant direct effect on religious beliefs among students (P<0.05); but the personality trait of neuroticism does not have a significant direct effect on religious beliefs (P<0.05). Moreover, religious beliefs significantly mediate the relationship between the personality traits of extroversion, agreeableness, flexibility, and conscientiousness and political participation among students (P<0.05).

This study presented a "taking responsibility" model in the form of a specific and standard behavioral model that it is very useful in the fields of management, psychology, and social sciences; because theorists believe that it is difficult to model human's behavior due to the complexity of his/her inner dimensions and environmental conditions. According to the model, everyone has the bias to take responsibility under two conditions: first, the person thinks he/she can do the responsibility; and second, he/she can obtain necessary knowledge along the way, that is, he/she can't be confused. Therefore, delegating responsibility, itself, is motivational for everyone. This study discussed the nature of taking responsibility in detail, and the model was presented in the form of the components of ideal type of behavioral models. The model was based on the analysis of Quranic verses using the qualitative content analysis. Moreover, it has a justification and an appropriate compatibility with some scientific theories on job enrichment and motivation. One of its functional results is that delegating responsibility (at the group, organizational or society level) is motivational, and for instance, it isn't necessary to make use of other incentives such as salary increase and material benefits.

The purpose of this study was to evaluate a structural model of predicting cognitive emotion regulation based on the components of God-image, self-image, and attachment styles with the mediation of ego strengths.

This correlational study applied the methodology of structural equation modeling (path analysis). The participants, who were selected by the convenience sampling, included 250 students from the University of Tehran and Shahed University. Janbozorgi's God-image and self-image questionnaire for spiritual interventions, Collins and Read's attachment style questionnaire, Garnefski's cognitive emotion regulation questionnaire, and Markstrom's ego strengths questionnaire were used. The data were analyzed by the SPSS-26 and LISREL.

According to the structural equation modeling, the initial conceptual model did not have the desired initial fit and the paths of God-image and avoidant attachment style were not significant. After omitting these paths, the modified model had a desired fit. In the modified model, self-image, self-concept, and ambivalent attachment style were able to predict adaptive and non-adaptive cognitive emotion regulation by mediating ego strengths. Moreover, God-image and secure attachment style could predict non-adaptive regulation without mediating ego strengths.

Based on the results, it can be said that the higher God-image versus God-concept in individuals, the more non-adaptive cognitive emotion regulation in them. In addition, secure attachment style decreases non-adaptive cognitive emotion regulation in individuals. Self-image, self-concept, and ambivalent attachment style with the mediation of ego strengths predict the strategy of adaptive and non-adaptive cognitive emotion regulation. Therefore, we can consider such variables in the interpersonal relationships and educational, family, religious, spiritual, and therapeutic issues.

The purpose of this study was to predict attitudes to fashion based on the practice of religious beliefs, attachments styles (secure, avoidant, and anxious), and personality traits. The population of this descriptive-correlational study was married and unmarried female undergraduate students in different fields in Shahid Bahonar University of Kerman. 300 students were selected among them by the simple random sampling as the sample. The data were gathered by the questionnaires of attitudes to fashion (Safarinia et al., 2011), the practice of religious beliefs (Nilsson, 1995), attachment styles (Collins and Read, 1990), and the NEO-Five Factor Inventory (NEO-FFI) (McCrae & Costa, 1990). The multiple linear regression technique was applied for analyzing the data. According to the results, in the case of predicting the attitudes to fashion based on the variables of the practice of religious beliefs, personality traits, and attachment styles, the practice of religious beliefs could indirectly predict students' attitudes to fashion. Only the personality trait of extroversion and ambivalent-anxious attachment style could directly, and the personality trait of agreeableness and the practice of religious beliefs could indirectly predict students' attitudes to fashion. In the matter of predicting the attitudes to fashion based on the variable of the personality traits, the personality traits of extroversion and flexibility could directly, and the personality trait of agreeableness could indirectly predict students' attitudes to fashion. In addition, in the case of predicting the attitudes to fashion based the variable of the attachment styles, only ambivalent-anxious attachment style could directly predict female students' attitudes to fashion.

The present research aimed to examine the role of perceived stress and positive affect as mediators in the relationship between religious orientation and mental health among students. This correlational research applied the structural equation modeling, and its population was the students of Shahid Chamran University of Ahvaz in the academic year 2021-2022. By the multistage sampling, 311 students were selected. The questionnaires of religious orientation (Maltby, 1999), mental health (1972), and perceived stress (1983) were used. According to the findings, there is a relationship between religious orientation and perceived stress, and between perceived stress and mental health. In addition, there is not a relationship between religious orientation and mental health with the mediation of perceived stress. It is confirmed that there is a relationship between religious orientation and positive affect, and between positive affect and mental health. Positive affect explains the relationship between religious orientation and mental health. There is no significant difference between the two mediating variables. In order to increase students' mental health, it is suggested that internal religious orientation be strengthened and some supportive and educational programs be designed for managing students' stress and increasing their positive affect.

The aim of the present study was to present a model of religious attitude and the practice of religious beliefs with academic cheating with an emphasis on the mediating role of academic self-efficacy. This descriptive-correlational study applied the structural equation modeling, and its population included all female students of second high school in the city of Khorramabad in the academic year 2016-2017 (9981 students). The sample size of 240 was determined by the rule of thumb Kline (2015), and the sample was formed by the stratified random sampling according to district and academic level. Collecting the data was done by the questionnaires of the practice of religious beliefs, religious attitude, academic self-efficacy, and academic cheating. All analyses were performed by the structural equation modeling. The results showed that the practice of religious beliefs, without the mediating role of academic self-efficacy, has a direct effect, and with the mediating role of academic self-efficacy, has an indirect effect on academic cheating; but religious attitude does not have any effect on academic cheating. Moreover, academic self-efficacy, negatively and significantly, has a direct effect on academic cheating. In general, it can be said in spite of the important role of attitudes in directing and forming individuals' behaviors, positive religious attitude, itself, is not the only sufficient factor of preventing deviant behavior, and it should result in a function, so that it can act as a deterrent.